基于公开数据库的案例教学模式在流行病学课程教学实践中的应用初探

A Pilot Investigation on the Application of Case-Based Teaching Model Using Public Database in the Teaching Practice of Epidemiology

摘要: 目的：流行病学是一门具有较强应用属性的方法学科。在流行病学课程教学中通过案例教学进行实战训练是实现理论的运用转化以及检验教学效果的重要手段。因此，本文拟构建基于公开数据库的案例教学模式，通过实证研究评价其实施效果，以期为流行病学课程教学创新提供科学的理论参考。方法：本文以经典的公开数据库——美国国家健康与营养调查(National Health and Nutrition Examination Survey, NHANES)为例，介绍其基本信息和数据特点，初步构建基于NHANES的案例教学模式，系统地阐述该模式在流行病学课程教学实践中的具体应用，并通过实证研究评价该模式的实施效果。结果：以基于NHANES数据库发表的三篇文献展开讨论，顺利完成基于公开数据库的案例教学模式构建。在中山大学公共卫生学院2020级104名医学本科生中开展的实证研究结果显示，试验组学生(23人)平时成绩、期末成绩和总评成绩均数和中位数均高于对照组学生(81人)，且差异均有统计学意义(p < 0.05)，提示基于NHANES数据库的案例教学模式对提高医学本科生流行病学课程学习效果有一定作用。结论：基于公开数据库的案例教学模式有望为提高学生流行病学课程学习效果和教师教学质量、推动高校流行病学课程教育的创新发展提供可靠的理论支撑。

Abstract: Objective: Epidemiology is a methodological discipline with strong application attributes. Practical training by case-based teaching model is an important means to achieve theory-to-application transformation as well as to examine the teaching effect of epidemiology course. Therefore, this study aimed to construct a case-based teaching model using public database and perform an empirical study to evaluate its implementation effectiveness, in order to provide scientific theoretical reference for the teaching innovation of epidemiology course. Methods: In this study, we took the classic public database, National Health and Nutrition Examination Survey (NHANES) as an example, introduced its basic information and data characteristics, initially constructed a case-based teaching model using NHANES, systematically explained the specific application of this model in the teaching practice of epidemiology course and conducted an empirical study to evaluate the implementation effectiveness of this model. Results: The construction of the case-based teaching model using the public database was successfully completed by discussing three articles published based on the NHANES database. Our empirical study among 104 undergraduate medicine students who entered School of Public Health, Sun Yat-sen University in 2020 demonstrated that the experimental group (n = 23) exhibited significantly higher mean and median scores in usual scores, final scores, and total scores compared to the control group (n = 81), with statistically significant differences (p < 0.05). These findings suggest that the case-based teaching model using NHANES positively impacts epidemiology learning outcomes in medical undergraduates. Conclusions: The case-based teaching model using public database is expected to provide reliable theoretical support for improving the learning effect of epidemiology course for students and the teaching quality for teachers, and promoting the innovative development of epidemiology course education in colleges and universities.