The Investation And Analysis On The Status Quo Of Humanistic Public Elective Courses Of Medical Coleges

Object:Courses are the main carrier of talents training program in medical colleges, they are also the core of the university curriculum. Humanistic public elective courses are important courses which can optimize the structure of knowledge, promote the individuality development of students and increase comprehensive ability,they are integral parts of the university curriculum. The implementation of humanistic public elective courses, related to the promoting of quality education in medical colleges, related to the realization of high-quality, composite personnel training goals. So the main objects of this study are:First, make an investigation on the status quo of humanistic public elective courses in medical colleges, in order to see about students'satisfaction on the humanistic public elective courses, and analyze the factors which influence the students'satisfaction degree.Second, make corresponding suggestions to solve the problems that we found in the humanistic elective courses, optimize the setting of humanistic public elective courses and improve the quality of teaching, so that to Strengthen humanistic education of medical colleges further more, and train more integrated medical elitists with flexible adaptation,solid foundation and high-quality which meets the society needs.Material and Methods1.The design of survey questionnaireFollow the general principle of questionnaire design, based on the review of a large number of documents, consulting some experts and making interviews with some students and teachers, preliminary design the humanistic public elective courses satisfaction questionnaire for medical colleges. To design this questionnaire from three aspects which involves factors that concern with teaching administration departments, teachers and students, covers five dimensions, which are teaching conditions, education effects, the level of teachers' team, teacher's teaching, students' participant, teaching effects. The main items are teaching conditions, the qualified teachers, the number of elective courses, the subfields coverage of courses, elective way, degrees of freedom in courses choose, the contents, teaching method, assessed form, students interests, students enthusiasm to courses, motivation of choosing courses, achievements about courses, and so on.。2. The sampling methodChoose different types of medical colleges,(with medical college in comprehensive university, key medical university and minor medical college,each one as represented), The method cluster random sampling was adopted, six to eight courses to be sampled at random in each college.We send 1100 questionnaires to college students who are in the class of humanistic public elective courses.3. Data processingUse the spss₁3.0 software to process the data. The satisfaction degree was assessed by 5-Likert scale, each item was classified into five grades from vey satisfied to far more satisfied, or very fit to far more fit, and were given 5 points,4 points,,3 points,,2 points, and one point respectively. Data processing:Firstly, analyze the status quo of humanistic public elective courses of medical colleges by means of frequencies and descriptives; Secondly, analysis the satisfaction of students between different gender, schools, majors, grade, political affiliation and interests by means of Independent-Samples T Test and One-Way ANOVA; Thirdly, analyze the factors that affecting the students satisfaction about humanistic public elective courses by means of Stepwise Regression.Results and Discussion:1. Questionnaires Recovery and Data Finishing For this survery,1100 copies of questionnaires were distributed and 1016 copies returned including 24 invalid questionnaires, correspondence 992 copies valid questionnaires. The recovery rate was 93.36%, and the effective power was 97.64%.2. Overall and dimensions' satisfaction scoreThe overall satisfaction score about the humanistic elective courses was 3.25±0.52 points. Specifically, the order of scores of four dimensions' satisfaction, awareness and participation in self-evaluation was:teachers'instruction (3.79±0.66 points)> teaching conditions (3.37±0.97 points)> courses arrangement (3.19±0.51 points)> students' understanding and participation (2.96±0.56 min)> after-school effect (2.76±0.66 points). Overall, the students were most satisfied about the teachers'instruction while the lowest about after-school learning, meantime the score of participation in elective courses was lower.3. The entry pointsTo descriptive analyze each item in the questionnaires, the four highest scores of all the entries were teaching attitudes (4.09±0.85 points)> class preparation (4.04±0.89 points)> knowledge skills (4.02±0.76 points)> continuity of teaching contents (3.85±0.84 points). While the four lowest scores were:elective courses contributing to enhance personal skills (2.32±0.83 min)<humanistic education (2.65±0.79 min) < the growth of interest (2.68±0.84 min) interaction on class (2.69±1.02 points). It can clearly be seen that students are more satisfied about the teaching attitude of teachers, pre-class preparation, and skills enhancing, while the students considered the courses were less value for improving their interests, upgrading skills, broadening horizons and culturing humanistic quality, and so on. Meantime, students' participation in classroom interactions was very terrible.4. Analysis of overall satisfaction sore of students in different basic conditionsThis study shows that the humanistic elective classes' overall satisfaction score of students with different interests from different schools was statistically significant (p<0.05), with regard to different specialties, different grades, different gender, different political outlook, whether the student leaders, participation in different activities (p> 0.05).5. The satisfaction scores of various dimensions of students in different basic conditions5.1 The satisfaction of students from different schools was no statistically significant for teaching conditions; courses category, professors'teaching, after-school effects were statistically significant, p values were less than 0.05.5.2 The score of students in different grades and participated in different activities was statistically significant (P<0.05). Freshman was more satisfied than the sophomore and junior students; students participated in less activities were more satisfied than the opposite.5.3 For teachers' instruction, after-school effect, teaching conditions, the score of students in different grades, participation in different activities was no statistically significant.5.4 The sore of male and female students was statistically significant (P <0.05).According to the mean value, the girls are more satisfied than boys; the score of boys and girls was not statistically significant in terms of curriculum, after-school effect and teaching conditions.5.5 The score of different students with different identity (whether student leaders) and different political landscape were not statistically significant in terms of the curriculum, teaching conditions, teacher instruction, after-school effect, p values were greater than 0.05.6. Analysis of the impact factors of different satisfaction scoresBy the survey analysis, we can see that the main factors impact students satisfaction score of humanistic elective courses in medical university are the value of course opening, course features, after-school guide of teachers, whether the desires for course are met, the total number of courses, Humor degree of teachers, teaching attitude, course preparation, content depth, the number of humanities elective courses, teacher's knowledge,skills and charisma and so on.Policy Recommendations:1. Strengthen the understanding and investmentOn the one hand, teachers and students should enhance the understanding of importance of elective courses for students to develop their humane quality. Teachers should pay more attention themselves with excellent teaching to attract students; while students should try their best to cooperate with and support teachers. On the other hand, the school should increase the investment to humanities elective classes such as teaching conditions, and increase incentives for outstanding programs.2. Optimization of the curriculum settings, Rich curriculum resourcesFirst, the school should optimize courses layout, enlarge the number of courses. Schools should build a reasonable structure of humanities electives based on training needs, comprehensive allocate curriculum resources with different disciplines, different categories of humanities electives, increasing the number of courses and to broaden the disciplinary coverage.Secondly, to strengthen curriculum planning with strict control of access to courses. (1) To establish specialized elective courses teaching steering committee to argument the existing elective course to set courses with rational planning. (2) To enhance the supervision of the settings of humanities elective courses to reduce the offering of courses by randomness.3. Introduction of outstanding teachers, innovation of teaching methods3.1 To enhance teaching strength by introducing outstanding teachers(1) According to the Humanistic Education for the school's overall course layout, we can hire outstanding teachers or introduce social excellent people to offer courses in order to balance the academic faculty of humanities courses. (2)To encourage academic leaders, key teachers, high-grade educated teachers to offer public elective courses to improve the overall teaching strength of humanistic elective courses.3.2 To encourage teachers to innovate teaching methods, reform teaching methods. (1) Encourage teachers to change the traditional teaching methods to flexible teaching methods such as the use of seminars, the classic interpretation model, operating demonstrations, interactive discussion teaching, PBL teaching methods. (2) Flexible assessment methods such as the test, writing papers, participation in research projects and creation of related woks to evaluate the students'electives results. We should fully mobilize the enthusiasm of the students, inspire the creativity of students and enhance teaching effectiveness.4. Strengthen supervision and management, Promote improvement of teaching(1) Establish a monitoring mechanism as with the compulsory courses. We should enhance the classroom checks by steering group for the elective courses and also organize steering group, office of academic affairs and the department to supervise the work of teachers, evaluate the teaching quality by giving points for randomly selected humanistic electives each semester.(2) To establish the student evaluating network systems for humanities electives by choose the specific evaluating indexes for humanistic electives. According to the evaluation of student, supervision of teachers, the suggestions and demands of the students, it finds the flaws in the current elective courses, improves the teaching quality of humanistic elective courses.