基于器官-系统模式的儿科学多学科整合PBL课程的教学体会与思考

Teaching experience of multi-disciplinary integration PBL course based on organ-system model

目的分析基于器官-系统模式的儿科学多学科整合基于问题的学习(problem-based learning,PBL)课程的教学,总结教学经验.方法回顾性分析重庆医科大学附属儿童医院儿科实施的基于器官-系统模式的儿科学多学科整合PBL课程的实施情况.结果在器官-系统整合课程背景下,重庆医科大学附属儿童医院儿科教学中进行了教学改革和创新,开展了多学科整合PBL教学法.该教学模式比单学科PBL更能激化医学生的学习兴趣,提高儿科学临床教学的效果,培养医学生的独立思考和综合分析能力.结论基于器官-系统模式的医学整合课程,具有综合性特点,能打破各学科间的屏障,为多学科整合PBL的实现提供了平台,儿科学多学科整合PBL教学效果好,值得进一步推广.

Objective To analyze the teaching of multi-disciplinary integration PBL(problem-based learning)course based on organ-system model and summarize the teaching experience. Methods A retrospective analysis of the implementation of the petriology-based multidisciplinary PBL course based on the organ-system model implemented by the Children' s Hospital of Chongqing Medical University. Results Under the back- ground of organ-system integration curriculum, the Children' s Hospital of Chongqing Medical University carried out teaching reform and innovation in pediatric teaching, and carried out multi-disciplinary integration of PBL teaching method. This teaching mode can intensify the medical students' interest in learning and improve the clinical teaching effect of pediatrics than the single-disciplinary PBL. It can also cultivate the independent think- ing and comprehensive analysis ability of medical students. Conclusion The medical integration course based on the organ-system model has com- prehensive characteristics, which can break the barrier between various disciplines and provide a platform for the realization of multi-disciplinary in- tegration of PBL. Pediatric multidisciplinary integration of PBL teaching is good and worthy of further promotion.