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| Practical teaching cultivation for targeted and non-targeted admission undergraduate students in preventive medicine |
| FANG Jing1, XU Rujing1, YANG Weiji2, WANG Binyan1
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1. School of Public Health, Zhejiang Chinese Medical University, Hangzhou, Zhejiang 310053, China;
2. Graduate School, Zhejiang Chinese Medical University, Hangzhou, Zhejiang 310053, China |
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Abstract Objective To systematically evaluate the training background, resource input, implementation process, and outcomes of targeted admission undergraduate students versus non-targeted admission undergraduate students in preventive medicine under a unified practical teaching system, so as to provide evidence for optimizing the practical teaching model in preventive medicine. Methods From February to May 2023, a cluster sampling method was used to select undergraduate students majoring in Preventive Medicine at the School of Public Health, Zhejiang Chinese Medical University, from the 2018-2021 cohorts as the study subjects. Data on comprehensive ability development, training background and input, self-directed learning ability assessment, academic performance, and development outcomes were collected through questionnaire surveys and school records. A practical teaching evaluation framework for preventive medicine was constructed based on the four dimensions of the CIPP model. Practical teaching outcomes between targeted and non-targeted students were systematically evaluated across three dimensions: training background and resource input, training implementation process, and training effectiveness. Results A total of 449 students were surveyed, including 183 targeted students (40.76%) and 266 non-targeted students (59.24%). Targeted and non-targeted students in preventive medicine shared the same training curriculum and practical teaching arrangements, and teaching resources, including basic experimental teaching platforms and domestic and international collaborative research centers. Statistically significant differences were found between the two groups in attitudes toward practical education courses, perceived rationality of practical course design, whether practical courses met their needs, and the professional competencies they perceived as needing further improvement (all P<0.05). No statistically significant differences were observed in total scores or subscale scores of self-directed learning ability (all P>0.05). The Z-scores of academic performance for targeted and non-targeted students across grades showed a similar trend for both groups: Z-scores for college entrance examination differed at baseline, then gradually approached Z=0 from the second year onward and subsequently fluctuated around Z=0. Statistically significant differences were found between the two groups in participation in skill competitions, involvement in research innovation projects, publication of papers, career preparation, and the proportion of graduates whose jobs matched their major (all P<0.05). Both groups achieved a 100% satisfaction rate among grassroots employers after graduation. Conclusions The unified practical teaching system can effectively promote convergence in educational outcomes between targeted and non-targeted preventive medicine undergraduate students. However, the two groups show differentiated development characteristics in course recognition, research participation, and career preparation.
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Received: 05 November 2025
Revised: 04 June 2026
Published: 22 June 2026
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