“医学信息系统分析与设计”OBE教学效果的问卷调查分析

Questionnaire Survey and Analysis of the Teaching Effect of “Analysis and Design of Medical Information System” Based on Outcome-Based Education

摘要: 目的：通过问卷调查分析“医学信息系统分析与设计”课程的成果导向教育(Outcome-based Education, OBE)教学效果，了解学生对课程内容、教学方法、课程目标达成度及课程思政等方面的满意度和反馈，以优化教学设计，提升教学质量。方法：选取宁夏医科大学2018级至2021级电子信息科学与技术专业的本科生作为研究对象，共计148名学生。在课程结束后，利用问卷星平台发放自制问卷，收集学生对课程教学效果的反馈。采用SPSS 27.0软件进行数据统计分析，运用Fisher卡方、秩和检验及方差分析等方法分析数据差异。结果：有效问卷回收率为96.6%。Fisher exact检验结果，各年级在“两性一度”、OBE学生中心和课程目标达成、课程思政、满意度等方面的25个条目上的差异都有统计学意义(P < 0.05)；经Kruskal-Wallis检验，H = 28.254，P < 0.001，说明4个年级教学效果总分在总体分布上存在显著差异；采用Bonferroni校正法后，2018级与2021级、2019级与2021级、2020级与2021级之间的教学效果总分差异均达到显著性水平(P < 0.05)。结论：基于OBE理念的“医学信息系统分析与设计”课程在学生主观评价中呈现出积极的趋势，尤其是2021级学生的教学效果总分显著高于前三个年级，表明课程改革获得了学生的认可。但本研究主要依赖自评数据，存在单一数据来源和样本范围有限等局限性，结论仍需结合客观学习成果进一步验证。未来应深入分析影响教学效果的因素，并采取恰当的教学改革实践，进一步提升学生的综合能力与素质。

Abstract: Objective: To analyze the Outcome-based Education (OBE) teaching effectiveness of the “Medical Information System Analysis and Design” course through a questionnaire survey, understand students’ satisfaction and feedback on course content, teaching methods, achievement of course objectives, and ideological and political education integration within the course, aiming to optimize teaching design and enhance teaching quality. Methods: A total of 148 undergraduate students from the 2018 to 2021 cohorts majoring in Electronic Information Science and Technology at Ningxia Medical University were selected as the study participants. After the course completion, a self-designed questionnaire was distributed via the Wenjuanxing platform to collect students’ feedback on the teaching effectiveness. Statistical analysis of the data was performed using SPSS 27.0 software, with Fisher’s exact test, rank-sum test, and analysis of variance (ANOVA) methods employed to analyze data differences. Results: The effective questionnaire response rate was 96.6%. Fisher’s exact test results indicated statistically significant differences (P < 0.05) among grades for all 25 items pertaining to “two attributes and one degree” (referring to higher-order thinking, innovation, and challenge), OBE student-centeredness, achievement of course objectives, ideological and political education integration, and overall satisfaction. The Kruskal-Wallis test yielded H = 28.254, P < 0.001, indicating significant differences in the overall distribution of teaching effectiveness scores among the four grades. After applying the Bonferroni correction, statistically significant differences in overall teaching effectiveness scores were observed between the 2018 and 2021 cohorts, the 2019 and 2021 cohorts, and the 2020 and 2021 cohorts (P < 0.05). Conclusion: Based on the OBE concept, the course “Analysis and Design of Medical Information Systems” has shown a positive trend in student subjective evaluations. In particular, the overall teaching effectiveness score of the 2021 cohort was significantly higher than that of the previous three cohorts, indicating that the curriculum reform has been recognized by students. However, this study mainly relies on self-reported data, with limitations such as a single data source and a limited sample range. Therefore, the conclusions still need to be further validated by objective learning outcomes. In the future, it is essential to delve deeper into the factors influencing teaching effectiveness and adopt appropriate teaching reform practices to further enhance students’ comprehensive abilities and qualities.