ABSTRACT
Objective@#To investigate students' satisfaction degree on "organ-centered" integrated teaching model for Circulatory Disease, and reveal potential problems and propose improvement methods.@*Methods@#All grade 2016 students from the second department of clinical medicine and pediatrics major were selected as study objects and students' satisfaction degree on "organ-centered" integrated curriculum for circulatory system were investigated. Self-designed questionnaires were adopted; eighteen questions related to the satisfaction degree were designed; questionnaires were distributed and collected by WJX software. Multivariate Logistic regression analysis and word frequency analysis of the results were performed using R software.@*Result@#The results of the questionnaire showed that students were not satisfied with the integrated teaching model. Word frequency analysis showed that students' problems mainly were limited class hours but too many learning content, fast teaching speed and insufficient curriculum integration. Multivariate Logistic regression analysis further showed that students' satisfaction degree was related to their mastery of knowledge and post-class review (P<0.05).@*Conclusion@#Our teaching and research section should fully summarize the teaching experience and shortcomings in the "organ-centered" integrated curriculum for Circulatory System Disease, and try our best to make the in-class teaching clearer, integrate the basic and clinical knowledge, encourage students to review lessons in time and cultivate their ability of independent learning, so as to ultimately improve students' satisfaction for teaching and teachers' teaching quality.
ABSTRACT
Objective To investigate students' satisfaction degree on "organ-centered" integrated teaching model for Circulatory Disease,and reveal potential problems and propose improvement methods.Methods All grade 2016 students from the second department of clinical medicine and pediatrics major were selected as study objects and students' satisfaction degree on "organ-centered" integrated curriculum for circulatory system were investigated.Self-designed questionnaires were adopted; eighteen questions related to the satisfaction degree were designed; questionnaires were distributed and collected by WJX software.Multivariate Logistic regression analysis and word frequency analysis of the results were performed using R software.Result The results of the questionnaire showed that students were not satisfied with the integrated teaching model.Word frequency analysis showed that students' problems mainly were limited class hours but too many learning content,fast teaching speed and insufficient curriculum integration.Multivariate Logistic regression analysis further showed that students' satisfaction degree was related to their mastery of knowledge and post-class review(P＜0.05).Conclusion Our teaching and research section should fully summarize the teaching experience and shortcomings in the "organ-centered" integrated curriculum for Circulatory System Disease,and try our best to make the in-class teaching clearer,integrate the basic and clinical knowledge,encourage students to review lessons in time and cultivate their ability of independent learning,so as to ultimately improve students' satisfaction for teaching and teachers' teaching quality.