内科学教学中的“逆向思维”与“横向”教学法  

Using reverse thinking and lateral thinking in the teaching of internal medicine

作　　者：袁颖[1] 蔡映云[1] 陶振钢[1] 

机构地区：[1]复旦大学附属中山医院,上海200032

出　　处：《中国高等医学教育》2015年第6期96-97,共2页China Higher Medical Education

摘　　要：传统的内科学教学按照疾病的病理生理机制延伸至疾病的相关症状、体征及诊治原则,学生自觉遵循"从疾病找病人"的思路;而临床思维与之相反,需要医生从临床症状、体检及实验室检查结果推导出疾病的诊断与鉴别诊断,故在内科学的教学过程中需要开展"逆向思维"与"横向"教学相互结合的教学方法,逆向思维旨在培养学生的临床思维及分析能力,横向教学有利于加深学生对内科知识理解的深度与广度。两者结合可以缩短学生从课堂学习到临床实践的过渡时间,能够更快地适应临床工作。In the conventional teaching approach to internal medicine, students are encouraged to use physiological and pathological mechanism as starting point and then go on to take into consideration factors such as symptoms and treatment principles. Whereas clinical reverse thinking requires a doctor to base their judgment on symptoms and lab results. Reverse thinking and lateral thinking can boost students＇ critical thinking, deepen and broaden their internal medical knowledge, facilitate their transition from classroom learning to clinical learning, and acclimating them to clinical work.

关 键 词：内科学 教学 逆向思维 

分 类 号：G642[文化科学—高等教育学]