Objective

2

Based on the concept of outcomes-based education (OBE)

aiming to improve students' medical mathematical modeling ability

the teaching design and practice of mathematical modeling module for the course

Medical Advanced Mathematics

are carried out and the direction of improvement is defined.

Methods

2

Taking infectious disease model as an example

teaching practice was carried out

and then questionnaires from 44 students were collected for feedback opinions. Statistical description

Mann-Whitney

U

test

one-way ANOVA and Scheffe method

as well as chi-square test and

z

-test were used to analyze data.

Results

2

The results showed that 90.91% of the students were interested in the subject of the course

and 65.91% of the students thought that this mode significantly improved the learning effect. In this course

there was no significant difference in the learning initiative of students on the two levels of being or not being interested in the course topic

but it had a significant impact on their mastery of knowledge points and their willingness to continue to carry out flipped classroom.

Conclusion

2

The teaching mode is generally effective

but it needs to be further improved in three aspects: emphasizing modeling and downplaying computation

enhancing students' participation and strengthening the classroom learning effect.