以消化系统为例的器官——系统整合课程教学模式初探
|
摘要
目前,以课程整合为基础的医学教学模式已经成为临床医学教学改革的趋势。本文以"消化系统"为例,探讨器官-系统为主线的整合医学教学模式,力图形成能打破学科界限,以系统和器官为主线、以形态与功能为线索、以正常和异常为思路、以基础和临床相结合为导向,将各系统中各器官的相关基础知识与临床知识进行有机整合的教学模式,尝试采用理论、实验和PBL三者密切联系的整合式教学方法,按器官-系统对相关知识点进行整合,保持整个相关知识体系的连贯性,探索一条以器官-系统为主线的教学模式。为将来在临床医学专业广泛开展整合医学的教学模式打下坚实的基础。
At present, the medical teaching model based on curriculum integration has become the trend of clinical medical teaching reform. Taking the "digestive system" as an example, this paper explores the integrated medicine teaching model of organ-system as the main line, and tries to break the boundaries of the discipline, with the system and organs as the main line, the structuress and functions as the clues, and the normal and abnormal as the idea. Based on the combination of basic and clinical, the teaching model of organic integration of relevant basic knowledge and clinical knowledge of various organs in each system is attempted to adopt an integrated teaching method that is closely related to theory, experiment and PBL, according to organ-system pairs. Relevant knowledge points are integrated to maintain the continuity of the entire relevant knowledge system, and to explore a teaching model based on organ-system.
At present, the medical teaching model based on curriculum integration has become the trend of clinical medical teaching reform. Taking the "digestive system" as an example, this paper explores the integrated medicine teaching model of organ-system as the main line, and tries to break the boundaries of the discipline, with the system and organs as the main line, the structuress and functions as the clues, and the normal and abnormal as the idea. Based on the combination of basic and clinical, the teaching model of organic integration of relevant basic knowledge and clinical knowledge of various organs in each system is attempted to adopt an integrated teaching method that is closely related to theory, experiment and PBL, according to organ-system pairs. Relevant knowledge points are integrated to maintain the continuity of the entire relevant knowledge system, and to explore a teaching model based on organ-system.
引文
[1]高岳,张东华,郭劲松,等.医学课程整合的理论与实践探索[J].中国高等医学教育,2012(1):60-62.
[2]肖纯凌.整合医学,医学未来发展的必然趋势[J].沈阳医学院学报,2017,19(2):82.
[3]梅武轩,胡振武,彭少华,等.系统为中心的医学整合课程改革初探[J].中国医学教育技术,2016,30(5):618-620.
[4]刘兰,杨志鸿,李飞,等.整合医学在病理学与病理生理学实验教学中的应用[J].现代职业教育,2017(13):54-55.
[5]张玉侠,倪芳,卢海妹,等.以器官系统为中心的基础医学课程整合的探索[J].基础医学教育,2017,19(5):354-356.
[2]肖纯凌.整合医学,医学未来发展的必然趋势[J].沈阳医学院学报,2017,19(2):82.
[3]梅武轩,胡振武,彭少华,等.系统为中心的医学整合课程改革初探[J].中国医学教育技术,2016,30(5):618-620.
[4]刘兰,杨志鸿,李飞,等.整合医学在病理学与病理生理学实验教学中的应用[J].现代职业教育,2017(13):54-55.
[5]张玉侠,倪芳,卢海妹,等.以器官系统为中心的基础医学课程整合的探索[J].基础医学教育,2017,19(5):354-356.