Study on the status and problems of teaching system of "medical advanced mathematics": data based on a research of 11 universities in China
- PMID: 38191401
- PMCID: PMC10773098
- DOI: 10.1186/s12909-023-05012-7
Study on the status and problems of teaching system of "medical advanced mathematics": data based on a research of 11 universities in China
Abstract
Background and aim: Driven by Innovation 2.0 (the information age, the innovation form of the knowledge society), the form evolved by the Internet development, giving rise to economic and social development ("Internet +"). With this background, a novel approach is presented for fostering excellence in physicians, aligning with the contemporary demands of our era.
Methods: Self-administered questionnaire was used to facilitate the collection of data on medical advanced mathematics course offerings, distribution of teaching hours of each major and the perception of the course teaching system in 11 medical universities in China. The distribution of course offerings in each major was analyzed, and one-sample t-test was conducted on the perspectives of course offerings, content settings (theoretical & practical), educational objectives, teaching reforms, and Synthetical Sensation (SS) of the curriculum system and educational model.
Results: The study included various specialties such as clinical medicine, pharmacy, public health, health management, and life sciences, all of which offered advanced mathematics course. The content of medical mathematics textbooks was designed to meet the practical needs of relevant professions, and encompass online laboratory classes and social practice. However, a noticeable misalignment was observed between the content of medical mathematics courses and the realistic requirements of professions (t = -3.614~-3.018, P < 0.05). The perceived difference in the completeness of curriculum systems was not significantly apparent. There was a difference in the perception of the effectiveness of teaching reforms (t = -4.485, P < 0.05), and there was a difference in the perception of the synthesis of the educational model in all cases (t = -5.067, P < 0.05).
Conclusion: There are localized differences in curricula, and the number of course hours is basically reasonable; course content needs to be updated; the implementation of course objectives is not in place; the curriculum system can meet the needs of talent training; the innovation of the education model needs to be put into practice; and there are obvious differences in the comprehensive cognition of the teaching system and the education model. Based on the analysis of the problems, we build a new STC teaching mode with smart classroom based on "professional needs, practical needs and requirements for cultivating excellent physician talents".
Keywords: Curriculum system; Medical advanced mathematics; STC teaching mode; Smart classroom.
© 2024. The Author(s).
Conflict of interest statement
The authors declare no competing interests.
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References
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- Ministry of Education, PRC. Guidance on strengthening the construction and application of online learning spaces [EB/OL] (2019-01-16) [2021-03-27]. http://www.moe.gov.cn/srcsite/A16/s3342/201901/t20190124_367996.html. Accessed 27 Mar 2021.
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Grants and funding
- 2023gykj09/Open Program of Hospital Management Institute, Anhui Medical University
- 72374005/National Natural Science Foundation of China
- 72188101/NSF Center for Basic Science Project
- 2023AH050561 and 2022AH051143/Natural Science Foundation for the Higher Education Institutions of Anhui Province of China
- 2021xjkc13/School-level offline courses
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