CAJ | 학술논문

目的：了解学生对社会医学精品课程网络建设的满意度和认知度，为探索适宜教学模式提供依据。方法采用立意抽样的方法，对广东省5所高等医学院校修读过《社会医学》课程的本科生646人进行问卷调查。内容包括课程设置、教学情况、学生对精品课程网络建设满意度和认知度。对被调查学生的人口学特征和课程设置情况使用描述性统计分析，对不同学校学生的满意度和认知度比较采用t检验和方差分析，检验水准为α=0.05。结果教学模式以理论教学为主。335名（52.7%）学生认为学习社会医学是必要的，但仅有173名（27.2%）学生对社会医学感兴趣，65名（10.2%）学生能主动阅读有关课外书。社会医学校级精品课程的2所学校学生对精品课程网络资源使用的总体满意度分别为（2.78±0.55）和（3.01±0.30）分，差异有统计学意义（t=-3.97，P<0.01）。5所学校学生对社会医学精品课程网络学习的总体认知度为（3.09±0.66）分，差异有统计学意义（F=3.70，P<0.01）。结论5所高校对社会医学的教学都较重视，但存在一些共性问题：社会医学的教学模式重理论，轻实践；社会医学的学生学习重学分，轻实效；社会医学的网络资源重建设，轻利用。
목적：료해학생대사회의학정품과정망락건설적만의도화인지도，위탐색괄의교학모식제공의거。방법채용립의추양적방법，대광동성5소고등의학원교수독과《사회의학》과정적본과생646인진행문권조사。내용포괄과정설치、교학정황、학생대정품과정망락건설만의도화인지도。대피조사학생적인구학특정화과정설치정황사용묘술성통계분석，대불동학교학생적만의도화인지도비교채용t검험화방차분석，검험수준위α=0.05。결과교학모식이이론교학위주。335명（52.7%）학생인위학습사회의학시필요적，단부유173명（27.2%）학생대사회의학감흥취，65명（10.2%）학생능주동열독유관과외서。사회의학교급정품과정적2소학교학생대정품과정망락자원사용적총체만의도분별위（2.78±0.55）화（3.01±0.30）분，차이유통계학의의（t=-3.97，P<0.01）。5소학교학생대사회의학정품과정망락학습적총체인지도위（3.09±0.66）분，차이유통계학의의（F=3.70，P<0.01）。결론5소고교대사회의학적교학도교중시，단존재일사공성문제：사회의학적교학모식중이론，경실천；사회의학적학생학습중학분，경실효；사회의학적망락자원중건설，경이용。
Objective This study aimed to survey students' satisfaction and cognitive attitude of elaborate course of social medicine to provide a basis for exploring appropriate teaching mode. Methods Purposive sampling was used with questionnaire to survey 646 students who had learned social medicine in 5 universities in Guangdong province. The survey included the social medicine curriculum, teaching situation, students' satisfaction and cognitive attitude of elaborate course of so-cial medicine. Descriptive statistical analysis was used to describe the demographic characteristics and curriculum. The t test and one-way ANOVA were used to compare the means of students' satisfaction and cognitive attitude of elaborate course in different universities, using the test level of 0.05. Results The lecture-based learning was the main teaching mode. 335(52.7%) students thought it necessary to learn social medicine, but only 27.2%of the students(173 students) were interested in social medicine and 65(10.2%) students could take the initiative to read about extracurricular books. Overall satisfac-tion with using network resources of elaborate course in two universities that had university-level elab-orate course of social medicine were (2.78 ± 0.55) and (3.01 ± 0.30) respectively and the difference was statistically significant(t=-3.97,P<0.01). The cognitive attitude of the students in 5 universities with using network resources of elaborate course was (3.09±0.66) and the difference was statistically significant(F=3.70,P<0.01). Conclusion Social medicine teaching has been paid attention to in 5 universities, but there were some common problems: ①putting emphasis on theory and ignoring prac-tice in teaching mode; ②putting emphasis on credit and ignoring effectiveness in learning; ③and putting emphasis on construction and ignoring using in network resources of elaborate course of social medicine.