PBL在综合性医学课程《病原生物与免疫学》中的应用和体会  

Application of PBL teaching method in the teaching of the comprehensive medical course “Pathogenic Biology and Immunology”

作　　者：代富英[1] 王广科[1] 陈恬[1] 王辉[1] 潘渠[1] DAI Fuying WANG Guangke CHEN Tian WANG Hui PAN Qu(Department of Pathogenic Biology, Chengdu Medical College, Chengdu 610500, China)

机构地区：[1]成都医学院病原生物学教研室,成都610500

出　　处：《生命的化学》2017年第4期665-668,共4页Chemistry of Life

基　　金：成都医学院教改重点项目(JG201607)

摘　　要：我校为适应医学教学理念的转变,将医学微生物学、医学寄生虫学和医学免疫学有机整合为综合性医学课程《病原生物与免疫学》,并在课程后期引入问题导向性学习(problem-based learning,PBL)教学模式。每个PBL案例均包涵7~9个类似病例,涵盖医学微生物学、医学寄生虫学和医学免疫学3个学科的内容。每个PBL综合案例均由3幕构成,充分模拟医生看病场景。通过教学实践,我们认为该教学模式优于传统教学模式,有利于教师的成长和学生自主学习精神的养成。Our school in order to adapt to the change of medical education, medical microbiology, medical parasitology and medical immunology were organically integrated in the comprehensive medical course ＂pathogenic biology and Immunology＂, and PBL teaching model was applied in the end of the course. Each PBL case contented 7～9 similar cases of illness, covering 3 subjects of medical microbiology, medical microbiology and medical immunology. Each PBL comprehensive case was composed of 3 scenes, to simulate the scenes that patients see a doctor. Through teaching practice, we think that the teaching mode is superior to the traditional teaching mode, which is conducive to the growth of teachers and the cultivation of autonomous learning spirit of students.

关 键 词：病原生物与免疫学 PBL 综合案例 自主学习 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]