Reform and practice of the CIPS teaching model in the<italic style="font-style: italic"> Health Big Data Management </italic>course

Chen Jiangyun; Li Duqiao; Huang Huadan

doi:10.3760/cma.j.cn116021-20250701-02176

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Reform and practice of the CIPS teaching model in the Health Big Data Management course

Teaching Reform | 更新时间：2026-02-13

- Reform and practice of the CIPS teaching model in the Health Big Data Management course
- Chinese Journal of Medical Education Research Vol. 25, Issue 1, Pages: 78-84(2026)
- 作者机构：
  
  南方医科大学卫生管理学院，广州 510515
- 作者简介：
  
  Chen Jiangyun, Email: cjy112@i.smu.edu.cn
- 基金信息：
  
  Guangdong Provincial Undergraduate Higher Education Teaching Quality and Teaching Reform Project(SJZLGC2024531)
- DOI：10.3760/cma.j.cn116021-20250701-02176
  CLC： R19
- Received：01 July 2025，
  
  Published：20 January 2026
- 稿件说明：
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陈江芸, 李杜峤, 黄华丹. 《健康大数据管理》CIPS教学改革与实践[J]. 中华医学教育探索杂志, 2026, 25(1): 78-84.

Chen Jiangyun, Li Duqiao, Huang Huadan. Reform and practice of the CIPS teaching model in the Health Big Data Management course[J]. Chinese Journal of Medical Education Research, 2026, 25(1): 78-84.
陈江芸, 李杜峤, 黄华丹. 《健康大数据管理》CIPS教学改革与实践[J]. 中华医学教育探索杂志, 2026, 25(1): 78-84. DOI： 10.3760/cma.j.cn116021-20250701-02176.

Chen Jiangyun, Li Duqiao, Huang Huadan. Reform and practice of the CIPS teaching model in the Health Big Data Management course[J]. Chinese Journal of Medical Education Research, 2026, 25(1): 78-84. DOI： 10.3760/cma.j.cn116021-20250701-02176.

摘要

《健康大数据管理》是南方医科大学国家一流本科专业——公共事业管理专业大三学生的专业必修课。针对学生数据思维欠缺、应用能力不足、专业自信缺乏等教学核心问题，在“以学生发展为中心”“以学生产出为导向”（outcome-based education，OBE）理念的指导下，提出CIPS教学模式，从内容交叉化（constructive，C）、资源整合化（integrative，I）、实践多样化（project，P）和评价多元化（scale，S）4个方面进行改革探索。教学实践表明，CIPS教学模式能有效提升学生的创新能力和数据思维，强化学生的数据应用能力，提升学生的专业自信。学生课程考核平均成绩呈上升趋势，且基于项目实践，学生在学术发表和荣誉奖项方面均取得了一定成绩。该课程教学质量评价连续4年评级为“优秀”，并获得省级本科高校教学质量与教学改革工程立项、校级本科教育教学成果二等奖，教师获得省级高校教师教学创新大赛二等奖、校级一等奖，为新兴交叉学科的人才培养模式提供了有益借鉴。

Abstract

Health Big Data Management

is a compulsory course for third-year undergraduate students majoring in Public Service Administr

ation

a national first-class undergraduate program at Southern Medical University. To address key teaching challenges such as insufficient data-oriented thinking

limited practical application skills

and lack of professional confidence among students

this study proposes a CIPS teaching model under the guidance of the "student development-centered" and "outcome-based education" concepts. The model has implemented reforms across four dimensions: constructive content integration

integrative resource coordination

project-based practical diversification

and scale-oriented multi-dimensional assessment. Teaching practice has demonstrated that the CIPS model effectively enhances students' innovation capacity and data-oriented thinking

strengthens their data application ability

and improves their professional confidence. The average course assessment scores of students have increased. Furthermore

based on project practices

students have achieved notable outcomes in academic publications and honorary awards. The course has received an "excellent" rating in teaching quality evaluations for four consecutive years. The course was approved as a provincial teaching reform project

as well as the second prize of undergraduate teaching achievement at the university level. The instructors were awarded second prize in a provincial-level teaching innovation competition and first prize at the university level. This study provides a valuable reference for talent cultivation models in emerging interdisciplinary fields.

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references

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Reform and practice of the CIPS teaching model in the Health Big Data Management course

DOI：10.3760/cma.j.cn116021-20250701-02176

摘要

Abstract

关键词

Keywords

references