目的中断时间序列(interrupted time series,ITS)方法是评估公共卫生干预效果的常用方法。本文详细介绍该方法的基本理论及统计分析中需重点关注的问题,并通过实例数据分析进一步阐述。方法探讨ITS分析中时间序列数据的过度离散、长期...目的中断时间序列(interrupted time series,ITS)方法是评估公共卫生干预效果的常用方法。本文详细介绍该方法的基本理论及统计分析中需重点关注的问题,并通过实例数据分析进一步阐述。方法探讨ITS分析中时间序列数据的过度离散、长期趋势和季节性的控制、非线性效应以及潜在的残差自相关等问题的解决方案。实例分析中,基于2002-2006年的西西里岛0~69岁人群的急性冠状动脉事件(acute coronary events,ACEs)数据,采用Quasi-Poisson回归评价2005年1月颁布的公共场所禁烟政策对ACEs住院率的影响,采用超额风险(excess risk,ER)和超额住院率(excess hospitalization rate,EHR)两个指标来反映干预的效应。结果基于不同的研究目的和数据特点,ITS统计建模时有不同的处理策略。西西里岛的禁烟政策使得ACE住院率下降12.28%(95%CI:7.40%~16.91%)。每年因此而避免发生的ACEs共有1440例,相当于每十万人口中避免396例(95%eCI:240~541)。结论ITS方法能够基于时间序列数据有效地估计公共卫生干预的效果,该方法也普遍适用于环境、医院管理和疫苗接种等领域的干预评估,但运用该方法时若相关统计问题处理不当可能导致结果偏差。展开更多
公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-...公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-Based Learning, CBL)、基于任务驱动的教学法(Task-Based Leaning, TBL)和以研究为基础的教学法(Research-Based learning, RBL)进行整合,取长补短,可以最大限度地发挥学生的主观能动性,并提升学生发现、分析、解决问题、理论联系实践、与人沟通的能力,也可培养学生的科学素养和科普志愿服务意识,并增强学生的团队意识。Public Nutrition courses encompass a diverse array of topics and emphasize practical application, making it challenging to effectively cultivate talent solely through traditional Lecture-Based Learning (LBL) methods. In Public Nutrition course teaching, Problem-Based Learning (PBL), Case-Based Learning (CBL), Task-Based Leaning (TBL) and Research-Based learning (RBL) will be adopted. The integration of PBL, CBL, TBL and RBL can maximize students’ subjective initiative and improve students’ ability to discover, analyze, solve problems, connect theory with practice, and communicate with others. It can also cultivate students’ scientific literacy and consciousness of volunteer service for science popularization, and enhance students’ sense of teamwork.展开更多
文摘公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-Based Learning, CBL)、基于任务驱动的教学法(Task-Based Leaning, TBL)和以研究为基础的教学法(Research-Based learning, RBL)进行整合,取长补短,可以最大限度地发挥学生的主观能动性,并提升学生发现、分析、解决问题、理论联系实践、与人沟通的能力,也可培养学生的科学素养和科普志愿服务意识,并增强学生的团队意识。Public Nutrition courses encompass a diverse array of topics and emphasize practical application, making it challenging to effectively cultivate talent solely through traditional Lecture-Based Learning (LBL) methods. In Public Nutrition course teaching, Problem-Based Learning (PBL), Case-Based Learning (CBL), Task-Based Leaning (TBL) and Research-Based learning (RBL) will be adopted. The integration of PBL, CBL, TBL and RBL can maximize students’ subjective initiative and improve students’ ability to discover, analyze, solve problems, connect theory with practice, and communicate with others. It can also cultivate students’ scientific literacy and consciousness of volunteer service for science popularization, and enhance students’ sense of teamwork.
