TBL、CBL与PBL融合教学法在临床八年制病理实习课中的应用
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摘要
临床八年制医学博士的培养目标是培养具有较强的独立分析和解决问题的能力,较强的医疗实践能力和独立从事与医学科学相关的研究能力的具有临床医学博士水平的高层次复合型人才。病理学作为临床与基础之间的桥梁学科,认识疾病的发生发展机制等,可以使八年制临床医学博士在临床工作中对于疾病的认识更加深刻,有助于对于疾病的发生发展转归有预判,利于日常工作的展开。因此,结合病理学课程特点,在病理实习课中,需要通过TBL、CBL、PBL融合教学法,调动和激发学生的学习热情和主动性,培养了学生临床思维力和科研兴趣,提高了学生分析问题和解决问题的综合能力,为今后的临床工作打下坚实的基础。
The goal of training the eight-year medical students is to cultivate a strong ability to analyze and solve problems in clinical working. They will have strong medical practice ability and independent research ability related to medical science. When they graduate, they will becomeclinicians of high level compound talents. The pathology is a bridge lesson between clinical studying and foundation medicine. The understanding of the mechanism of the occurrence and development of the disease can make the doctor more deeply aware of the disease in clinical work, which is helpful to know the prognosis of the occurrence and development of the disease, and is conducive to the development of the daily work. Therefore, in the course of pathology practice course training, it is necessary to transfer and stimulate the students' enthusiasm and initiative through the TBL, CBL, PBL fusion teaching method, to cultivate the students' clinical thinking and research interest, and to improve the students' comprehensive ability to analyze and solve the problems. It will lay a solid foundation for the future clinical working.
The goal of training the eight-year medical students is to cultivate a strong ability to analyze and solve problems in clinical working. They will have strong medical practice ability and independent research ability related to medical science. When they graduate, they will becomeclinicians of high level compound talents. The pathology is a bridge lesson between clinical studying and foundation medicine. The understanding of the mechanism of the occurrence and development of the disease can make the doctor more deeply aware of the disease in clinical work, which is helpful to know the prognosis of the occurrence and development of the disease, and is conducive to the development of the daily work. Therefore, in the course of pathology practice course training, it is necessary to transfer and stimulate the students' enthusiasm and initiative through the TBL, CBL, PBL fusion teaching method, to cultivate the students' clinical thinking and research interest, and to improve the students' comprehensive ability to analyze and solve the problems. It will lay a solid foundation for the future clinical working.
引文
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[12]李芙蓉,赵景宏,张静波,等.iPad联合POPS应用于肾脏内科临床病理实习教学的探索[J].重庆医学,2016,45(31):4455-4456.
[2]罗肖华.充分发挥病理学基础教学的桥梁作用[J].卫生职业教育,2015,33(22):64-65.
[3]郭双平,李侠,李擒龙,等.新形势下高等医学院校病理学教学工作的实践与思考[J].医学争鸣,2015,6(4):49-51.
[4]殷晓丽,陈洪捷.我国八年制医学教育培养模式的分类比较[J].复旦教育论坛,2014,12(1):99-104.
[5]杜彬,李爽.TBL教学法在病理学理论课的应用实践[J].基础医学教育,2016,18(4):259-261.
[6]何瑶.PBL和CBL教学法相结合在病理学教学中的应用与效果[J].时代教育,2017,6(11):54.
[7]庞玉艳,曾晶晶,李佳.基于微信的PBL教学法应用于临床病理实习教学的优势分析[J].卫生职业教育,2018,36(1):101-102.
[8]谭红梅,庄晓东,那晓东,等.病理生理学基础结合临床CBL+PBL+TBL教学模式探讨[J].基础医学教育,2017,19(6):408-410.
[9]崔刚,雷霆,莫立平,等.综合型教学模式在医学八年制病理学实验课教学中的应用研究[J].医学教育研究与实践,2017,25(6):915-917.
[10]廖鸿纯,李亚林,单文姣,等.基于应用型人才培养的多元化病理学实验教学模式探讨[J].科教导刊,2017,4(2):127-128.
[11]崔刚,雷霆,莫立平,等.医学八年制病理学整合课程教学内容的设计与教学方法的探讨[J].西北医学教育,2016,24(2):272-274.
[12]李芙蓉,赵景宏,张静波,等.iPad联合POPS应用于肾脏内科临床病理实习教学的探索[J].重庆医学,2016,45(31):4455-4456.