“三角色法则”在教学中的实践与量化分析  

Practicing and quantitative analysis of three-roles rule

作　　者：王建丽 蒋凡[1] 王婧婧 郭晓笋 李思颖 王双连 马榕 Wang Jianli;Jiang Fan;Wang Jingjing(School of Basic Medical Sciences,Shandong University,2.Qilu Hospital,Shandong University,Jinan 250012,Shandong,China)

机构地区：[1]山东大学基础医学院 [2]山东大学齐鲁医院,山东济南250012

出　　处：《中国高等医学教育》2020年第9期105-106,共2页China Higher Medical Education

基　　金：山东大学教育教学改革研究项目(2020Y187);山东大学齐鲁医学院本科教学改革与研究(QLYXJY-201752);2016年山东大学齐鲁医院教学改革项目(2016QLJY04).

摘　　要：〕医学生学习过程中有两个老师,即课堂上传道授业的老师和病人,学生—教师―病人形成学习过程中的“三角色法则”。“三角色法则”及其相关的教学改革,能调动学生学习的积极性和主动性,学生满意度高,提高了基础联系临床和分析,解决问题的能力,实验班学习成绩显著高于对照班(P<0.05)。The medical students have two teachers in the course of the study, which is the teacher in the classroom and the patient. The student-teacher-patient forms the "Three-roles rule" in the learning process. The "Three-roles rule" and related teaching reform can arouse the enthusiasm and initiative of the students to learn. The students are satisfied with the "Three-roles rule" teaching method and give a very high evaluation. It improved the ability of solving the problem on the basic connecting clinic. The academic record of test group is obviously improved than the control group, P<0.05.

关 键 词：三角色法则 教学改革 创新型医学人才 

分 类 号：G642[文化科学—高等教育学]