微课在临床型研究生培养中的探索与实践
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摘要
目的根据"5+3"模式实施中发现的诸多值得探讨和摸索的问题,探讨微课在"5+3"培养模式下临床型研究生培养中的探索与实践。方法通过查阅文献,结合互联网及信息技术飞速发展,分析"5+3"培养模式下临床型研究生培养中的难点及微课运用于专业学位研究生培训课程的可行性。结果微课具有碎片化、结构化、可视化、非线性等特征,其运用是"5+3"培养模式课程设计的重要补充和拓展资源,在现阶段临床医学专业学位研究生培养中具有高度可行性。结论医学微课对临床医学专业学位研究生不同学科知识点的个性化学习及选择具有重要辅助作用,微课的实施必然给"5+3"临床专业学位研究生的学习起到良好地推动作用。
Objective According to the implementation of "5+3" training mode, there are many problems worth to discuss and explore, so that in this article the practice of micro-lecture in "5+3" training mode for clinical postgraduate training will be explored. Methods Through literature review, the difficulties in clinical postgraduate training under the "5+3"training mode and the feasibility of applying micro-lecture in professional postgraduate training courses was analyzed. Results Micro-lectures have the characteristics of fragmentation, structure, visualization and nonlinearity. The application of micro-lecture is an important supplement and expansion resource for the curriculum design of 5+3 training mode. It is highly feasible to teach graduate students majoring in clinical medicine at the present stage. Conclusion Medical micro-lectures can better meet the needs of graduate students of clinical medicine professional degree in personalized learning. The implementation of medical micro-lecture will significantly promote the study of "5+3" clinical graduate students.
Objective According to the implementation of "5+3" training mode, there are many problems worth to discuss and explore, so that in this article the practice of micro-lecture in "5+3" training mode for clinical postgraduate training will be explored. Methods Through literature review, the difficulties in clinical postgraduate training under the "5+3"training mode and the feasibility of applying micro-lecture in professional postgraduate training courses was analyzed. Results Micro-lectures have the characteristics of fragmentation, structure, visualization and nonlinearity. The application of micro-lecture is an important supplement and expansion resource for the curriculum design of 5+3 training mode. It is highly feasible to teach graduate students majoring in clinical medicine at the present stage. Conclusion Medical micro-lectures can better meet the needs of graduate students of clinical medicine professional degree in personalized learning. The implementation of medical micro-lecture will significantly promote the study of "5+3" clinical graduate students.
引文
[1]中华人民共和国国家卫生和计划生育委员会.教育部等六部门关于医教协同深化临床医学人才培养改革的意见[EB/OL].http://www.moh.gov.cn/qjjys/s3593/201411/fd019826ce734430b3ea91edf f5e6cb7.shtml,2014-11-27/2015-10-22.
[2]雷笑瑜,张勇,黄卓,等.临床医学专业学位研究生教育与住院医师规范化培训“双轨合一”培养模式分析[J].现代医院管理,2015,13(2):65-67.
[3]杨帆,牟忠林,黄凌,等.“5+3”培养模式下临床医学硕士专业学位研究生的综合能力培养思路探索[J].科技视界,2016,8(18):51-54.
[4]罗海燕,邓立普.“5+3”模式下临床医学专业学位研究生培养现状分析及对策[J].湘南学院学报(医学版),2017,19(3):57-60.
[5]蔚坤妍,吕沐瀚,朱小平.“5+3”模式下临床医学研究生质量保障体系构建研究[J].高教探索,2016(S1):19-20.
[6]田玮,马尚寅.微课及在线教育在医学教育中应用的分析与展望[J].课程教育研究,2016(31):221-222.
[7]黄凌凌,王金花,方晓燕,等.网络环境下组织学实验教学微课的设计制作与应用[J].解剖学杂志,2019,42(1):89-91.
[8]李硕,杨莹莹,陈适,等.基于网络的医学微课平台的内容设计与开发模式[J].基础医学与临床,2018,38(5):742-744.
[9]黄俊,邱源,成向阳,等.浅析临床医学微课程研究的现状与应用[J].广州医科大学学报,2017,45(6):74-76.
[10]李书文,庞永宁,刘晓微,等.儿科临床医学的微课制作研究[J].现代医药卫生,2016,32(17):2754-2755.
[11]刘胜珍.医学微课的开发及应用研究[J].中国信息化,2017(7):97-101.
[12]刘胜珍.基于微信平台的医学微课开发及应用研究[J].电脑知识与技术,2016,12(36):93-95.
[13]曹月洲,黄华兴,封益飞.微课在医学教育中的应用探索[J].才智,2017(33):96-97.
[2]雷笑瑜,张勇,黄卓,等.临床医学专业学位研究生教育与住院医师规范化培训“双轨合一”培养模式分析[J].现代医院管理,2015,13(2):65-67.
[3]杨帆,牟忠林,黄凌,等.“5+3”培养模式下临床医学硕士专业学位研究生的综合能力培养思路探索[J].科技视界,2016,8(18):51-54.
[4]罗海燕,邓立普.“5+3”模式下临床医学专业学位研究生培养现状分析及对策[J].湘南学院学报(医学版),2017,19(3):57-60.
[5]蔚坤妍,吕沐瀚,朱小平.“5+3”模式下临床医学研究生质量保障体系构建研究[J].高教探索,2016(S1):19-20.
[6]田玮,马尚寅.微课及在线教育在医学教育中应用的分析与展望[J].课程教育研究,2016(31):221-222.
[7]黄凌凌,王金花,方晓燕,等.网络环境下组织学实验教学微课的设计制作与应用[J].解剖学杂志,2019,42(1):89-91.
[8]李硕,杨莹莹,陈适,等.基于网络的医学微课平台的内容设计与开发模式[J].基础医学与临床,2018,38(5):742-744.
[9]黄俊,邱源,成向阳,等.浅析临床医学微课程研究的现状与应用[J].广州医科大学学报,2017,45(6):74-76.
[10]李书文,庞永宁,刘晓微,等.儿科临床医学的微课制作研究[J].现代医药卫生,2016,32(17):2754-2755.
[11]刘胜珍.医学微课的开发及应用研究[J].中国信息化,2017(7):97-101.
[12]刘胜珍.基于微信平台的医学微课开发及应用研究[J].电脑知识与技术,2016,12(36):93-95.
[13]曹月洲,黄华兴,封益飞.微课在医学教育中的应用探索[J].才智,2017(33):96-97.