基于CBL教学法的医学慕课辅助网站设计
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摘要
通过回顾CBL教学法和慕课现状,运用调查法、文献研究法进行资料收集,并通过描述性研究,得出设计基于CBL教学法的医学慕课辅助网站的必要性及方法。所设计慕课辅助网站拟基于循证医学的思想,"以症状体征为分类,以临床思维为要点,以NLP技术为核心",以真实案例及虚拟患者构建良好的交互体验学习过程,加入互动学习、同行评议与系统检验评估等方法,建设一个较为开放的帮助医疗学习者锻炼临床医学思维的平台。
By reviewing the current situation of CBL teaching method and MOOCs, using the investigation method and literature research method to collect the data, this paper draws the necessity and design method of contributing the medical MOOCs support website based on CBL teaching method through descriptive research. The CBL-based website is based on the idea of evidence-based medicine, "on the classification of symptoms and signs, on the core of clinical thinking and on the strength of NLP technology", and the website is based on the real case and virtual patients so that it can build a good interactive experience learning process. By means of adding as the interactive learning, peer review, system testing and evaluation methods, it can construct a more open platform to help medical learners exercise clinical medical thinking.
By reviewing the current situation of CBL teaching method and MOOCs, using the investigation method and literature research method to collect the data, this paper draws the necessity and design method of contributing the medical MOOCs support website based on CBL teaching method through descriptive research. The CBL-based website is based on the idea of evidence-based medicine, "on the classification of symptoms and signs, on the core of clinical thinking and on the strength of NLP technology", and the website is based on the real case and virtual patients so that it can build a good interactive experience learning process. By means of adding as the interactive learning, peer review, system testing and evaluation methods, it can construct a more open platform to help medical learners exercise clinical medical thinking.
引文
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[12]曾学军,沙悦,黄晓明.内科临床思维基本功释例[M].北京:中国协和医科大学出版社,2012:1-10.
[13]韩凯莉.基于主题信息的聊天机器人上下文理解模型的研究[D].长春:东北师范大学,2016.
[2]Jackson J.Case-based learning and reticence in a bilingual context:perceptions of business students in Hong Kong[J].System,2003(4):457-469.
[3]Garvin D A.Making the Case:Professional education for the world of practice[J].Harvard Magazine,2003(1):63.
[4]杨光富,张宏菊.案例教学:从哈佛走向世界:案例教学发展历史研究[J].外国中小学教育,2008(6):1-5.
[5]Srinivasan M,Wilkes M,Stevenson F,et al.Comparing Problem-Based Learning with Case-Based Learning:Effects of a Major Curricular Shift at Two Institutions[J].Academic Medicine,2007,82(1):74-82.
[6]Liyanagunawardena T R,Adams A A,Williams S A.MOOCs:A systematic study of the published literature 2008-2012[J].International Review of Research in Open and Distance Learning,2013,14(3):202-227.
[7]Hossain M S,Shofiqul I M,Glinsky J V,et al.A massive open online course(MOOC)can be used to teach physiotherapy students about spinal cord injuries:A randomised trial[J].Journal of Physiotherapy,2015,61(1):21-27.
[8]Kononowicz A A,Berman A H,Stathakarou N,et al.Virtual Patients in a Behavioral Medicine Massive Open Online Course(MOOC):A Case-Based Analysis of Technical Capacity and User Navigation Pathways[J].JMIR Medical Education,2015,1(2):8.
[9]马智,于柏龙.临床症状体征鉴别诊断学[M].北京:军事医学科学出版社,2006.
[10]杨平,肖进,陈宝珍.医学人文科学词汇精解[M].上海:第二军医大学出版社,2002:64-68.
[11]Scott D C S,Adam S C,Diane A.从症状到诊断:循证学指导[M].刘梅颜,胡大一,译.北京:人民军医出版社,2015:1-9.
[12]曾学军,沙悦,黄晓明.内科临床思维基本功释例[M].北京:中国协和医科大学出版社,2012:1-10.
[13]韩凯莉.基于主题信息的聊天机器人上下文理解模型的研究[D].长春:东北师范大学,2016.