PBL临床教学案例中人文关怀情境建构与实践  

Construction and practice of humanistic care situation in problem -based learning clinical teaching cases

作　　者：周庆[1] 桑爱民[1] 吴彩霞[1] 袁芳[1] 陈晓庆[1] 唐东[1] 

机构地区：[1]南通大学附属医院临床教学管理科,226001

出　　处：《中国医疗前沿》2012年第19期88-89,58,共3页China Healthcare Innovation

基　　金：南通大学教学研究课题(编号:2010B72)

摘　　要：目的探索建构主义教学观在PBL临床教学案例中人文关怀情境建构与实践效果。方法遵循建构主义教学原理,在PBL(problem-based learning)临床教学案例中,隐性建构人文关怀情境。通过强化医学生人文关怀认知和学习动机等方式,引导学生在PBL教学案例学习过程中,建构真实情境,体现无处不在的医患沟通和人文关怀。结果学生在临床案例分析解决医学科学问题过程中,能主动建构人文关怀情境,注重医患沟通,体现人文关怀。结论建构主义教学设计理念与PBL教学法相辅相成,使医学科学属性与人文属性在PBL教学中得到充分体现,促进和提高了医学生人文关怀素养、意识和人文医学执业技能的培养质量。Objective To explore construction and practice effect of humanistic care situation about constructivist teaching in problem-based learning （PBL） clinical teaching cases. Methods Followed the principle of constructivist teaching, humanistic care situation was constructed implicitly in PBL clinical teaching cases. By strengthening the medical students＇ cognition of humanistic care, learning motivation and other ways, the students were guided to construct real situation in the learning process of PBL teaching cases, which reflected the doctor-patient communication and humanistic care everywhere. Results In the process of analyzing the clinical cases and solving medical problems, students can take the initiative to construct humanistic care situation, focus on the doctor- patient communication, which reflect humanistic care. Conclusions Constructivist teaching and PBL teaching complement each other, which reflect the science attribute and humanism of medicine in PBL enough, raise the medical students＇ humanistic accomplishment, awareness and cultivation quality of licensed skills of humanistic medicine.

关 键 词：PBL 建构主义 临床教学 人文关怀 

分 类 号：G642[文化科学—高等教育学]