学业困难医学生的个性化指导模式构建及实践

Construction and practice of individual instruction model for medical students with academic difficulties

为引导学业困难的八年制医学生顺利完成学习生涯,建立辅导员-PBL教师-专业导师三位一体的指导模式。以两个年级13名学业落后的医学生个体为关注对象,进行为期1年半、多教师参与的个性化指导和后续学业跟踪。结果表明医学学习的早期阶段是进行学业指导和帮助的关键时期,个性化指导有助于深入了解学生,进而在一定程度上提高学生的学业表现。

In order to help the medical students with academic difficulties successfully to fulfill their academic tasks,an individual instruction model was constructed with PBL tutors,academic advisors and counselors. Thirteen undergraduates from two separate grades were focused and guided individually by these teachers during their daily work. After an 18 months’ instruction and follow-ups,it was found that it may provide an important way to understand and help students with academic difficulties,and early stages in medicine course studying is the critical period to the academic guidance and assistance.