“新医科”背景下预防医学本科《生物医学实验》课程项目的调查研究
Investigation and Research on the Course Project of “Biomedical Experiment” in Undergraduate Preventive Medicine under the Background of “New Medicine”

目的：结合专业培养目标和用人单位要求，探讨预防医学本科专业核心课《生物医学实验》课程项目的合理设置，为改革《生物医学实验》课程教学项目提出建议。方法：对医疗机构和高校的工作人员采用问卷调查法和访谈法，就课程是否需要更新、评分情况以及改进建议等问题进行调查，并进行统计分析。结果：本次调查共收集98份有问卷，83.67% (82/98)表示不需要更新；对不同项目的评分进行秩和检验，结果显示S9制备——公共场所(宾馆)空气中微生物采样方法(虚拟仿真实验)两者评分差异具有统计学意义(P < 0.05)，S9的课程评分较低；对不同单位类型评分情况进行秩和检验结果显示实验动物基本操作技术、乐果经口急性毒性测定、LD50计算、小鼠骨髓多染红细胞微核试验、小鼠骨髓细胞染色体制备、小鼠精子畸形实验和毒理学实验设计这些项目在疾病预防控制中心和高校的分布差异具有统计学意义(P < 0.05)，高校评分较高。结论：目前《生物医学课程》设置较合理，各单位对其评分较高，S9实验方法可能需要进行优化或补充；构建基础实验、综合实验和创新实验三层次体系，以更好地培养公共卫生人才的实验能力；并与公共卫生机构开展合作，引入新实验技术和实验方法，增加与实际公共卫生工作相关的实验项目，例如病原微生物的检测、细菌种类鉴定、基因检测等，共同推动公共卫生教育事业的发展。
Objective: To explore the reasonable setting of the core course “Biomedical Experiment” for undergraduate preventive medicine majors in combination with the training objectives of the major and the requirements of employers, and to put forward suggestions for the reform of the teaching project of “Biomedical Experiment”. Methods: The staff of medical institutions and universities were investigated by questionnaire and interview, and the questions about whether the curriculum needs to be updated, the scoring situation and the improvement suggestions were analyzed statistically. Results: A total of 98 questionnaires were collected in this survey, and 83.67% (82/98) indicated that there was no need to update them. The rank sum test was conducted for the scores of different items, and the results showed that the scores of S9 preparation-sampling method of microorganisms in the air of public places (hotels) (virtual simulation experiment) had statistical significance (P < 0.05), and the scores of S9 courses were lower. The rank sum test results of different unit types showed that there were statistically significant differences in the distribution of basic manipulation techniques of experimental animals, oral acute toxicity determination of Dimethoate, LD50 calculation, micronucleus test of mouse bone marrow polychromic erythrocytes, chromosome preparation of mouse bone marrow cells, sperm malformation test and toxicology experiment design among centers for Disease Control and Prevention and universities (P < 0.05). Among them, universities scored higher than other units. Conclusion: At present, the setting of “Biomedical Curriculum” is reasonable, and all units give high marks to it. The S9 experimental method may need to be optimized or supplemented. A three-level system of