Student Satisfaction Survey on Public Health Practice Courses Based on Open Collaborative Practice Teaching Reform Integrating Medicine, Teaching, and Research in Yunnan province,China

Abstract

Objective To address the inadequacy of practical work skills among graduates in Public Health and Preventive Medicine, this study implemented an innovative "open collaborative practice teaching model integrating medicine, teaching, and research." It analyzed the changes in student satisfaction before and after three years of practical teaching reform, offering strategic suggestions aimed at strengthening the vocational skills of future public health workers through reform in practical teaching. Methods A cross-sectional study was conducted from 2020 to 2023 to survey student satisfaction with practical teaching. The subjects were 312 undergraduate students of Preventive Medicine from a medical university in Yunnan Province, China. Satisfaction scores, satisfaction indices, complaint indices, and methods such as cluster analysis, factor analysis, and SWOT analysis were used to assess changes in student satisfaction since the implementation of practical teaching reforms and to propose more targeted practical teaching reform strategies. Results The survey was divided into baseline, mid-term, and end-term assessments. The average satisfaction scores over three years were 4.30, 4.29, and 4.36, respectively. Cluster analysis revealed that students with lower satisfaction were mainly dissatisfied with the content and methods of teaching. Factor analysis indicated that teaching content, methods, and effectiveness were the three most influential factors on student satisfaction. SWOT analysis suggested that student expectations for practical teaching might increase over time, necessitating continuous updates and improvements in teaching strategies to meet their needs. Conclusion The study shows that teaching content, methods, and effectiveness are key drivers of student satisfaction. Although the current open collaborative practice teaching strategy integrating medicine, teaching, and research is effective, it requires continuous adjustment to meet student needs more comprehensively. Educators should consider integrating new technologies, continuously explore pathways for collaborative education in medicine, teaching, and research, and continually assess and adjust teaching strategies to ensure alignment with technological advancements and student needs, thereby enhancing the effectiveness of practical teaching and student satisfaction.