| 梁婷,张超,高峰,侯桂华.以通识课程形式推动高校学生辐射安全知识普及的探索与实践[J].中华放射医学与防护杂志,2023,43(11):918-922 |
| 以通识课程形式推动高校学生辐射安全知识普及的探索与实践 |
| Exploration and practice in promoting the popularization of radiation safety knowledge among undergraduates based on general education courses |
| 投稿时间：2023-05-17 |
| DOI：10.3760/cma.j.cn112271-20230517-00148 |
| 中文关键词: 辐射防护 通识教育 调查问卷 教学效果 大学生 |
| 英文关键词:Radiation protection General education Questionnaire Teaching effectiveness Undergraduates |
| 基金项目:2022年度山东大学研究生专业课智慧教学创新计划项目(21510061220002) |
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| 中文摘要: |
| 目的 通过调查问卷方式,评价通识课程《辐射防护基础》在构建与强化高校学生辐射安全意识过程中的实施效果,为提高大学生健康素养,培养知识结构合理、实践能力强的创新型人才提供新的策略。方法 2021—2022年度山东大学各学院选修通识课程《辐射防护基础》本科生总人数为127人,为对比医学、非医学专业学生学习效果,选取医学院、电气工程学院选课学生101人(79.5%)作为参与者,通过问卷调查对比分析课程学习前后大学生对辐射安全基本概念及理论的了解,以及对辐射危害科学防护意识的改变,从而评价该课程教学效果及意义。结果 2021—2022年度山东大学医学院与电气工程学院参加课程学习的学生中,接受邀请并全程自愿完成两次问卷调查的94人,占各校区总选课人数74.0%。调查结果显示:通过课程学习,明显提高了大学生对辐射科学防护的认知水平,对6个方面的认知李克特量化分值从学习前的3.59±1.35、3.81±1.17、3.45±1.16、4.11±1.13、3.62±1.05、3.98±1.24分别增加到学习后的4.94±0.32、4.87±0.32、4.96±0.21、4.98±0.15、4.81±0.39、4.98±0.15,差异均具有统计学意义(t=6.55、5.50、9.10、5.36、7.60、5.34,P< 0.05)。进一步分析发现不同专业背景影响学生对辐射安全防护的了解:在学习本课程前,对电离辐射5个方面知识认知评分,医学院学生优于电气工程学院学生,差异有统计学意义(t=5.69、4.06、6.46、6.27、7.78,P< 0.001);而学习本课程后,两个专业学生对该问题的认知程度均明显提升,无明显差异(P > 0.05)。对课程学习收获的反馈结果显示:通过通识课程学习方式,可以明显提高"日常辐射防护"意识(96.8%),鉴别伪科学、伪信息(93.6%),打消对"核"的恐惧(95.7%),并有效引导他们树立"珍爱生命"的观念(91.5%)。结论 《辐射防护基础》通识课程有效提升了学生的辐射安全意识,强化了辐射安全防护知识体系,为培养知识结构合理的创新型人才提供新的途径,值得在不同背景不同专业的大学生课程教育中进一步推广应用。 |
| 英文摘要: |
| Objective To assess the impact of the general education course entitled " The Basics of Radiation Protection" on enhancing undergraduates' awareness of radiation safety, a questionnaire was utilized. Additionally, this study aims to propose novel strategies for improving health literacy among undergraduates, fostering the development of innovative, talented individuals with reasonable knowledge structures and strong practical abilities.Methods From 2021 to 2022, 127 undergraduates from all colleges of Shandong University took the general course"The Basics of Radiation Protection". To compare the learning effects of the medical and non-medical students, invitations to participate in this study were extended to 101 (79.5%) students from School of Medicine and School of Electrical Engineering. A questionnaire survey was conducted to determine and compare the changes in the students’ basic cognition of radiation safety and protection before and after learning the course. The aim was to evaluate the teaching effectiveness and significance of the course.Results From 2021 to 2022, 94 undergraduates from School of Medicine and School of Electrical Engineering accepted the invitation and voluntarily completed questionnaires twicely, accounting for 74.0% of the total number of selected students. The questionnaire survey showed that through course learning, the cognitive level of radiation protection among college students had significantly improved. The Likert quantification scores befroe taking the course were 3.59±1.35, 3.81±1.17, 3.45±1.16, 4.11±1.13, 3.62±1.05, 3.98±1.24 and after completing the course 4.94±0.32, 4.87±0.32, 4.96±0.21, 4.98±0.15, 4.81±0.39, 4.98±0.15, respectively, with the difference being statistically significant (t=6.55, 5.50, 9.10, 5.36, 7.60, 5.34, P< 0.05). Further analysis revealed that different professional backgrounds affected students' understanding of radiation safety and protection: before learning this course, medical students were superior to electrical engineering students in their knowledge of ionizing radiation (t=5.69,4.06,6.46,6.27,7.78,P < 0.001). After taking the course, the cognitive level of students from both majors had considerably improved, but there was no significant difference (P> 0.05). Feedback on the course learning showed that the awareness of " routine radiation protection" had significantly improved (96.8%), pseudoscience and pseudoinformation could be identified (93.6%), " nuclear power"-related fears had been dispelled (95.7%), and the concept of "cherishing life" had been effectively established (91.5%).Conclusions The general education course " The Basics of Radiation Protection" has effectively improved the students' awareness of radiation safety, strengthened their knowledge regarding radiation safety and protection, and provided a new avenue for cultivating innovative talents on a well-structured knowledge base. The course would be worth further promoting and applying in the education of undergraduates with different backgrounds and taking different majors. |
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