医学心理学PBL教学实践——以躯体形式障碍为例

PBL teaching practice in medical psychology -- taking somatoform disorders as an example

根据医学心理学课程特点和教学要求，以临床心理科的真实案例为蓝本，编写了“躯体形式障碍（疑病症）”PBL教学案例。案例涉及基础医学、临床医学、医学心理学等方面的知识。在PBL教学中模拟临床就诊经过，教师逐次递进地给出案例信息并提出相应问题，学生课上小组讨论，课下自学，探讨焦虑的生理生化基础、躯体形式障碍的心理学病因、诊断要点与治疗原则、心理治疗中治疗关系的建立、生活经历对个体人格的影响以及社会文化因素对个体病情转归的影响等内容。课堂调查显示，学生对PBL教学效果比较肯定。普遍认为PBL教学可以提高学习兴趣和自学能力，促进不同学科知识的联系，加强理论和实践结合，有助于提高医学心理学教学质量。

According to the course characteristics and teaching outline of medical psychology, problem-based learning （PBL） case about somatoform disorders was compiled based on a typical clinical real case. The PBL case covered a wide range of topics such as basic medicine, clinical medicine and medical psychology. Just as clinical treatment process, teachers gave information and put forward the corresponding questions in successive steps. By self-study and group discussion, students learned knowledge about anxiety, somatoform disorders, therapeutic relationship, sociocultural factors and individual personality. The course survey showed that PBL teaching was appreciated by medical students. The PBL model can improve learning interest and self-study ability, promote the connection of different subjects and combine theory and practice. The PBL model is useful for improving the quality of medical psychology teaching.