Evaluation of the Effectiveness of the“1+5”Phased Integrated Teaching Model in the Practice of Health Statistics Courses

Abstract

Abstract: ObjectiveExploring the practical effect of the“1+5”phased integrated teaching model in the course of health statistics. MethodThe study focuses on undergraduate students majoring in preventive medicine from Class 1~2 of 2019 in the health statistics course offered in the autumn semester of 2021-2022. They are randomly divided into a traditional teaching mode group and a“1+5”stage integrated teaching mode group. The scores of the two groups are compared using t-tests. ResultThere was no statistically significant difference between the two groups in terms of gender, high school mathematics scores, and admission scores, but there were statistically significant differences between the two groups in terms of computer operation exam scores, paper scores, and comprehensive scores under different teaching modes. ConclusionThe“1+5”phased integrated teaching model improves academic performance, enhances teaching effectiveness, and enhances job competence during the teaching process.

Key words: Phased, Integrated teaching mode, Health statistics, Teaching evaluation, Preventive medicine, Teaching reform

CLC Number:

G642

MENG Minglyu, QI Guangzi, DENG Shusong, ZHOU Min, LI Yang, GUO Rui. Evaluation of the Effectiveness of the“1+5”Phased Integrated Teaching Model in the Practice of Health Statistics Courses[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2024, 7(12): 158-160.

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