Teaching model construction and practice of "health education" course in a medical school
10.3760/cma.j.cn116021-20231222-01954
- VernacularTitle:医学院校《健康教育学》课程教学模式构建与实施
- Author:
Xiaojing HOU
1
;
Weining LI
1
;
Jun FENG
1
Author Information
1. 上海杉达学院国际医学技术学院，上海 201209
- Publication Type:Journal Article
- Keywords:
Health education;
Teaching model;
Constructivism;
Medical education;
Bibliometrics
- From:
Chinese Journal of Medical Education Research
2025;24(4):506-511
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To construct and implement the teaching model of "health education" course, evaluate the teaching effectiveness, and provide a reference for teaching "health education" to students in related majors at medical universities.Methods:Based on the bibliometric analysis, the training requirements of professional talents, and a survey of faculty and student needs, this article reported a teaching model for "health education" course guided by constructivism theory. The model included six aspects: theoretical basis, teaching objectives, activity framework/procedures, teacher-student communication, teaching resources, and teaching evaluation. The teaching model was used in the fourth semester of nursing undergraduates, and the effectiveness was evaluated from two aspects of learning performance and learning summary text analysis.Results:Students performed best in health education project design/proposal preparation and typical health education material design. The content analysis of the students' learning summary identified 12 themes in 5 areas: learning outcomes (attitudes and values, professional knowledge, professional ability), learning process (interest and challenge, teaching implementation), emotional experience (personal feelings, student-student relationship, teacher-student relationship), evaluation experience (rationality, satisfaction), suggestions for teaching (class hour arrangement, personal opportunities).Conclusions:The teaching mode of "health education" course guided by constructivism theory provides a learning scaffold. The value sense and challenge of knowledge, a warm classroom atmosphere, and student-teacher relationships promoted learning effectiveness. The complementary integration of group learning and individual learning is worthy of further exploration in the future.
