中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2014年
2期
149-152
,共4页
医院管理学%教学现状%影响因素
醫院管理學%教學現狀%影響因素
의원관이학%교학현상%영향인소
Hospital Management%Teaching situation%Influential factors
目的：探讨《医院管理学》教学效果的影响因素并提出对策。方法对徐州医学院2个年级94名卫生管理专业学生进行问卷调查，主要内容包括调查对象的学习行为，以及对该课程教学内容、应用价值、教学过程和教学效果等的评价。使用Epidata 3.02对数据进行录入，使用SPSS 18.0软件对数据进行统计描述性分析，对连续型变量行t检验、分类变量行X2检验。结果对课程不感兴趣的学生占25.6%（24/94），认为课程与专业相关程度高的学生占61.7%（58/94），56.4%（53/94）的学生认为课程有用，35.1%（33/94）的学生认为教学理论与实践结合不够好，认为教学互动不足和教学方式单调的学生均占19.1%（18/94），62.8%（59/94）的学生对教学效果比较满意。结论教学效果的主要影响因素有学习兴趣、课程评价和教学评价，应从加强课程的认知沟通、进行教学改革和提高学生的学习兴趣着手提升教学效果。
目的：探討《醫院管理學》教學效果的影響因素併提齣對策。方法對徐州醫學院2箇年級94名衛生管理專業學生進行問捲調查，主要內容包括調查對象的學習行為，以及對該課程教學內容、應用價值、教學過程和教學效果等的評價。使用Epidata 3.02對數據進行錄入，使用SPSS 18.0軟件對數據進行統計描述性分析，對連續型變量行t檢驗、分類變量行X2檢驗。結果對課程不感興趣的學生佔25.6%（24/94），認為課程與專業相關程度高的學生佔61.7%（58/94），56.4%（53/94）的學生認為課程有用，35.1%（33/94）的學生認為教學理論與實踐結閤不夠好，認為教學互動不足和教學方式單調的學生均佔19.1%（18/94），62.8%（59/94）的學生對教學效果比較滿意。結論教學效果的主要影響因素有學習興趣、課程評價和教學評價，應從加彊課程的認知溝通、進行教學改革和提高學生的學習興趣著手提升教學效果。
목적：탐토《의원관이학》교학효과적영향인소병제출대책。방법대서주의학원2개년급94명위생관리전업학생진행문권조사，주요내용포괄조사대상적학습행위，이급대해과정교학내용、응용개치、교학과정화교학효과등적평개。사용Epidata 3.02대수거진행록입，사용SPSS 18.0연건대수거진행통계묘술성분석，대련속형변량행t검험、분류변량행X2검험。결과대과정불감흥취적학생점25.6%（24/94），인위과정여전업상관정도고적학생점61.7%（58/94），56.4%（53/94）적학생인위과정유용，35.1%（33/94）적학생인위교학이론여실천결합불구호，인위교학호동불족화교학방식단조적학생균점19.1%（18/94），62.8%（59/94）적학생대교학효과비교만의。결론교학효과적주요영향인소유학습흥취、과정평개화교학평개，응종가강과정적인지구통、진행교학개혁화제고학생적학습흥취착수제승교학효과。
Objective To explore the influential factors of hospital management teaching and to apply new plans to improve quality of teaching. Methods Questionnaire survey was conducted among 94 students majored in health management in Xuzhou Medical College to investigate student' learning behavior as well as contents, applying value, procedures, and teaching effects of the course. Data was put in by Epidata 3.02, described and analyzed by SPSS 18.0. Continous variables were ana-lyzed by t test and classified variables were analyzed by X2 test. Results 25.6%(24/94) students were not interested in this course. 61.7%(58/94) students thought that the course was highly correlated with profession. 56.4%(53/94) students thought that the course was valuable. 35.1%(33/94) students thought that the course was not good in combining theory with practice in teaching. 19.1%(18/94) stu-dents thought that the course was deficient in interactive teaching and teaching methods. 62.8%(59/94) students were satisfied with the teaching effect. Conclusions Main influential factors of hospital man-agement teaching are learning interest, curriculum evaluation and teaching evaluation. To improve quality of hospital management teaching, it is necessary to communicate the importance of the course and to apply new teaching plans to arouse the interests of students.
