PBL整合式教学对医学生批判性思维的引导作用:以糖尿病病例学习为例  

Guidance of critical thinking of clinical medical students in disease-centered PBL integrated course:taking diabetes as example

作　　者：乔洁[1] 刘英莉[2] 韩兵[1] 曹晨昱[1] 陆颖理[1] 陈奕[1] Qiao Jie;Liu Yingli;Han Bing;Cao Chenyu;Lu Yingli;Chen Yi(Department of Endocrinology,Shanghai Ninth People's Hospital,Shanghai Jiao Tong University School of Medicine,Shanghai 200011,China;Department of Nephrology,Shanghai Ninth People's Hospital,Shanghai Jiao Tong University School of Medicine,Shanghai 200011,China)

机构地区：[1]上海交通大学医学院附属第九人民医院内分泌科,上海200011 [2]上海交通大学医学院附属第九人民医院肾脏科,上海200011

出　　处：《中华医学教育探索杂志》2022年第10期1325-1328,共4页Chinese Journal of Medical Education Research

摘　　要：以疾病为中心的PBL整合式教学,在病例场景中启发医学生的思维,引导学生主动学习。本文以糖尿病病例的学习为例,通过PBL案例的设计,进行场景重现和信息的层层递进,引导学生学习、讨论葡萄糖代谢的相关知识,了解到糖尿病的易患因素;并进一步通过案例信息的提示,启发学生的批判性思维,在错误的诊疗过程中进一步了解糖尿病酮症酸中毒的临床表现和诱因等。该教学有利于培养医学生的质疑精神和批判性思维,为培养创新型医学人才奠定了基础。Disease-centered problem-based learning(PBL)integrated course inspires the thinking of medical students in the case scenario to stimulate students'motivation of active learning.In this paper,the study of diabetes cases was taken as an example.Through the design of PBL cases,the scenario was reconstructed and information was provided step by step,so as to induce the students to discuss and learn the related knowledge of glucose metabolism and understand the predisposing factors of diabetes.Furthermore,students'critical thinking could be inspired through the information of the misdiagnose and mistreatment to recognize the clinical presentation and inducement of diabetic ketoacidosis.This teaching model is conducive to the cultivation of medical students'questioning spirit and critical thinking,laying a foundation for the cultivation of innovative medical talents.

关 键 词：PBL整合式课程 临床医学教育 批判性思维 糖尿病 

分 类 号：R-05[医药卫生]