Abstract:

Objective　To explore and evaluate the effectiveness of the "Three-Self" assessment model—comprising self-generated questions, self-administered tests, and self-evaluation—in the teaching of epidemiology courses among clinical medicine students.Methods　Clinical medicine students taking the Epidemiology course in the autumn semester of the 2024–2025 academic year at Xinjiang Medical University were selected as subjects for the teaching reform practice of the "Three-Self" assessment model. The impacts of this model on students' curriculum participation, competency acquisition, and teaching satisfaction were systematically evaluated through score analysis, process observation, and satisfaction surveys.Results　Classes implementing the teaching reform achieved favorable overall course scores, with pass rates all above 94.0% and good performance in independent testing (mean scores ranging from 77.5 to 85.7). Teachers reported high classroom participation, and most students gave positive feedback on the "Three-Self" model. A total of 74.2% of students were highly satisfied with the teaching reform overall, stating that the model improved comprehensive abilities including proposition thinking, logical expression, and teamwork.Conclusion　The "Three-Self" assessment model effectively enhances the teaching interactivity and competency-oriented characteristics of the epidemiology course, demonstrating strong adaptability and promotion value.

Key words:

 , epidemiology｜ teaching reform｜ competency-based assessment｜ evaluation model｜ self-generated questions｜self-administered tests｜self-evaluation