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| Analysis of recognition of the mixed teaching of basic medicine in general and key medical colleges |
| LIU Jia1 LI Na2 WANG Xiulan3 ZHANG Yong4 |
1.School of Basic Medicine, Changsha Medical University, Hu′nan Province Changsha 410219, China;
2.Department of Basic Medicine, Xiamen Medical College, Fujian Province, Xiamen 361023, China;
3.Xiangya Medical College, Central South University, Hu′nan Province, Changsha 410078, China;
4.School of Basic Medicine, Southern Medical University, Guangdong Province, Guangzhou 510515, China |
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Abstract Objective To analyze the recognition degree of the mixed teaching of basic medicine among undergraduates of general and key medical colleges, and to provide suggestions for further improving the mixed teaching effect of different colleges, especially general medical colleges. Methods From January to June 2019, 250 students were selected of the first and second-year undergraduates of clinical medicine from two general medical schools and two key medical schools, Changsha Medical College (160 students), Xiamen Medical College (130 students), Xiangya Medical College of Central South University (130 students) and Southern Medical University (100 students), they were investigated by questionnaires to find out their attitudes and suggestions on adopting mixed teaching in basic courses. Results A total of 481 valid questionnaires were received (including 273 students from general medical universities and 208 students from key medical universities), and 93.56% of the students thought that mixed teaching had been successful. The number of people who thought it was necessary to carry out mixed teaching in general medical colleges was less than that in key medical colleges. In general medical colleges, the number of people who thought it was need to reform the mixed teaching of basic courses was more than that of key medical colleges. The survey showed that the satisfaction degree of mixed teaching in general medical colleges was lower than that in key medical colleges. The existing problems and improvement suggestions in the mixed teaching proposed by students. In the general medical colleges, the top three items from high to low promotion frequency were: strengthening the assessment of process, more diversified types of mixed teaching, unreasonable arrangement. In the key medical colleges from high to low frequency, the top three items were: the content should be more perfect and standard, the mixed teaching content was not consistent with the professional direction, and the arrangement was unreasonable. Conclusion Harvest feeling are higher to the teaching of basic medical courses of the general medical colleges than key medical medical colleges. Student′s identity in mixed teaching of basic medicine of the general medical colleges far less than the key medical colleges. There are still many aspects to be improved in mixed teaching by way of study groups.
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