LBL结合CBL教学模式在神经病学临床规培带教中的应用
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摘要
目的探讨传统讲授式教学(LBL)结合小组讨论式教学(CBL)教学模式在神经病学临床规培学员中的应用效果。方法对LBL与CBL教学优势和不足、LBL教学实施、CBL教学实施及培训效果等多方面的探讨。结果与结论 LBL与CBL教学法进行优化结合,应用于神经病学规培生的临床带教,取得了良好的教学效果。不断加强规培生教育的理念,根据学科的实际情况,注重创新,采取多种教学形式,多层次、多方位的教学策略,积极探索规培生教育的新方法,为规培生教育培训提供新的思路。
Objective To explore the application effect of LBL combined with CBL in the clinical training model of neurology.Methods By analyzing the LBL and CBL teaching advantages, LBL teaching implementation, CBL teaching implementation and training effects and other aspects of the discussion. Results And Conclusion The optimized combination of LBL and CBL teaching methods was applied to the clinical teaching of neuropsychological training in the doctoral students and achieved good teaching Results. The training of doctors and students will continue to strengthen the concept of education for the students of disciplines and disciplines, focus on innovation according to the actual conditions of the disciplines, adopt multiple teaching methods, and adopt multi-level and multi-directional teaching strategies to actively explore new methods for the training of students in the discipline and training, which provide new ideas for training and training of doctors.
Objective To explore the application effect of LBL combined with CBL in the clinical training model of neurology.Methods By analyzing the LBL and CBL teaching advantages, LBL teaching implementation, CBL teaching implementation and training effects and other aspects of the discussion. Results And Conclusion The optimized combination of LBL and CBL teaching methods was applied to the clinical teaching of neuropsychological training in the doctoral students and achieved good teaching Results. The training of doctors and students will continue to strengthen the concept of education for the students of disciplines and disciplines, focus on innovation according to the actual conditions of the disciplines, adopt multiple teaching methods, and adopt multi-level and multi-directional teaching strategies to actively explore new methods for the training of students in the discipline and training, which provide new ideas for training and training of doctors.
引文
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[9]谢波,缪李丽,李一梅,等.全科医师规范化培训中人文素质培养的探索[J].中华全科医学,2011,9(1):135-136.
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[2]陈倩,潘志刚,王天浩,等.中山医院全科住院医师规范化培训的实践研究[J].中华全科医师杂志,2015,14(1):9-14.
[3]邓晓涛,周诚.住院医师培训中外对比研究[J].放射学实践,2014,28(6):610-612.
[4]高心妍,沙尔望,林红霞,等.住院医师规范化培训现状探讨[J].齐齐哈尔医学院学报,2015,36(2):258-259.
[5]郭华,章文清,李声华,等.江西省全科住院医师规范化培训模式与管理路径的研究[J].中国全科医学,2015,18(1):72-76.
[6]刘华武,李芳,莫尔,等.加快“规培生”培养步伐提高临床医师水平的重要性[J].中国培训,2015,24(14):131.
[7]彭苏.加快“规培生”培养步伐提高我省临床医师水平[N].贵州政协报,2013-06-21(A2).
[8]王晋平,唐农,古联,等. CBL教学法在神经内科临床教学中的应用体会[J].卫生职业教育,2016,34(1):57-58.
[9]谢波,缪李丽,李一梅,等.全科医师规范化培训中人文素质培养的探索[J].中华全科医学,2011,9(1):135-136.
[10]李一梅,陈力,缪李丽,等.全科医师规范化培训的探索与实践[J].中国医药导报,2012,9(25):157-159.