期刊文献+

北京协和医学院“4+4”试点班整合课程教学方法现状及提高途径探析 被引量:2

Teaching methods for the medical integrated courses in"4+4"medical doctor program in Peking Union Medical College:current status and approaches for improvement
原文传递
导出
摘要 目的为进一步提高北京协和医学院临床医学专业培养模式改革试点班的基础与临床整合课程教学效果,通过分析试点班基础与临床整合课程使用的配套教学方法现状,探讨整合课程教学方法改进的途径。方法以2020年9月至2021年8月完成整合课程的2020级试点班学生作为研究对象。围绕课时设置、整合效果、自主学习方法等对研究对象开展问卷调查和访谈,采用R4.0.0软件对相关数据进行统计分析。结果现有各整合课程模块的周课时数为(27.59±2.61)h,高于学生期望值。周课时数与各模块的平均满意度得分呈负向线性相关性(r=-0.71,P=0.022)。基础与临床整合的平均满意度得分为2.652。使用以案例为基础的教学(case-based learning,CBL)/以问题为基础的教学(problem-based learning,PBL)时,学生课前预习时间的中位数为30 min。结论基础与临床整合课程改革中,与之相适应的教学方法选择和合理运用至关重要。为进一步提高教学效果,应降低理论授课学时数,精心设计和准备学习资料,教学内容的组织应重视知识的内在逻辑性及临床知识与基础医学阶段所学知识的相关性。 Objective To investigate the current status of the teaching methods used in the integrated basic and clinical courses and the approaches for improving such teaching methods,and to improve the teaching quality of the integrated basic and clinical courses for"4+4"Medical Doctor Program in Peking Union Medical College.Methods Students in the Class 2020 of"4+4"Medical Doctor Program who completed the integrated courses from September 2020 to August 2021 were enrolled as subjects.Questionnaire surveys and interviews were performed for the subjects in terms of class hours,integration effect,and self-learning methods.R4.0.0 software was used to perform a statistical analysis of data.Results The mean weekly class hours of existing modules were(27.59±2.61)hours per week,which was higher than the expectation of students.There was a negative linear correlation between weekly class hours and mean satisfaction score of each module(r=-0.71,P=0.022).The integration of basic and clinical medical courses had a mean satisfaction score of 2.652.The median preview time for case-based learning/problem-based learning was 30 minutes.Conclusions In the reform of the integration of basic and clinical medical courses,it is crucial to select and apply proper teaching methods.In order to further improve teaching effect,it is advised to reduce the class hours of theoretical lectures and carefully design and prepare learning materials,and the teaching contents should be organized according to the internal logic of knowledge and the association between clinical knowledge and the knowledge learned during the stage of basic medicine.
作者 潘政松 易婧婧 卢永平 张勤 Pan Zhengsong;Yi Jingjing;Lu Yongping;Zhang Qin(Medical Doctor Program,Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100730,China;Department of Medical Education,Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100730,China;Center for Medical Educational Research,Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100730,China;Chinese Academy of Medical Sciences&Peking Union Medical College,Beijing 100730,China)
出处 《中华医学教育探索杂志》 2024年第2期223-226,共4页 Chinese Journal of Medical Education Research
关键词 临床医学专业 基础与临床整合 教学方法 Clinical medicine Integration of basic and clinical medicine Teaching method
  • 引文网络
  • 相关文献

参考文献9

二级参考文献65

  • 1张蜀靖,丁卉,胡豫,张进祥,亓来华,舒晓刚,杨光耀,彭妙.临床医学八年制科研能力培养的现状分析及思考[J].中国高等医学教育,2020(2):122-123. 被引量:17
  • 2张世忠,邹志浩,周振军.关于建立“系统整合型”神经医学教学模式的几点思考[J].南方医学教育,2007(2):17-18. 被引量:7
  • 3易露茜,陶立坚,陈启元.高等医学教育计划改革浅析[J].中国高等医学教育,2005(3):27-28. 被引量:33
  • 4陈季强,夏强,富丽琴,凌树才,周韧,杨友金,蔡朱男,汤慧芳.基础医学课程整合教学改革6年总结[J].中国高等医学教育,2006(11):73-75. 被引量:83
  • 5全国国民阅读调查报告[EB/OL].http://news.youth.cn/jsxw201504/t20150422_6593619.htm,2015-06-06(2015.6.6).
  • 6Deep and Surface Learning: The Literature [EB/OL]. http:// www.psy.gla.ac.uk/~steve/courses/archive/CERE 12-13-safari-archive/ topic9/webarchive-index.html.2013 -04-12.
  • 7石中英.知识的转型与教育改革[M].北京:教育科学出版社,2013.
  • 8Marton, F., & Saljo, R. On Qualitative Difference in Learning: Outcome and Process [J]. British Journal of Educational Psychology, 1976, (46).
  • 9Weigel, V. Deep Learning for A Digital Age: Teehnalogy's Untapped Potential to Enrich Higher Education [M]. San Francisco, Jossey-Bass, 2001.
  • 10Stranger-Hall, K. F. Multiple-choice exams: An Obstacle for Higher-level Thinking in Introductory Science Classes [J]. Cell Biology Education: Life Science Education, 2012, (2).

共引文献368

同被引文献20

引证文献2

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部