基于全科医师深度学习的PBL课程设计  

PBL Course Design Based on General Practitioner's Deep Learning Ability

作　　者：赵家义[1,2] 何大洋 沈璐[1] 韩一平[1,2] ZHAO Jiayi HE Dayang SHEN Lu HAN Yiping(Department of General Practice, Changhai Hospital, Second Military Medical University, Shanghai 200433 Department of Respiratory Disease, Changhai Hospital, Second Military Medical University, Shanghai 200433)

机构地区：[1]第二军医大学附属长海医院全科医学教研室,上海200433 [2]第二军医大学附属长海医院呼吸内科,上海200433

出　　处：《解放军医院管理杂志》2017年第9期856-859,共4页Hospital Administration Journal of Chinese People's Liberation Army

基　　金：全军保健专项课题(16BJZ35);国家社会科学基金(16GJ003-202)

摘　　要：深度学习是指在理解学习的基础上,学习者能够批判性地学习新的思想和事实,并将其融入原有的认知结构,其目的是让学习者灵活地掌握和理解学科知识,以及应用这些知识去解决课堂和未来工作中的问题。全科医师PBL课程是以教师提出具体问题为基础,全科医师围绕这些问题展开主动学习。通过构建PBL课程,可以有效地提高全科医师学习兴趣、培养其正确的临床思维、批判思维、创新思维能力,提高临床理论结构体系的建立,提高临床操作技能、团队合作能力和岗位职业核心竞争力。本文通过归纳深度学习在全科医师教学中的特征,分析深度学习与PBL课程的关系,从PBL课程的基本要素、设置方案,以及实施步骤等方面,设计和构建了基于全科医师深度学习能力培养的PBL课程。Deep learning means learners could learn new ideas and facts critically on the basis of understanding,and integrate them into existing cognitive structures. The aim of deep learning is to make learners master and understand the knowledge flexibility,and apply them to solve problems in the future. General practitioners’ PBL courses are based on concrete problems raised by teachers to carry out active learning of general practitioners.It is helpful for them to raise learning interest and develop right clinical,critical and innovative thinking. It also could improve the establishment of clinical theoretical system,clinical skills,team cooperation ability,and occupation core competitiveness. We summarized the characteristics of deep learning in general practitioners teaching,and analyzed the relationship between deep learning and PBL,and designed and constructed PBL courses based on the development of general practitioners’ deep learning ability via elements,programs and implementation steps.

关 键 词：全科医师 深度学习 PBL课程 

分 类 号：R197.32[医药卫生—卫生事业管理]