The students' satisfaction degree and cognitive attitude of the network construction of elaborate course of social medicine
10.3760/cma.j.issn.2095-1485.2014.08.027
- VernacularTitle:社会医学精品课程网络建设满意度和认知度的现状分析
- Author:
Ping XIA
;
Chuanjian LU
;
Zhenmiao PANG
;
Xingying XU
;
Heng LONG
;
Xiuqin YUAN
;
Haiyan ZHENG
;
Yanping QU
- Publication Type:Journal Article
- Keywords:
Social medicine;
Elaborate course;
Network course;
Satisfaction degree;
Cognitive attitude
- From:
Chinese Journal of Medical Education Research
2014;(8):857-860,861
- CountryChina
- Language:Chinese
-
Abstract:
Objective This study aimed to survey students' satisfaction and cognitive attitude of elaborate course of social medicine to provide a basis for exploring appropriate teaching mode. Methods Purposive sampling was used with questionnaire to survey 646 students who had learned social medicine in 5 universities in Guangdong province. The survey included the social medicine curriculum, teaching situation, students' satisfaction and cognitive attitude of elaborate course of so-cial medicine. Descriptive statistical analysis was used to describe the demographic characteristics and curriculum. The t test and one-way ANOVA were used to compare the means of students' satisfaction and cognitive attitude of elaborate course in different universities, using the test level of 0.05. Results The lecture-based learning was the main teaching mode. 335(52.7%) students thought it necessary to learn social medicine, but only 27.2%of the students(173 students) were interested in social medicine and 65(10.2%) students could take the initiative to read about extracurricular books. Overall satisfac-tion with using network resources of elaborate course in two universities that had university-level elab-orate course of social medicine were (2.78 ± 0.55) and (3.01 ± 0.30) respectively and the difference was statistically significant(t=-3.97,P<0.01). The cognitive attitude of the students in 5 universities with using network resources of elaborate course was (3.09±0.66) and the difference was statistically significant(F=3.70,P<0.01). Conclusion Social medicine teaching has been paid attention to in 5 universities, but there were some common problems: ①putting emphasis on theory and ignoring prac-tice in teaching mode; ②putting emphasis on credit and ignoring effectiveness in learning; ③and putting emphasis on construction and ignoring using in network resources of elaborate course of social medicine.
