互动参与式教学在诊断学教学中的应用  

Application of Cooperative Learning in Diagnostics Teaching

作　　者：左川[1] 曾静[1] 卿平[1] 万学红[1] 王一平[1] 

机构地区：[1]四川大学华西医院教务部,成都610041

出　　处：《华西医学》2012年第7期1091-1094,共4页West China Medical Journal

基　　金：美国纽约中华医学基金会(CMB-00-721)~~

摘　　要：诊断学是临床医学的基础和入门,是习得临床执业风格最重要的环节。如何在诊断学学习阶段,夯实学生基本理论和技能,培养其科学缜密的临床思维能力,是各医学院校共同面对的课题和挑战。互动参与式教学摒弃传统单一的被动式、灌输式的教学模式,强调以学生为主体,赋予学生协作性、参与性的教学诉求,加强内在激励,激发其主观能动性和创造力。根据诊断学不同教学模块的课程目标、内容和知识结构,有机地将互动参与式教学法应用于诊断学教学中:问诊-角色扮演,查体-示教与实践学习,症状学-小讲课、小组讨论、床旁实践,临床思维-案例分析,职业素养-小组讨论、角色扮演、床旁实践、辩论演讲等。策略得当地将互动参与式教学的理念、元素、方法应用于诊断学教学中,符合临床医学教学实践性强的特点,遵循个体认知规律,符合外部和内在发展并重的教学效果的深层考量,具备良好的教学容量和一定的普适性,值得在临床医学教学中推广运用。Diagnostics is the base of clinical medical science. Enhancing students＇ knowledge and skills and cultivating their careful thinking are common challenges faced by all medical colleges and universities. Abandoning the traditional passive and instilling teaching mode, cooperative learning emphasizes on student-orientation, student cooperation and participation, thus can inspire their active learning enthusiasm and creativity. Based on the purpose, content and knowledge structure of different courses, we applied cooperative learning into the teaching of diagnostics, such as roll playing in interview, demonstration teaching and practicing learning in physical examination, small lecture, group discussion and bedside practice in symptomology, case analysis for clinical thinking, and group discussion, roll playing, bedside practice, speech and argument for professionalism. The more interactive format decreased lecturing and encouraged active student participation through cooperatively solving challenging problems, evaluating case studies, and participating in activities designed to improve their general learning skills by demanding greater student responsibility for learning. This teaching style can enhance the interaction between teachers and students, promote the knowledge uptake, speed translation of theory into practice, and dig latent capacity of students＇ initiative learning.

关 键 词：互动参与式教学 诊断学 医学教育 

分 类 号：R44-4[医药卫生—诊断学]