临床医学本科诊断学课程的内涵创新与实践  

Innovation and Practice of the Diagnostics Course for Clinical Undergraduate

作　　者：刘刚[1,2] 向国春[1] 姬军生[3] 郭海涛[3] 黄河清[1] 李由[1] 刘光琼[1] 

机构地区：[1]第三军医大学第一附属医院临床教学管理中心,重庆400038 [2]第三军医大学第一附属医院内科学与物理诊断学教研室,重庆400038 [3]第三军医大学第一附属医院医教部,重庆400038

出　　处：《西北医学教育》2015年第3期524-526,共3页Northwest Medical Education

基　　金：重庆市高等教育教学改革研究项目重点课题(1202029);中华医学会医学教育分会;中国高等教育学会医学教育专业委员会立项课题(2012-JC-1);第三军医大学教育改革课题(20130A06)

摘　　要：诊断学课程作为医学生进入临床医学大门的钥匙,其内容涵盖了10个专业、3个二级学科、12个三级学科,因而其课程内涵的影响面和辐射面广。作者及所在团队在对本科临床医学诊断学教学的创新与实践的探索中,构建了贯穿临床全程的"广义诊断学"教学体系,及时引入了疾病诊断的新理论、新技术和新成果,确保了课程的先进性和时代感;创建了模块化诊断学实践教学体系和临床技能多站考核体系,并且获得了良好教学效果。The Diagnostics which covered 10 majors, 3 secondary subjects, and 12 third class subject would give medical students the key to enter the clinical medicine. The innovation of curriculum connotation would produce wide radiation and deep effects. The teaching system of General Diagnostics throughout the whole clinical was built by us. We introduced a new theory, new tecnnologies, and new achievements of the disease diagnosis in order to ensure the advance and novelty of the course. The modular practice teaching system and clinical skills station test system of the diagnostics were created, and give us a good result during our diagnostics teaching.

关 键 词：诊断学 课程 创新 

分 类 号：G642.0[文化科学—高等教育学]