案例结合任务驱动教学法在临床医学本科肾脏内科学教学中的实践与探索  

Practice and Exploration of Case Study Combined with Task-driven Method in the Teaching of Nephrology for Clinical Medicine Undergraduates

作　　者：文霞 俞娅芬[2] 储腊萍[2] 王蕾[3] 周婷婷 DONG Wen-xia;YU Ya-fen;CHU La-ping;WANG Lei;ZHOU Ting-ting(Department of Education,Affiliated Hospital of Jiangnan University,Wuxi,Jiangsu 214062,China;Department of Nephrology,Affiliated Hospital of Jiangnan University,Wuxi,Jiangsu 214062,China;Department of Traditional Chinese Medicine,Affiliated Hospital of Jiangnan University,Wuxi,Jiangsu 214062,China;Wuxi Medical College of Jiangnan University,Wuxi,Jiangsu 214062,China)

机构地区：[1]江南大学附属医院教育处,江苏无锡214062 [2]江南大学附属医院肾内科,江苏无锡214062 [3]江南大学附属医院中医科,江苏无锡214062 [4]江南大学无锡医学院,江苏无锡214062

出　　处：《教育教学论坛》2020年第29期232-235,共4页Education And Teaching Forum

基　　金：江南大学教学改革项目(JG2017019)。

摘　　要：利用案例结合任务驱动教学法在临床本科肾脏内科学教学中的实践,探索整合教学法的应用。以江南大学医学院临床医学本科两个班(随机分为教改班与对照班)为例,教改班采用案例结合任务驱动教学法,对照班采用传统教学法。同时采用课后理论考试、综合问卷调查评估教学效果。发现教改班理论考试成绩明显优于对照班;综合评价显著优于对照班。案例结合任务驱动教学法可明显提高肾脏内科学的教学质量。To explore the application of integrated teaching method,case study combined with task-driven method in the Nephrology class for clinical medicine undergraduates is employed.Taken as an example,two undergraduate classes of Clinical Medicine in Medical College of Jiangnan University were randomly divided into a teaching-reform class and a control class.The teaching-reform class adopted the teaching model of case study combined with task-driven method,while the control class adopted the traditional teaching method.The teaching effect was evaluated by after-school theoretical examination and comprehensive questionnaire survey.It is found that the theoretical examination scores of the teaching-reform class are significantly better than those of the control class,and the comprehensive evaluation is significantly better than that of the control class.The combination of case study and task-driven teaching method can significantly improve the quality of Nephrology teaching.

关 键 词：案例教学法 任务驱动教学法 肾脏内科 教学 

分 类 号：G642.0[文化科学—高等教育学]