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| Faculty structure model on the teaching effect of Medical Statistics course in medical undergraduates |
| YU Qiuyan, XU Yixi, MAO Guangyun, YANG Xinjun. |
| Department of Preventive Medicine, Public Health School, Wenzhou Medical University, Wenzhou 325035, China |
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| Cite this article: |
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YU Qiuyan,XU Yixi,MAO Guangyun, et al. Faculty structure model on the teaching effect of Medical Statistics course in medical undergraduates[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(8): 678-683,封三.
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Abstract Objective: To examine the effect of faculty structure model on the teaching effect of Medical Statistics in medical undergraduates. Methods: The undergraduates who take Medical Statistics course in Wenzhou Medical University were selected as the subjects of investigation. The course evaluation through self-designed questionnaire was collected, and the students’ grades and lecturers were linked through the academic information system. The mixed effect model was employed to evaluate the effect of faculty structure on the teaching results.Results: A total of 1 964 participants completed the questionnaire. The number of undergraduates and median value of total grade was 1 186(60.4%) and 81 in the “Professor-Lecturer” pattern, 251(12.78%) and 86 in the “Professor-Associated Professor” pattern, 286(14.56%) and 80 in the “Associated Professor-Lecturer” pattern, and 241(12.27%) and 80 in the “Lecturer-Lecturer” pattern. There was 30% of undergraduates whose experimental course were given by teachers from the Office of Epidemiology and Health Statistics (the E&HS office). A total of 785(40%) undergraduates agreed that they acquired the related knowledge and skills through this course. From the results of mixed effect model, the final grade of undergraduates whose theoretical course given by the professor and associate professor were significantly higher than those given by the professor and lecturer (β=5.036,95%CI=0.065-9.524, P<0.001), and the interaction effect existed between the theoretical pattern and the experimental pattern of faculty structure. The undergraduates whose theoretical course were given by the “Associated Professor-Lecturer” pattern (β=0.165, 95%CI=0.002-0.322, P=0.049) and the “Lecturer-Lecturer” pattern (β=0.231, 95%CI=0.065-0.410, P=0.014) achieved higher self-evaluated scores in the acquired knowledge and skills than the “Professor-Lecturer” pattern. Conclusion: In teaching theoretical courses, it is appropriate to increase the proportion of the “Professor-Associated Professor” pattern and encourage the lecturers to take multiple measures to enrich their own teaching styles. Under the same teaching guide of experimental course and classroom exercises, it is not necessary to prioritize the teachers from the E&HS office to give experimental courses.
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Received: 16 November 2023
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