临床医学专业医学微生物学课程的一种教学新模式

A new model in the teaching of medical microbiology in clinical medicine

目的分析和探讨临床医学专业医学微生物课程教学新模式。方法目标人群为北京协和医学院6个年级457名学生,通过匿名问卷调查学生对现行医学微生物学课程中以框架为基础的学习模式的主观感受,并记录其在自学展示中的表现情况。通过比较自学时各小组所选主题所占百分比的情况对FBL教学方式的可推广性进行客观分析。收集学生对于与现行课程框架的建议并进行分类和整理。另外,通过测试对3种不同教学/学习方式的效果进行客观比较。在此基础上对医学微生物学课程设计以及其中的教学方法进行深入分析,初步摸索出比较符合协和生源背景和教学条件的教学模式。结果学生匿名问卷评估得分为(2.54±0.74)^(3.43±0.56)分,FBL展示记录情况各项得分为(4.22±0.32)^(4.77±0.22)分。学生分组自学时,干预年级与非干预年级相比,所选的非微生物学主题所占比例有显著性差异(P<0.05),2008~2013级学生组织FBL自学时所选非微生物学主题所占比例分别为21.43%、7.14%、38.89%、57.14%、33.33%和38.89%。结论微生物教学中,以框架为基础的学习的教学效果较好,而且在其他医学学科领域具有一定的可推广性。包括传统教学方法、同伴教育以及基于FBL的自学等在内的混合式教学模式可能取得更好的教学效果。

Objective To develop an appropriate new model in current framework of 8-year curriculum. Methods Totally 457 third grade students in Peking Union Medical College were enrolled in the project of learning Medical Microbiology. Anonymous questionnaires were used to investigate the subjective feeling of students for frame-work based learning（ FBL）, performance of students during FBL presentation was evaluated using concerned tables, the distribution of different topics involved in FBL self-oriented （ORL） learning was also analyzed. Simultaneously, students＇ subjective feeling and suggestion were collected. Additionally, the effects of three different teaching/learn- ing methods underlying FBL were investigated by objective tests. With that we developed a preliminary design of teaching model in Medical Microbiology. Results Scores of anonymous evaluation of FBL ranged from （ 2.54 ± 0.74） to （ 3.43 ±0.56） , and scores in the evaluation of FBL presentation ranged from （4. 22±0.32） to （4.77±0.22） .Percentages of topics involved in non-Medical Microbiology curriculums were respectively 21.43%, 7.14%, 38.89%, 57.14%, 33.33% and 38.89% in 6 grades from 2008 to 2013.Conclusions In the teaching of Medical Microbiology, FBL exhibited good effects for students performance in presentation and a potential populization in the learning of other medical courses in addition to Medical Microbiology. Recent studies indicated that blended teaching model including traditional methods, peer education, ORL based on FBL may have very positive impact on students＇ learning.