江苏省某大学附属医院医学信息学专业项目化教学模式探索
|
摘要
基于当前医疗大数据环境,从社会需要的角度出发,探索医学信息学专业的项目化教学模式。首先,从学科特点和外部环境,明确医学信息学专业教学的目标和原则。其次,优化教学模式,将项目融入教学环节,对教学内容、教学方法等进行优化。借鉴大数据技术优化评估方法,实时采集记录教学过程中教师和学生的行为轨迹,挖掘分析后指导课程教学。项目化的医学信息学专业教学模式加深了学生们对相关知识单元的思考,降低了惰性知识的比重,收到较好的效果。
As an affiliated hospital of university,we undertakes the teaching tasks of Medical Informatics. In order to improve the the teaching quality, we constantly explore new teaching design that focus on the project teaching curriculum system. Firstly, determined the objective and principle of medical informatics teaching according to the characteristics of the subject and the external environment. Secondly, optimized the teaching mode by improving the teaching contents and teaching methods. In addition, reformed the evaluation method. The method of large data analysis was used to collect the track of teachers' and students' behavior in the teaching process in real time, then guide how to design and carry out of the reform scheme for Medical Informatics course. The teaching reform had effectively deepened the students' thinking of relevant knowledge units and reduced the proportion of lazy knowledge.
As an affiliated hospital of university,we undertakes the teaching tasks of Medical Informatics. In order to improve the the teaching quality, we constantly explore new teaching design that focus on the project teaching curriculum system. Firstly, determined the objective and principle of medical informatics teaching according to the characteristics of the subject and the external environment. Secondly, optimized the teaching mode by improving the teaching contents and teaching methods. In addition, reformed the evaluation method. The method of large data analysis was used to collect the track of teachers' and students' behavior in the teaching process in real time, then guide how to design and carry out of the reform scheme for Medical Informatics course. The teaching reform had effectively deepened the students' thinking of relevant knowledge units and reduced the proportion of lazy knowledge.
引文
[1]乔凯,庞晓燕,汪琦东.拥抱大数据时代加快医疗信息化建设[J].中国管理信息化,2015,18(8):66.
[2]孙杨.2015-2016医疗信息化专业人员从业状况与薪酬发展报告——2015-2016医疗CIO薪酬报告[EB/OL]. [2016-09-27]. http://news.hc3i.cn/art/201609/37321. htm.
[3]张晗,范雅丹,崔雷等.国内医学信息学专业课程结构调查分析[J].医学信息学杂志,2015, 36(3):86-90.
[4]汤琳,梅雪芳,王侠,等. 面向非医学信息学专业的医学信息学教材建设探析[J].医学信息学杂志,2016, 37(3):89-91.
[5]陶丽霞.在医疗卫生信息化建设中医学信息专业人才的培养策略[J].包头医学院学报,2016, 32(1):158-159.
[6]牟冬梅,王萍,赵丹宁,等.医疗大数据环境下医学信息学信息技术类课程设置问题解析[J].医学与社会,2017,30(11):74-77.
[7]时丽芳,吕超飞,左伟,等. 基于项目驱动教学法构建医学信息交叉学科创新人才培养新模式[J].中华医学图书情报杂志,2017,26(12):73-78.
[8]吕红.医学信息学的研究维度、目标任务与研究热点[J]. 中华医学图书情报杂志,2016, 25(7):31-36.
[9]曹宝龙.基于素养发展的课堂教学目标体系[J].课程.教材.教法,2018,38(1):49-53.
[10]李润洲.“三维目标”研究的回顾与创新[J].教育科学研究,2016(9):26-32.
[11]种乐熹,胡德华.大数据环境下医学信息学教育的变革与发展[J].中华医学图书情报杂志,2015,24(9):71-75.
[2]孙杨.2015-2016医疗信息化专业人员从业状况与薪酬发展报告——2015-2016医疗CIO薪酬报告[EB/OL]. [2016-09-27]. http://news.hc3i.cn/art/201609/37321. htm.
[3]张晗,范雅丹,崔雷等.国内医学信息学专业课程结构调查分析[J].医学信息学杂志,2015, 36(3):86-90.
[4]汤琳,梅雪芳,王侠,等. 面向非医学信息学专业的医学信息学教材建设探析[J].医学信息学杂志,2016, 37(3):89-91.
[5]陶丽霞.在医疗卫生信息化建设中医学信息专业人才的培养策略[J].包头医学院学报,2016, 32(1):158-159.
[6]牟冬梅,王萍,赵丹宁,等.医疗大数据环境下医学信息学信息技术类课程设置问题解析[J].医学与社会,2017,30(11):74-77.
[7]时丽芳,吕超飞,左伟,等. 基于项目驱动教学法构建医学信息交叉学科创新人才培养新模式[J].中华医学图书情报杂志,2017,26(12):73-78.
[8]吕红.医学信息学的研究维度、目标任务与研究热点[J]. 中华医学图书情报杂志,2016, 25(7):31-36.
[9]曹宝龙.基于素养发展的课堂教学目标体系[J].课程.教材.教法,2018,38(1):49-53.
[10]李润洲.“三维目标”研究的回顾与创新[J].教育科学研究,2016(9):26-32.
[11]种乐熹,胡德华.大数据环境下医学信息学教育的变革与发展[J].中华医学图书情报杂志,2015,24(9):71-75.