卓越医生培养视角下的“学科整合型PBL教学模式”探究  

The Research on the Integrated PBL Teaching Mode in the Perspective of the Excellent Doctor Training

作　　者：王元元[1] 柴继侠[1] 刘铜[1] 孙美群[1] 贺文欣[1] 严海芹[1] 关宿东[1] 

机构地区：[1]安徽省蚌埠医学院基础医学部,233030

出　　处：《中国继续医学教育》2016年第3期11-12,共2页China Continuing Medical Education

基　　金：安徽省质量工程项目(项目编号:2013sxzx017);安徽省教学研究重点项目(项目编号:2012jyxm301)

摘　　要：我校作为"卓越医生教育培养计划"第一批试点高校,为构建五年制临床医学卓越医生培养体系,进行积极思考与探索。以往在"以学科为中心"传统教学中容易存在医学生批判性思维、自主学习能力不强;教学与临床实践脱节;终结性考试所占比重过大等等问题。为实现"卓越医生培养计划"目标,学校引进PBL教学模式,成立"卓越医生班"进行试点。PBL教学案例将医学基础、临床知识充分整合。在PBL教学过程中同时开展形成性考核,并及时向学生反馈考核结果,更好地帮助学生提升分析、解决问题的能力和团队合作精神等各方面综合素质。In order to build a five year system of medical excellence in clinical medicine, as a ＂excellent doctor education training program＂ the first pilot colleges and universities, we carried out positive thinking and exploration. In the past, there were some problems in the traditional teaching, which were the students＇ critical thinking and the ability of independent learning, and the teaching and clinical practice were out of touch. In order to achieve the goal of the training plan of the doctors, the school introduced the PBL teaching mode, set up the ＂excellent doctor class＂ to carry out the pilot. PBL teaching case would be the full integration of medical and clinical knowledge. PBL teaching case would be the full integration of medical and clinical knowledge. In the course of the PBL teaching, formative assessment, and timely feedback to students assessment results, to better help students improve the ability to analyze and solve problems and the spirit of teamwork and so on.

关 键 词：卓越医生 学科整合 PBL教学模式 形成性考核 

分 类 号：G642[文化科学—高等教育学]