【摘要】 目的 通过评估联合应用翻转课堂、案例教学和角色扮演的多维教学模式在“全球卫生与健康治理”课程中的应用效果，助力中国全球卫生人才的培养。方法 研究以某高校2024年秋季选修“全球卫生与健康治理”课程的21名学生为干预对象。在6次教学后，采用前后测对比与量表测评结合的方法，从知识掌握、学业自我效能感、问题解决能力及批判性思维能力四个方面进行教学效果评估。数据分析工作使用R 4.4. 2软件进行，符合正态分布的数据采用学生t检验（student’s t test）或方差分析（analysis of variance, ANOVA），否则采用Wilcoxon秩和检验或Kruskal-Wallis检验。结果 多维教学模式显著提升了学生的知识掌握水平（P=0.013），尤其在23岁～27岁、女性、硕士研究生及公共卫生学院学生中效果更为突出（P<0.05）。研究对象的学业自我效能感总分达（92.76±8.32）分，学业能力效能感显著高于学习行为效能感（P=0.001）；问题解决能力总分达（73.48±8.23）分，各维度表现均衡（P=0.505）。批判性思维能力总分达（323.38±30.16）分，其中“，求知欲”维度得分最高“，寻找真相”维度相对薄弱，且存在年级与学院间差异（P<0.05）。结论 多维教学模式通过融合自主学习、情境实践与角色互动，有效促进学生全面发展，但需关注个体差异对教学效果的影响。未来建议扩大样本量、追踪长期效果，并优化教学策略以适配不同学习需求，为全球卫生教育体系改革提供理论与实践支持。更多还原

【Abstract】 Objective To evaluate the effectiveness of multidimensional teaching mode that combines Flipped Classroom, case teaching, and role-playing in “Global Health and Governance” course in order to cultivate global health talents in China. Methods The study involved 21 students enrolled in the elective course “Global Health and Governance” during the fall semester of 2024 at a certain university. After six instructional sessions, the study employed a combination of pre-post tests and scale evaluations to assess the teaching efficacy across four dimensions including knowledge acquisition, academic self-efficacy, problemsolving ability, and critical thinking skills. The data analysis was carried out using R 4. 4. 2 software. For data that conforms to normal distribution, Students’ t-test or analysis of variance(ANOVA) was employed.Conversely, the Wilcoxon Rank Sum test or the Kruskal-Wallis test was utilized. Results Results indicated that the multidimensional teaching mode significantly improved students’ knowledge acquisition(P=0. 013),particularly among those aged 23 to 27, females, master students, and public health majors(P<0. 05).Academic self-efficacy reached a total score of(92. 76±8. 32), with academic ability efficacy outperforming learning behavior efficacy(P=0. 001). Problem-solving ability scored(73. 48±8. 23), showing balanced performance across dimensions(P=0. 505). Critical thinking ability totaled(323. 38±30. 16), with “curiosity” scoring highest and “truth-seeking” relatively weaker, alongside variations across academic levels and institutions(P<0. 05). Conclusion The multidimensional teaching mode, through the integration of selfdirected learning, contextual practice, and role interaction, effectively promotes the comprehensive development of students. However, attention must be paid to the impact of individual differences on teaching outcomes. Future research should expand the sample size, track long-term effects, and optimize teaching strategies to accommodate diverse learning needs, thereby providing theoretical and practical support for the reform of the global health education system.更多还原