ABSTRACT
Objective:To explore the application of new teaching techniques and establish a new model for experimental teaching of Medical Statistics for undergraduate students of clinical medicine. Methods:We enrolled 2 classes of students from Xi'an Medical University as research objects, and they were randomized into study group ( n=62) and control group ( n=54). The study group received "traditional demonstration+ blended" learning, while the control group only received traditional teaching. On the premise of balanced comparability, the effects of the two teaching patterns were evaluated from such three aspects as satisfaction questionnaire, teacher's self-evaluation and achievement. SPSS 22.0 was performed for chi-square test, t test and rank sum test. Results:At the end of the semester, the value cognition of statistics in both groups was higher than before class, and the study group [93.5% (58/62)] was higher than that in the control group [68.5% (37/54)] ( χ2=12.20, P<0.001). The overall satisfaction ( Z=-7.05, P<0.001) and the satisfaction with teaching methods ( Z=-3.95, P<0.001) of the study group were significantly higher than those of the control group, with no statistical difference in satisfaction with teaching contents between the two groups ( Z=-0.27, P=0.784). More students in the study group thought that the experimental class deepened their understanding of statistical theory ( χ2=26.87, P<0.001). In the last four experimental classes, the post-test scores of both groups were higher than those of the pre-test, but the pre-test scores and post-test scores of the study group were higher than those of the control group. The performance of software operation in study group was higher than that in control group ( t=8.27 P<0.001). There was no statistical difference in the final test scores between the two groups ( t=0.29, P=0.773). Conclusion:The "traditional demonstration+ blended" learning is more in line with the students' learning pattern, and can better improve students' cognition and satisfaction of the statistics, especially can better cultivate students' team cooperation, expression and the SPSS analysis ability.
ABSTRACT
Objective To investigate a suitable model for the teaching of medical statistics in postgraduates in general medicine. Methods A total of 225 postgraduates who majored in general medicine in the class of 2017 in Xi'an Medical College were enrolled and randomly divided into study group with 130 postgraduates and control group with 95 postgraduates. The postgraduates in the study group received blending learning (with the application of Wenjuanxing and Duifenyi), and those in the control group received traditional teaching. The two groups were compared in terms of teaching efficiency and degree of satisfaction. Results Compared with the control group, the study group had significantly higher score of objective questions (t=11.2, P<0.01), score of SPSS analysis (t=5.44, P<0.01), total score of exams (t=26.3, P<0.01), and degree of satisfaction (Z=-3.853, P<0.01). Conclusion Blending learning may have a better overall effect than traditional teaching and can help students to achieve stronger abilities of data analysis and SPSS operation. This is an important attempt to change the teaching mode of medical statistics in postgraduates and provides a feasible method for the training of general medical talents with innovative and scientific thinking.