Objective:To explore the teaching effects and influencing factors of clinical epidemiology courses for graduates and provide reference for the reformation and innovation of teaching mode.Methods:A total of 409 graduates enrolled in 2020 were selected to investigate the learning situation before and after teaching by questionnaire survey. Using logistic regression model to analyze the influencing factors.Results:The score of overall students was (93.2±4.8). The scores of full-time students and part-time students were(94.0±4.9) and (90.2±5.1), respectively.Excellent grades(above 90) were associated with age [ OR(95% CI)=0.81(0.70~0.95)], unified enrollment [ OR(95% CI)=4.52(2.16~9.43)], case-based learning (CBL) [ OR(95% CI)=1.23(1.05~1.44)], desire to improve statistical analysis skills before study [ OR(95% CI)=7.26(1.72~33.74)], having studied the course [ OR(95% CI)=4.96(2.07~11.87)], conducting post-course review [ OR(95% CI)=2.87(1.47~5.60)], and mastery of the instructional content [ OR(95% CI)=5.60(1.34~23.44)]. Conclusions:Excellent results in the postgraduate clinical epidemiology exam.In addition to age and unified enrollment, CBL, preparation before class and review after class are also the main factors affecting the results. It is suggested that the lecture style should be adjusted according to students' needs and supervise students to develop the habit of preparation and review in order to consolidate and improve the teaching effect.

Clinical epidemiology is a medical course that developed on the basis of clinical medicine and epidemiology. It is of great significance to build students' capacity of clinical research, train their innovative thinking and provide methodological support for clinical research. However, current education model and teaching methods of clinical epidemiology in domestic are still on the way of development. In order to meet the needs of the development of clinical medicine, it is necessary to improve the teaching effect and quality, promote the quality of clinical performance. This paper summarizes the basic teaching elements in current education system such as the cognition of clinical epidemiology course, teaching effect, capacity building of research in domestic medical schools, as well as the application of different teaching methods. It may provides a reference for the popularization and development of the clinical epidemiology.

在数据驱动的时代下,各领域产生的数据数量惊人,医疗行业正处于大数据时代的潮流中:医疗实践在产生数据的同时,数据也在改变着医疗实践,例如在模型预测、决策支持、疾病监测等方面[1].与此同时,人们对健康医疗大数据重要性的认知也有所增加.与统计学知识在解释试验结果和探索未知研究中发挥的作用一样,大数据可以协助医疗行业从业者了解和推进所在领域的研究.为了实现这些收益,医疗行业从业者需要了解和掌握大数据在医疗领域中的基本概念内容和应用情况.然而,基于各类研究中不同的目的、领域及其他因素,关于健康医疗大数据从概念到应用仍存在争议.本文结合近年来健康医疗大数据领域的相关经典案例,梳理和分析了健康医疗大数据的概念内容、应用领域,并对大数据应用面临的挑战进行了初步探讨,拟为相关研究者在健康医疗大数据的应用实践提供参考.

2004年10月18日,国家质检总局、国家认监委、公安部、安全部、原信产部、保密局、密码局、原国信办等8部门联合发布《关于建立国家信息安全产品认证认可体系的通知》,明确提出成立一个机构,具体落实体系建设任务.2006年11月17日,中国信息安全认证中心在北京成立.10年过去了,我国的信息安全认证认可年月日,国家质检总局、国家认监委、公安部、安全部、原信产部、保密局、密码局、原国信办等 部门联合发布《关于建立国家信息安全产品认证认可体系的通知》,明确提出成立一个机构,具体落实体系建设任务.2006年11月17日,中国信息安全认证中心在北京成立.