案例教学法在肝脏生物化学教学中的应用

Application of a clinical case study approach to liver metabolism teaching

在讲授临床医学专业生物化学课程中"肝的生物转化作用"一节时,我们采用了案例教学法。实施过程分三步走,第一步:首先选取一个典型的酒精性肝损伤临床案例,将三十二名二年级医学生分为四个讨论组,每组安排一名教师,就案例所描述的问题,引导学生进行课堂初步讨论;第二步,要求学生课后以小组形式通过查阅专业文献,在一周时间内,对案例所涉及的知识点进行全面深入的学习,并将学习成果总结成PowerPoint文档;第三步,指导教师从每个学习小组,随机抽选四名学生作为代表将他们的学习成果在课堂上进行汇报展示,每组汇报时间长度为20 min,并有5 min回答问题时间,指导教师和其他组同学对汇报结果进行总结和点评。相较于传统教学方法,案例教学使学生对于抽象、枯燥的非营养物质在肝脏中的生物转化反应有了具象认识,产生了更强的自主学习动力,并使学生认识到所掌握的生物化学知识在解决临床问题中发挥的巨大作用,教学效果更为显著。

In order to achieve more effective teaching, we experimentally employed an alcoholic cirrhosis case to guide the second-year medical students through the study of alcohol metabolism in the liver. Three steps were taken to complete this case study. Step 1: Thirty-two students were divided into four groups and each group was assigned an instructor. Guided by each instructor, students read through the case description and used the questions following the case description as clues to form learning objectives. Step 2: Students were given one week to study case-related materials under those learning objectives generated in Step 1 and then prepare a PowerPoint presentation with what they had gained from the group study. Step 3: Four representatives randomly selected from each group by the instructor delivered their presentation in front of the whole class. Each group had 20 minutes for presentation and 5 minutes for questions from the audience. The performance of each group was evaluated by students in the other three groups and the instructor. Compared to traditional lecturing, this clinical case study approach could motivate students to a greater extent. Students were more enthusiastic about spending time and efforts in achieving learning objectives. This active learning approach is particularly effective in teaching hard-to-understand topics, such as alcohol metabolism in the liver, to medical students.