“一带一路”背景下MBBS临床实习带教模式探讨
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摘要
目的对近年来MBBS留学生临床实习中的带教目的、内容、方式和评价等进行探讨分析,总结符合"一带一路"战略背景下的MBBS留学生临床实习带教模式。方法利用文献分析法、访谈法、比较研究法,分别从带教目标、带教内容、带教方式及实习评价四个方面着手,根据MBBS群体特征、政策导向及带教实际,总结适用于MBBS学生的个性化带教模式。结果现有的MBBS临床实习带教特色彰显不足,教学模式个性化程度不够,需要定制符合MBBS特征的临床实习带教模式。结论带教目标精准化,带教内容标准化,带教方式灵活化,实习评价多元化,以此为带教原则,才能培养出高质量高水准的国际适应型MBBS留学生,这对于提高学生临床技能水平,提升MBBS留学生人才培养质量,都具有十分重要的意义。
Objective This paper probes into teaching goal,teaching content,teaching methods and evaluation methods,summaries to international clinical teaching methods.Methods This article mainly utilizes the literature analytic method,interview and comparative study,summaries to international clinical teaching methods based on the features of MBBS,political direction and teaching reality.Results The recently teaching model majored in Chinese students teaching model,lack of MBBS characteristics and teaching standardization.Conclusion Precision teaching goal,teaching content standardizations,flexibility teaching and diversified teaching evaluation as teaching principle,we can foster excellent MBBS based these four teaching principle.It is of great value to enhance the ability of MBBS clinical skills and improve the clinical teaching quality.
Objective This paper probes into teaching goal,teaching content,teaching methods and evaluation methods,summaries to international clinical teaching methods.Methods This article mainly utilizes the literature analytic method,interview and comparative study,summaries to international clinical teaching methods based on the features of MBBS,political direction and teaching reality.Results The recently teaching model majored in Chinese students teaching model,lack of MBBS characteristics and teaching standardization.Conclusion Precision teaching goal,teaching content standardizations,flexibility teaching and diversified teaching evaluation as teaching principle,we can foster excellent MBBS based these four teaching principle.It is of great value to enhance the ability of MBBS clinical skills and improve the clinical teaching quality.
引文
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[2]教育部国际合作与交流司.2013年来华留学生简明统计[Z].北京:教育部国际合作与交流司,2013.
[3]康治臣,江俊杰,付金玲,等.MBBS留学生《康复医学》全英文教学的实践与思考[J].中国康复杂志,2017,32(2):174-175.
[4]王爱玲,解杨婧,邹传德,等.医学留学生内科学教学的现状与思考——以安徽医科大学MBBS专业为例[J].合肥工业大学学报(社会科学版),2015,29(6):113-115.
[5]樊立洁,杨晓蕾,罗梦淇,等.浙江大学来华临床医学专业留学生教学管理的探讨[J].浙江医学教育,2015,14(6):5-7.
[6]范熙.MBBS项目留学生教育满意度及其影响因素分析——以广东省某高校为例[J].中国高等医学教育,2015,12(3):1-3.
[7]秦颖,邹膺,谢冬萍,等.MBBS生理学实验中互动式教学的应用探讨[J].基础医学教育,2016,18(7):576-578.
[8]周峥嵘,杨文静,卢小东.MBBS留学生胚胎学全英文教学实践[J].世界最新医学信息文摘,2017,17(63):204-205.
[9]教育部.来华留学生医学本科教育(英语授课)质量控制标准暂行规定[Z].2007-07-26.
[10]姜福琼,邓丹琪,王晓云,等.以案例为线索的讨论式教学在MBBS留学生皮肤病见习中的应用[J].中国康复杂志,2017,38(5):144-147.
[11]王逸难.以实验教学经验浅谈临床医学专业留学生的培养[J].医学教育研究与实践,2016,24(6):950-952.
[12]路明亮,卢正,龙勤,等.MBBS留学生诊断学教学实践探讨[J].中国病案,2015,16(9):81-82.