《中医诊断学》辨证实践课的循序渐进教学探讨  

Discussion on Advance in Regular Order of Syndrome Differentiation Practice Course in Diagnostics of Traditional Chinese Medicine

作　　者：邹志东[1] 李冬华[1] 范晔[1] 郭丽娃[1] 董晓英[1] 马赟[1] 杨铮[1] 周杰[1] 刘文兰[1] 

机构地区：[1]首都医科大学中医药学院,北京100069

出　　处：《中医药导报》2013年第10期139-141,共3页Guiding Journal of Traditional Chinese Medicine and Pharmacy

基　　金：首都医科大学校长基金重点课题(NO.11JYZ07)

摘　　要：阐述了在《中医诊断学》辨证实践课程的设计及实施过程中,根据《中医诊断学》教学大纲,按照中医人才成长的规律,尤其是临床能力的培养方面,始终围绕提高学生临床技能这一目标,设计循序渐进的临床实践教学环节。认为在实践课教学中,先从已有四诊记录的纸质病历入手,进而采取模拟病人训练,最终临床见习接触真实病例,让学生通过实践课的学习,逐步培养四诊收集能力,分析和解决问题的辨证能力,及早认识临床优势;同时也能激发学生的学习兴趣,在实践过程中不断地巩固和深化所学知识,教学目标得以更好地实现。This paper introduces the Clinical practice teaching under advance in regular order, in the design and imple- ment of syndrome differentiation practice course in Diagnostics of Traditional Chinese Medicine, and always focus on the aim of raising students＂ clinical skills, according to the teaching program, Growth patterns of Chinese Medicine Talents, especially the cultivation of clinical competences. The students should be cultivated to master the four diagnostic methods and analyzing ability for syndrome differentiation gradually and recognize the clinical advantage early, according to the practice course, with the application of four diagnostic methods paper records, modal patient training, and finally the clinical probation with real cases. And it can also stimulating student＇s interest in study, consolidate and deepen the knowledge constantly in the practice, to obtain instruction target well.

关 键 词：中医诊断学 教学 临床技能 

分 类 号：G642.0[文化科学—高等教育学]