全国高等医学院校诊断学教学现状及意见调查情况分析  

Investigation of the diagnostic teaching status and opinions among national higher medical institutions

作　　者：石运莹[1] 左川[2] 万学红 陈帆 SHI Yunying;ZUO Chuan;WAN Xuehong;CHEN Fan(Department of Nephrology,West China Hospital,Sichuan University,Chengdu,Sichuan 610041,P.R.China;Teaching Affairs Department,West China Hospital,Sichuan University,Chengdu,Sichuan 610041,P.R.China;Graduate School of Sichuan University,Chengdu,Sichuan 610041,P.R.China;President&Dean’s Office,West China Hospital,Sichuan University,Chengdu,Sichuan 610041,P.R.China)

机构地区：[1]四川大学华西医院肾脏内科,成都610041 [2]四川大学华西医院教务部,成都610041 [3]四川大学研究生院,成都610041 [4]四川大学华西医院院长办公室,成都610041

出　　处：《华西医学》2020年第6期705-711,共7页West China Medical Journal

摘　　要：目的调查全国诊断学教学的现状以及对课程整体规划设置等相关教学运行的意见,为后期制定全国诊断学教学标准提供参考。方法采用自行设计问卷,于2016年10月-2017年9月对来自全国50所高等医学院校的从事诊断学教学工作的教师进行了问卷调查。结果共调查了100名从事诊断学教学工作的教师。问卷调查显示,59%的受调查者所在的诊断学教研室都是以少量固定人员+其余人员轮转形式构成,对于每位教师的固定轮转时间,不同学校的规定差异较大。讲习比例的设置情况在各医学院校的差异也较大,但47%的受调查者认为诊断学教学合理可行的讲习比例应该是习多于讲。对诊断学技能实验室配置条件调查发现,仅40%的受调查者所在诊断学教研室拥有相对稳定的标准化病人(standardized patient,SP)队伍,因此SP教学也是见习教学模式中采用率最低的(47%)。对于期末笔试评定权重是否应超过50%,受调查者有意见分歧。除此以外,受调查者对诊断学课程的规划和期望上具备多方面共识。结论我国各高等医学院校诊断学课程师资配备、教学内容、教学条件等方面发展并不均衡,诊断学课程有必要制定统一合理的标准来规范师资构成、教学规划设置、教学条件等的配备,以保证教学质量。Objective To explore the present national status of diagnostic teaching as well as to investigate the opinions on teaching operation such as overall course planning,so as to provide references for the formulation of national diagnostic teaching standard in the future.Methods Self-made questionnaires were adopted to carry out an anonymous survey among the teachers from 50 different medical colleges and universities who worked on diagnostic teaching throughout the country from October 2016 to September 2017.Results A total of 100 teachers were investigated.The diagnostic teaching departments where 59 respondents worked in were formed by a few fixed teachers plus teachers in rotation.The requirement of rotation time as well as the setting up of lecture-internship ratio in each school were quite various.Forty-seven respondents agreed that the ideal lecture-internship ratio should be internship more than lecture.As for the instruments of clinical skill room,only 40%of the respondents agreed that their diagnostic departments were equipped with a steady standardized patient(SP)team,which was also the reason why SP teaching was the least utilized teaching method during internship(47%).The respondents had various opinions on whether the final exam should weigh more than 50%in the subject score.Above these,the planning and expectations of the respondents on diagnostic course were mostly in consensus.Conclusions The development of diagnostic course including teaching staff,teaching content and teaching condition,etc.among each medical colleges and universities was not balanced.It’s quite necessary to formulate a unified and reasonable standard to normalize the teaching staff constitution,teaching planning and set-up as well as teaching condition so as to guarantee the teaching quality.

关 键 词：人文教育 诊断学 教学标准 教学现状 调查问卷 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]