为适应当前社会寄生虫病的流行趋势及临床需求,提高人体寄生虫学的教学质量,本教研室针对教学内容和教学模式,对寄生虫学理论课教学进行了优化和改革。以西安医学院2016级本科临床医学专业2个大班为研究对象,分为教改组（176人）和对照组（非教改组,172人）。基于新兴教学模式,探索了适用于大班教学的多形式混合教学法,包括应用微课翻转课堂、引入互联网资源讨论、分析热点时事及文献报道应用于教改组;非教改组按常规方式上课。通过课堂效果、成绩评估、学生评价和问卷调查4个方面评估教学改革实施效果。结果显示,教改组学生课堂效果测验的满分率（49.4%）高于对照组（27.9%）。期末考试成绩评估中,教改组学生平均分（81.1 ± 8.4）明显高于对照组（73.1 ± 9.0）;教改组学生及格率（97.7%）与对照组及格率（95.9%）差异无统计学意义,但优秀率明显高于对照组（分别为10.8%和2.9%,P < 0.01）。教改组学生对教师的综合评价分为97.5,高于对照组的94.4（P < 0.01）。问卷调查回收率为92%（162/176）,其中,90.2%（146/162）的学生喜欢多形式混合教学法;57.4%（93/162）的学生认为多形式混合教学法对寄生虫学的学习有很大帮助,36.4%（59/162）的学生认为有一定的帮助;多形式混合教学法还对提高学习兴趣（43.2%,70/162）、培养临床思维（35.8%,58/162）、促进师生关系（19.1%,31/162）等方面有较大改善。研究结果提示,相比于传统教学,多形式混合教学法可提升学生对寄生虫学的学习兴趣和自主学习性,提高学习成绩,有利于拓宽知识面,增强学生分析问题、解决问题的能力。

To improve the teaching quality of human parasitology in accordance to the endemic trend and the demands of clinical practice, we optimized the theory courses of parasitology in teaching content and pattern. A total of 348 undergraduates of two 2016-classes majoring in clinical medicine in Xi’an Medical University were divided into two groups: teaching reform group(176) and control group(172). We explored multi-form teaching approaches applicable for the classes of bigger size based on emerging teaching modes. To the reform group, the reform includes video microlecture, flipped classroom scheduling, introduction of internet resources discussion, and analysis of hot current events and literatures; in control group, the teaching was conducted with routine curriculum. The effect of teaching reform was evaluated in four aspects: classroom outcome, class performance of students, students’ assessment and questionnaire survey. The results showed that the rate of full marks in classroom quizzes was higher in the teaching reform group (49.4%) than that in the control group (27.9%). The average score in final exam in the teaching reform group (81.1 ± 8.4) was significantly higher than that in the control group (73.1 ± 9.0), while there was no significant difference in the passing rate between the two groups (97.7% and 95.9%, respectively). However, the excellent rate in the teaching reform group was significantly higher than that in the control group (10.8% and 2.9%, respectively). The comprehensive evaluation of teachers by students in the teaching reform group was 97.5, higher than 94.4 in the control group(P < 0.05). The recovery rate of questionnaire survey was 92% (162/176). Among the respondents, 90.2% preferred the multi-form teaching method, 57.4% thought highly of the multi-form teaching method in studying parasitology, and 36.4% of students thought this mode had some value. Moreover, the multi-form teaching method resulted in improving study interest(43.2%), cultivating clinical thinking (35.8%) and promoting teacher-student relationships (19.1%). The results showed that, compared to traditional teaching, the multi-mode teaching method can improve students’ interest and autonomous learning of parasitology, improve their academic performance, broaden their knowledge horizon, and enhance their ability to analyze and solve problems.