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Article(id=1241035548928823677, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, articleNumber=null, orderNo=null, doi=10.20043/j.cnki.MPM.202406265, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1718640000000, receivedDateStr=2024-06-18, revisedDate=null, revisedDateStr=null, acceptedDate=null, acceptedDateStr=null, onlineDate=1773815532190, onlineDateStr=2026-03-18, pubDate=1735056000000, pubDateStr=2024-12-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1773815532190, onlineIssueDateStr=2026-03-18, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1773815532190, creator=13701087609, updateTime=1773815532190, updator=13701087609, issue=Issue{id=1241035543589483182, tenantId=1146029695717560320, journalId=1227665162245664772, year='2024', volume='51', issue='24', pageStart='4417', pageEnd='4608', issueExtLink='null', onlineDate='null', pubDate='null', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1773815530917, creator=13701087609, updateTime=1773815686426, updator=13701087609, preIssue=null, nextIssue=null, ext={EN=IssueExt(id=1241036195896029478, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, language=EN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=), CN=IssueExt(id=1241036195896029479, tenantId=1146029695717560320, journalId=1227665162245664772, issueId=1241035543589483182, language=CN, specialIssueTitle=, coverIllustrator=null, specialIssueEditor=, specialIssueAbout=)}, issueFiles=null}, startPage=4603, endPage=4608, ext={EN=ArticleExt(id=1241035549323088268, articleId=1241035548928823677, tenantId=1146029695717560320, journalId=1227665162245664772, language=EN, title=Evaluation of the effectiveness of teaching reform of medical statistics for undergraduate nursing students based on case study-modularized teaching design, columnId=null, journalTitle=Modern Preventive Medicine, columnName=null, runingTitle=null, highlight=null, articleAbstract=
Objective

To evaluate the effectiveness of case study-modularized teaching design method in undergraduate nursing students.

Methods

Undergraduate nursing students in the class of 2020 of a medical university were selected as research subjects, and a parallel controlled trial was designed with case study-modularized teaching in the intervention group and traditional teaching methods in the control group, and the evaluation of teaching effectiveness was conducted by anonymous questionnaires and final grades.

Results

The scores, learning attitudes, course cognition, teaching satisfaction, and self-learning effect evaluation of students in the intervention group were better than those in the control group (P<0.05), and the teaching method was especially effective in improving students’ comprehensive application ability.

Conclusion

The case study modularized teaching method used in the teaching of medical statistics is popular among students, with high course satisfaction and self-learning effect evaluation, which can improve the comprehensive application ability of students, and the teaching effect is remarkable.

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目的

评价案例分析-模块化教学设计法在本科护理专业本科学生中的应用效果。

方法

选取某医科大学2020级本科护理专业学生为研究对象，设计平行对照试验，其中干预组采取案例分析-模块化教学，对照组为传统教学方法，结合匿名式问卷调查结果和学生期末考试成绩进行教学效果评价。

结果

干预组学生的成绩、学习态度、课程认知、教学满意度和自我学习效果评价均优于对照组（P<0.05），尤其在提升学生综合应用能力方面，本方法教学效果明显。

结论

在医学统计学教学中采用的案例分析-模块化教方法深受学生欢迎，课程满意度和自我学习效果评价高，能够提高学生综合应用能力，教学效果显著。

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刘娅，E-mail:
, copyrightStatement=本刊刊出的所有文章不代表中华预防医学会和本刊编委会的观点，除非特别声明。, copyrightOwner=中华预防医学会和四川大学华西公共卫生学院, extLink=null, articleAbsUrl=null, sourceXml=deD9fWSFO0U0MRrS6+/zHA==, magXml=u1/2ve4j/UYNDuwjWymHuA==, pdfUrl=null, pdf=S/IjsOvU/2PI0hoadusMzQ==, pdfFileSize=1128075, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=JLttemqD71cd8EEkeC8Vkg==, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=ZCr1HopRAjXH3rICCCbrcw==, mapNumber=null, authorCompany=null, fund=null, authors=

张容（1986—），女，硕士，讲师，研究方向：医学统计学方法及其应用

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张容（1986—），女，硕士，讲师，研究方向：医学统计学方法及其应用

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张容（1986—），女，硕士，讲师，研究方向：医学统计学方法及其应用

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journalId=1227665162245664772, articleId=1241035548928823677, language=CN, orderNo=1, keyword=医学统计学), Keyword(id=1241069981811667039, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, orderNo=2, keyword=本科教育), Keyword(id=1241069981870387302, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, orderNo=3, keyword=教学改革)], refs=[Reference(id=1241069985594929454, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, doi=null, pmid=null, pmcid=null, year=2021, volume=38, issue=3, pageStart=468, pageEnd=470, url=null, language=null, rfNumber=［1］, rfOrder=0, authorNames=顾菁, 陈雯, 张晋昕, journalName=中国卫生统计, refType=null, unstructuredReference=顾菁，陈雯，张晋昕，等．结合网络课程资源的《医学统计学》全英教学模式改革探索［J］．中国卫生统计, 2021, 38(3): 468-470., articleTitle=结合网络课程资源的《医学统计学》全英教学模式改革探索, refAbstract=null), Reference(id=1241069985716564281, tenantId=1146029695717560320, 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Application research of modularized anesthesia clinical skill training teaching model based on SWOT andPEST analysis［J］. Clinical Education of General Practice, 2024, 22(3): 240-242. 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Diplomatic chunks: modularized construction and communication of diplomatic discourse with Chinese characteristics—a case study of four-character structures［J］. Contemporary rhetoric, 2023, (3): 37-47. 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(In Chinese), articleTitle=Effect evaluation of Case-Based teaching method combined with traditional teaching method on medical statistics in the clinical medicine major undergraduates, refAbstract=null)], funds=[Fund(id=1241069985209053452, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, awardId=ZYTS-86, language=CN, fundingSource=西南医科大学2021年教学改革项目(ZYTS-86), fundOrder=null, country=null), Fund(id=1241069985330688278, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, awardId=JG2022128, language=CN, fundingSource=西南医科大学2022年高等教育教学研究与改革项目(JG2022128), fundOrder=null, country=null)], companyList=[AuthorCompany(id=1241069980196860913, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, xref=null, ext=[AuthorCompanyExt(id=1241069980213638132, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, companyId=1241069980196860913, language=EN, country=null, province=null, city=null, postcode=null, companyName=null, departmentName=null, remark=School of Public Health, Southwest Medical University, Luzhou, Sichuan 646000, China), AuthorCompanyExt(id=1241069980217832437, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, companyId=1241069980196860913, language=CN, country=null, province=null, city=null, postcode=null, companyName=null, departmentName=null, remark=西南医科大学公共卫生学院，四川 泸州 646000)])], figs=[ArticleFig(id=1241069982096879736, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Fig.1, caption=Comparison of teaching process before (a) and after (b) teaching reforms, figureFileSmall=i32doNi/sz5DRH7kZpJvvA==, figureFileBig=Q8OFMExWd0k754A2goiiug==, tableContent=null), ArticleFig(id=1241069982168182913, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=图1, caption=教改前（a）和教改后（b）教学流程对比图, figureFileSmall=i32doNi/sz5DRH7kZpJvvA==, figureFileBig=Q8OFMExWd0k754A2goiiug==, tableContent=null), ArticleFig(id=1241069982356926600, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Table 1, caption=

Composition of credit hours, comparison of teaching, learning and assessment methods before and after the curriculum reform

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项目传统教学设计案例分析-模块化教学设计
学时构成线下48学时，其中理论36学时，实践12学时。线下45学时，其中理论27学时，实践18学时；线上（自学）12学时，其中理论9学时，实践3学时。
教学方式讲授法，举例法。讲授法，案例教学法，模块化教学法。
学习方式死记硬背，被动学习。探究学习，自主学习。
考核方式平时成绩(30%)+期末考试成绩(70%)，其中平时成绩包括出勤和单元测试。平时成绩(40%)+期末考试成绩(60%)，其中平时成绩包括出勤、课堂汇报、单元测试及综合表现。
), ArticleFig(id=1241069982440812686, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=表1, caption=

课程教改前后的学时构成，教学、学习与考核的方式的对比

, figureFileSmall=null, figureFileBig=null, tableContent=
项目传统教学设计案例分析-模块化教学设计
学时构成线下48学时，其中理论36学时，实践12学时。线下45学时，其中理论27学时，实践18学时；线上（自学）12学时，其中理论9学时，实践3学时。
教学方式讲授法，举例法。讲授法，案例教学法，模块化教学法。
学习方式死记硬背，被动学习。探究学习，自主学习。
考核方式平时成绩(30%)+期末考试成绩(70%)，其中平时成绩包括出勤和单元测试。平时成绩(40%)+期末考试成绩(60%)，其中平时成绩包括出勤、课堂汇报、单元测试及综合表现。
), ArticleFig(id=1241069982537281689, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Table 2, caption=

Comparison of baseline status of students in the two groups

, figureFileSmall=null, figureFileBig=null, tableContent=
变量干预（n=78）对照（n=61）t/χ2P
年龄21.05±1.1521.17±0.9050.6400.524
性别
男25（32.05）17（27.87）0.2840.594
女53（67.95）44（72.13）
认知得分24.79±3.4525.64±2.731.5650.120
态度得分7.13±1.827.56±1.221.6610.099
), ArticleFig(id=1241069982625362080, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=表2, caption=

两组学生基线情况比较

, figureFileSmall=null, figureFileBig=null, tableContent=
变量干预（n=78）对照（n=61）t/χ2P
年龄21.05±1.1521.17±0.9050.6400.524
性别
男25（32.05）17（27.87）0.2840.594
女53（67.95）44（72.13）
认知得分24.79±3.4525.64±2.731.5650.120
态度得分7.13±1.827.56±1.221.6610.099
), ArticleFig(id=1241069982717636780, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Table 3, caption=

Comparison of the final exam scores of the two groups of students

, figureFileSmall=null, figureFileBig=null, tableContent=
项目干预（n=78）对照（n=61）tP
平时成绩
出勤率(%)98.02±3.2292.77±4.21-8.322<0.001
单元测试86.85±15.6781.44±12.38-2.2100.029
闭卷考试
单选39.10±4.5438.21±6.07-0.9540.342
多选6.21±2.824.77±1.63-3.767<0.001
简答16.06±3.0515.92±4.20-0.2380.813
案例分析14.72±4.0212.41±4.33-3.2490.001
总分76.09±9.3071.31±13.78-2.3250.022
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两组学生的期末考试成绩比较

, figureFileSmall=null, figureFileBig=null, tableContent=
项目干预（n=78）对照（n=61）tP
平时成绩
出勤率(%)98.02±3.2292.77±4.21-8.322<0.001
单元测试86.85±15.6781.44±12.38-2.2100.029
闭卷考试
单选39.10±4.5438.21±6.07-0.9540.342
多选6.21±2.824.77±1.63-3.767<0.001
简答16.06±3.0515.92±4.20-0.2380.813
案例分析14.72±4.0212.41±4.33-3.2490.001
总分76.09±9.3071.31±13.78-2.3250.022
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Comparison of course perceptions and learning attitudes between the two groups of students

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变量干预（n=78）对照（n=61）tP
课程认知
本课程和其他医学课程同等重要4.31±0.714.16±0.66-1.2310.220
本课程知识对学历提升很重要4.49±0.584.18±0.74-2.7470.007
本课程知识对课题申报很重要4.53±0.624.28±0.71-2.1890.030
本课程知识对论文写作很重要4.56±0.644.31±0.70-2.2290.027
本课程知识对处理工作数据很重要4.56±0.574.28±0.76-2.5350.012
这门课可能对数学基础要求比较高4.15±0.813.98±0.96-1.1370.258
课程认知总分26.60±2.7625.20±3.85-2.5040.013
学习态度
我对这门课程感兴趣4.26±0.874.00±0.80-1.8050.073
我有信心学好这门课程4.09±1.013.75±1.04-1.9180.057
学习态度总分8.35±1.737.75±1.61-2.0660.041
), ArticleFig(id=1241069983137067205, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=表4, caption=

两组学生课程认知与学习态度比较

, figureFileSmall=null, figureFileBig=null, tableContent=
变量干预（n=78）对照（n=61）tP
课程认知
本课程和其他医学课程同等重要4.31±0.714.16±0.66-1.2310.220
本课程知识对学历提升很重要4.49±0.584.18±0.74-2.7470.007
本课程知识对课题申报很重要4.53±0.624.28±0.71-2.1890.030
本课程知识对论文写作很重要4.56±0.644.31±0.70-2.2290.027
本课程知识对处理工作数据很重要4.56±0.574.28±0.76-2.5350.012
这门课可能对数学基础要求比较高4.15±0.813.98±0.96-1.1370.258
课程认知总分26.60±2.7625.20±3.85-2.5040.013
学习态度
我对这门课程感兴趣4.26±0.874.00±0.80-1.8050.073
我有信心学好这门课程4.09±1.013.75±1.04-1.9180.057
学习态度总分8.35±1.737.75±1.61-2.0660.041
), ArticleFig(id=1241069984567324877, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Table 5, caption=

Comparison of students’ satisfaction with the quality of teaching in the two groups

, figureFileSmall=null, figureFileBig=null, tableContent=
满意度内容干预（n=78）对照（n=61）tP
教学安排满意度1.33±0.531.18±0.43-1.8890.061
教学组织方式满意度1.24±0.431.11±0.32-2.0160.046
教学进度安排满意度1.27±0.471.11±0.55-1.7420.084
教学内容满意度1.24±0.431.15±0.36-1.4340.154
教学课时安排满意度1.27±0.661.08±0.28-2.2700.025
教学效果满意度1.27±0.451.08±0.53-2.2240.028
总分7.63±2.566.72±1.95-2.3710.019
), ArticleFig(id=1241069984684765399, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=表5, caption=

两组学生教学质量满意度比较

, figureFileSmall=null, figureFileBig=null, tableContent=
满意度内容干预（n=78）对照（n=61）tP
教学安排满意度1.33±0.531.18±0.43-1.8890.061
教学组织方式满意度1.24±0.431.11±0.32-2.0160.046
教学进度安排满意度1.27±0.471.11±0.55-1.7420.084
教学内容满意度1.24±0.431.15±0.36-1.4340.154
教学课时安排满意度1.27±0.661.08±0.28-2.2700.025
教学效果满意度1.27±0.451.08±0.53-2.2240.028
总分7.63±2.566.72±1.95-2.3710.019
), ArticleFig(id=1241069984760262878, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=EN, label=Table 6, caption=

Comparison of self-assessment of learning effectiveness between the two groups of students

, figureFileSmall=null, figureFileBig=null, tableContent=
自评项目干预（n=78）对照（n=61）tP
熟悉了基本统计分析思路和方法1.59±0.591.36±0.58-2.2900.024
对申报大创课题更有信心2.04±0.801.66±0.70-2.9550.004
对课题数据分析更有信心1.77±0.741.36±0.73-3.2540.001
对文献中统计方法和表达更熟练1.67±0.801.46±0.62-1.6700.097
愿意去尝试科研论文的撰写1.91±0.791.36±0.88-3.873<0.001
有信心进一步学习其他统计方法1.78±0.771.26±0.77-3.952<0.001
总分10.76±3.908.46±2.93-3.968<0.001
), ArticleFig(id=1241069984940617962, tenantId=1146029695717560320, journalId=1227665162245664772, articleId=1241035548928823677, language=CN, label=表6, caption=

两组学生学习效果自评比较

, figureFileSmall=null, figureFileBig=null, tableContent=
自评项目干预（n=78）对照（n=61）tP
熟悉了基本统计分析思路和方法1.59±0.591.36±0.58-2.2900.024
对申报大创课题更有信心2.04±0.801.66±0.70-2.9550.004
对课题数据分析更有信心1.77±0.741.36±0.73-3.2540.001
对文献中统计方法和表达更熟练1.67±0.801.46±0.62-1.6700.097
愿意去尝试科研论文的撰写1.91±0.791.36±0.88-3.873<0.001
有信心进一步学习其他统计方法1.78±0.771.26±0.77-3.952<0.001
总分10.76±3.908.46±2.93-3.968<0.001
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基于案例分析-模块化教学设计的护理本科生《医学统计学》教学改革效果评估
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张容 , 张俊辉 , 刘军祥 , 刘娅
现代预防医学 | 人才培养 2024,51(24): 4603-4608
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现代预防医学 | 人才培养 2024, 51(24): 4603-4608
基于案例分析-模块化教学设计的护理本科生《医学统计学》教学改革效果评估
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张容, 张俊辉, 刘军祥, 刘娅
作者信息
  • 西南医科大学公共卫生学院，四川 泸州 646000

    • 张容（1986—），女，硕士，讲师，研究方向：医学统计学方法及其应用

通讯作者:

刘娅，E-mail:
Evaluation of the effectiveness of teaching reform of medical statistics for undergraduate nursing students based on case study-modularized teaching design
Rong ZHANG, Jun-hui ZHANG, Jun-xiang LIU, Ya LIU
Affiliations
  • School of Public Health, Southwest Medical University, Luzhou, Sichuan 646000, China
出版时间: 2024-12-25 doi: 10.20043/j.cnki.MPM.202406265
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摘要
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目的

评价案例分析-模块化教学设计法在本科护理专业本科学生中的应用效果。

方法

选取某医科大学2020级本科护理专业学生为研究对象，设计平行对照试验，其中干预组采取案例分析-模块化教学，对照组为传统教学方法，结合匿名式问卷调查结果和学生期末考试成绩进行教学效果评价。

结果

干预组学生的成绩、学习态度、课程认知、教学满意度和自我学习效果评价均优于对照组（P<0.05），尤其在提升学生综合应用能力方面，本方法教学效果明显。

结论

在医学统计学教学中采用的案例分析-模块化教方法深受学生欢迎，课程满意度和自我学习效果评价高，能够提高学生综合应用能力，教学效果显著。

医学统计学  /  本科教育  /  教学改革
Objective

To evaluate the effectiveness of case study-modularized teaching design method in undergraduate nursing students.

Methods

Undergraduate nursing students in the class of 2020 of a medical university were selected as research subjects, and a parallel controlled trial was designed with case study-modularized teaching in the intervention group and traditional teaching methods in the control group, and the evaluation of teaching effectiveness was conducted by anonymous questionnaires and final grades.

Results

The scores, learning attitudes, course cognition, teaching satisfaction, and self-learning effect evaluation of students in the intervention group were better than those in the control group (P<0.05), and the teaching method was especially effective in improving students’ comprehensive application ability.

Conclusion

The case study modularized teaching method used in the teaching of medical statistics is popular among students, with high course satisfaction and self-learning effect evaluation, which can improve the comprehensive application ability of students, and the teaching effect is remarkable.

Medical statistics  /  Undergraduate education  /  Teaching reforms
张容, 张俊辉, 刘军祥, 刘娅. 基于案例分析-模块化教学设计的护理本科生《医学统计学》教学改革效果评估. 现代预防医学, 2024 , 51 (24) : 4603 -4608 . DOI: 10.20043/j.cnki.MPM.202406265
Rong ZHANG, Jun-hui ZHANG, Jun-xiang LIU, Ya LIU. Evaluation of the effectiveness of teaching reform of medical statistics for undergraduate nursing students based on case study-modularized teaching design[J]. Modern Preventive Medicine, 2024 , 51 (24) : 4603 -4608 . DOI: 10.20043/j.cnki.MPM.202406265
正文
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《医学统计学》作为医学本科培养方案中的重要工具学科，其教学目标是培育学生的统计学思维逻辑，使他们能够熟练掌握科研设计和数据处理中基本的统计分析方法和实践应用能力。鉴于该学科以数理统计为基础，具有概念抽象、原理枯燥、不易理解和内容连贯性强等特点，所以对医学生而言是一门重要但不易学好的课程[1]。学生即便通过课程考核，也常暴露出“知识体系不完备”、“理论与实践脱节严重”以及“实践操作能力欠缺”等共性问题。为应对这些挑战，案例教学作为医学统计学经典的教学方法[2-4]，虽有其独特优势，但在传统框架下，往往受限于教学案例的标准化设计，这些案例往往过于规整，与真实科研情境下的数据呈现方式相去甚远（例如，频数表与原始数据的差异），从而限制了学生在实践中灵活运用所学知识解决问题的能力。因此，引入基于实际科研数据的案例设计，对于强化学生的实践能力显得尤为重要。与此同时，传统教学模式中教师主导、学生被动接受的模式，难以有效促进知识的系统内化，特别是对于学习动力不足的学生而言。知识模块化教学策略[5]作为一种创新的教育模式，正逐步在国内各高校得到应用，其在电子信息[6]、建筑学[7]及医学[8]等多个领域的教学实践中展现出卓越成效。通过将复杂的教学内容分割成若干模块，并构建清晰的知识框架，帮助学生实现知识的融会贯通。然而，将案例分析与模块化设计有机融合以促进学生实践能力提升的研究，目前多集中于大学物理[9]、遗传学[10]、麻醉学[11]及语言文学[12]等领域，而在《医学统计学》教学中的实践探索尚显不足。鉴于此，本研究拟在本校护理专业本科教育中，引入基于案例分析-模块化教学法，通过线上线下结合的教学模式，利用真实科研案例与模块化知识框架的双重驱动，旨在激发学生的学习兴趣，巩固其理论基础，并显著提升其实践应用能力。这一创新教学方法的实施，不仅有助于提升本科医学教育的人才培养质量，更为培养符合社会需求、具备复合型、应用型及创新型特质的医学人才[13]奠定了坚实的基础。
1 对象与方法
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1.1 对象
以某高校护理学专业6个本科班学生为研究对象，以学生闭卷考试成绩为主要结局指标，根据两组平行对照设计双侧检验样本量计算公式：其中α=0.05, β =0.20，σ1=10，σ2=18，δ=5，估算样本n1=55人，n2=n1=55人。考虑随机脱落率，两组扩大10%样本量，n1= n2=61人，总样本需要122人。本研究共139人，两组分别为78、61人。因此本研究实际样本量满足研究设计的需求。本研究的139名研究对象中，以女生为主，占69.78%，年龄范围18~23岁，平均年龄（21.10 ± 1.05）岁。所有参与对象均知情同意。
1.2 方法
1.2.1 实施方法
（1）问卷调查法：采用自行设计的问卷，通过问卷星网络平台对研究对象进行基线和末次问卷调查，问卷以班级为单位，以匿名的方式集中发放填写并当场收回。共发放问卷139分，收回139分，全部有效。问卷内容包括，一般情况，对课程的认知，态度，教学效果评价及学习效果自我评价等等。其中课程认知包含6个题目， Likert 5级评分的办法，非常不同意到非常同意，分别赋1~5分，总分范围0~30分，分数越高，认知越好。学习态度包含2个题目， Likert 5级评分的办法，非常不同意到非常同意，分别赋1~5分，总分范围2~10分，分数越高，态度越积极；教学效果评价包含6个题目，Likert 3级评分，从不满意到满意，分别赋分1~3分，总分范围6~18分，分数越高，越满意。自我学习效果评价包含5个题目，Likert 3级评分，从不符合到符合，分别赋分1~3分，总分范围5~15分，分数越高，效果越好。量表信效度分析显示克朗巴赫系数α为0.927，量表信效度良好。
（2）平行对照干预实验：以6个教学班共139名学生为研究对象，按照班级序号随机分为干预组和对照组，每个组各有3个班，所在班级所有学生按照分组结果入组，干预组学生开展案例分析-模块化教学。本教学改革模式将教学内容按不同资料类型及授课先后顺序划分为20余个知识模块，其中包括3个科研实例数据综合训练模块。并采用线上结合线下教学的方式来开展，利用现有的网络教学资源，将内容相对简单的两个理论知识模块（分类资料的统计描述、科研设计与统计图表）和一个实践模块（SPSS软件简介与定量资料的统计描述）共计12学时设置为线上教学，由学生自主完成。最后，根据同一授课教师的真实科研数据设计模块化的教学案例和综合案例，分资料类型将个体知识模块与综合案例分析模块有机结合设计课堂教学。对照组实行传统教学模式，干预时长为一学期（详见表1与图1）。
1.2.2 评价方法
课程结束后，通过闭卷考试和问卷调查对教学改革效果进行综合评价。闭卷考试题型包括单选，多选，简答和案例分析四种题型，百分制，其中考察基础知识占70%，综合分析能力占30%。同时对两组学生通过问卷星平台进行线上问卷调查，收集学生对课程的认知、态度和自我学习评价情况。
1.3 统计分析
问卷星平台导出调查数据后，对数据进行核查，采用SPSS 22.0进行数据分析。定量资料满足正态分布则采用均数和标准差进行统计描述，并采用成组设计t检验进行统计推断；不满足正态分布则采用中位数和四分位数间距进行统计描述，并采用成组设计秩和检验进行统计推断。定性资料采用率或构成比进行统计描述，采用成组设计卡方检验进行统计推断。以α=0.05为双侧检验的检验水准。
2 结果
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2.1 研究对象一般情况
本研究共纳入研究对象139人，干预组78，对照组61人。干预前，两组学生年龄、性别构成及对课程的认知和态度差异均无统计学意义，即基线均衡可比。详见表2。
2.2 教学改革效果评估
2.2.1 平时成绩与闭卷考试情况
干预组出勤率、单元测试、闭卷考试总成绩、多选和案例分析题成绩均高于对照组，且差异均有统计学意义（P<0.05）。见表3。
2.2.2 课程认知与态度改善情况
与对照组相比，干预组学生的课程认知总分和学习态度总分较低，且差异均有统计学意义（P<0.05）。认知方面，尤其是在课程知识对学历晋升、课题申请、论文写作和处理工作数据方面重要性的认知，干预组学生的认知优于对照组，且差异均有统计学意义（P<0.05）。见表4。
2.2.3 教学质量满意度评价
总的来说，干预组学生的满意度评分高于对照组，尤其是在教学组织方式、课时安排和学习效果上，干预组学生的评价均高于对照组，差异均有统计学意义（P<0.05）。见表5。
2.2.4 学习效果自评比较
干预组学生自评总分高于对照组，除了在“对文献阅读中统计方法和表达方面更熟练”方面差异没有统计学意义外，其余各项干预组学生自评学习效果均优于对照组，差异均有统计学意义（P<0.05）。见表6。
3 讨论
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3.1 “案例分析-模块化”教学法在提高学生综合实践能力方面效果显著
本研究发现，在期末考试中，干预组学生成绩明显优于对照组，尤其是在反映综合应用能力的多选题和案例分析题。本研究在传统案例教学法[14]的基础上设计“模块化”与“实际科研案例”相结合的教学方法，教学效果达到预期。分析原因：首先，模块化设计的教学内容对学生搭建理论知识框架益处良多。研究者将所有教学内容模块化设计后，提前搭建课程知识框架，并以此指导设计科研实例数据案例用于理论和实践教学。当学生循序渐进地学习个体知识模块后，逐步在教学中给学生构建和完善知识框架，并在科研案例综合实训中进一步内化，最终使学生的理论知识系统化与完整化，为其实践应用选择打下坚实基础。其次，案例分析作为经典的教学方法，历年来在法律、医学等学科的教学中取得了不错效果[15]。本次教改，为了给学生营造接近真实的科研数据分析场景，研究者结合实际科研数据和知识模块对传统教学中的规范化案例进行替换，并在授课过程中，引导学生从数据认识入手，分析其资料类型、设计类型和研究目的，综合考虑下进行分析方法的选择和应用。在解决科研实际问题的任务驱动下，升级后的案例教学法增加了科研分析的体验感，在实践教学中巩固了理论知识的同时，也明显提升学生课堂参与度和学习兴趣。最后，模块化知识与科研实例结合下，经过单个知识模块与综合分析训练模块有机组合，学生实践应用能力得到了有效提高。
3.2 学生的课程认知和学习态度得到了改善
本研究中，干预组学生的课程认知和学习态度均优于对照组，尤其在“学历提升”、“课题申报”、“论文写作”和“处理工作数据”方面，学生认识到了这门课程的重要性。作为本科学生，绝大部分学生没有接触科研的机会，课堂所学的知识技能无法得到现实数据分析需求的及时刺激，导致学习目的性不强。课程考试通过后，学生面对实际科研数据分析一筹莫展的现象比较常见[16]。通过将科研案例数据应用到课堂中，增强教学内容的针对性和时效性，理论讲解和实践训练都让学生切实认识到这门工具性学科的重要性，对于改善学生的学习态度效果较好。
3.3 教学质量满意度与自评学习效果得到了提高
模块化知识框架下，重新组织的教学计划得到了学生们的一致肯定，尤其是在“组织方式”、“课时安排”和“教学效果”方面，干预组学生满意度均高于对照组。知识模块结合科研案例数据分析的教学方法，保证了学生及时地将课堂所学的理论方法充分地训练与应用。模拟现实科研数据分析场景的实践教学可显著提升学生的应用能力，为学生科研实践与科研创新提供帮助与自信，也为解决本课程理论知识与实践应用严格脱节的痛点问题提供了参考思路。因此，在学习效果自评中，干预组学生自评在“熟悉统计思路与方法”、“申报课题”、“数据分析”、“论文撰写”和“深入学习统计学方法”方面更有信心。
3.4 研究的不足之处
尽管本次教学改革取得了较为理想的预期效果，但仍存在改进和提升的空间。首先，需注意的是，问卷调查中的效果评价指标分级标准未统一，这一点在未来的研究中应予以改进。其次，问卷调查结果显示，学生们不仅对这种教学改革形式表示喜爱，还建议进一步增加实践教学课时。同时，他们也反映了大班教学中存在的学生指导不足的问题。教学组老师对此表示认同，并计划在以后的实践教学中，以主讲教师为主导，增设实践辅助教师，以便更好地解决个别学生在实践操作过程中遇到的问题。最后，虽然本研究对象聚焦于护理专业本科生，且该专业学生的性别构成与其他医学专业有所不同，但我们认为，既然本次教学改革能在理科知识相对薄弱的护理专业学生中取得良好效果，那么我们也有信心将其进一步应用于其他专业的学生中，以验证和探讨本教学设计的效果。
3.5 小结
综上所述， 以提升学生实践应用能力为导向的“案例分析-模块化教学法”能够调动学生学习医学统计学的主动性，在提升学生综合应用能力，改善学习认知与态度，提高教学满意度与自我学习评价方面均取得了较好效果，值得在以后的教学中充分实践。当然，在教育部建设适应新时代要求的本科教育的指导思想下，结合学科和学生特点，进一步完善和提高这种具有良好教学效果和可行性的教学模式，还需在广泛地教学实践中继续探索与完善。
基金
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  • 西南医科大学2021年教学改革项目(ZYTS-86)
  • 西南医科大学2022年高等教育教学研究与改革项目(JG2022128)
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2024年第51卷第24期
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doi: 10.20043/j.cnki.MPM.202406265
  • 接收时间：2024-06-18
  • 首发时间：2026-03-18
  • 出版时间：2024-12-25
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  • 收稿日期：2024-06-18
基金
西南医科大学2021年教学改革项目(ZYTS-86)
西南医科大学2022年高等教育教学研究与改革项目(JG2022128)
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    西南医科大学公共卫生学院，四川 泸州 646000

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刘娅，E-mail:
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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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