Evaluation of open collaborative practice teaching reform based on students satisfaction: Public health practice courses integrating medicine, teaching, and research in Yunnan province, China

Fang Xu, Wenhang Deng, Xinyue Jiang, Yuyang Jin, Gaojie Ding, Ying Chen, Qi Wang

Article ID: 9646
Vol 8, Issue 13, 2024

VIEWS - 22 (Abstract) 9 (PDF)

Abstract


To address gaps in practical skills among Public Health and Preventive Medicine graduates, an ‘open collaborative practice teaching model’ integrating medicine, teaching, and research was introduced. A cross-sectional study surveyed 312 Preventive Medicine undergraduates at a Yunnan medical university from 2020 to 2023, utilizing satisfaction scores and analyses (cluster, factor, SWOT) to assess the impact of the reform. Satisfaction scores from baseline, mid-term, and end-term assessments showed minor variations (4.30, 4.29, 4.36), with dissatisfaction primarily related to teaching content and methods. Key influences on satisfaction included teaching content, methods, and effectiveness. The SWOT analysis highlighted the importance of continuously updating teaching strategies to meet changing student expectations. This study suggests that the model has the potential for wider use in enhancing public health education, particularly in regions facing similar challenges.


Keywords


student feedback; practical skill development; student satisfaction analysis; educational reform evaluation; cross-sectional study; higher education innovation; public health education improvement

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DOI: https://doi.org/10.24294/jipd9646

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