基于临床反面案例分享的反思性教学研究和实践  

Research and practice of reflective teaching based on sharing clinical negative cases

作　　者：陈韶华[1] 陈蓬来[1] 王权[1] 沈晔[1] Chen Shaohua;Chen Penglai;Wang Quan;Shen Ye(Department of Education,the First Affiliated Hospital,College of Medicine,Zhejiang University,Hangzhou 310006,Zhejiang,China)

机构地区：[1]浙江大学医学院附属第一医院教学部,浙江杭州310006

出　　处：《中国毕业后医学教育》2021年第3期258-260,264,共4页Chinese Journal of Graduate Medical Education

基　　金：浙江大学高等教育“十三五”第二批教学改革研究项目(zdjg19042,zdjg19045)。

摘　　要：目的探讨基于临床反面案例分享的反思性教学在临床教学中的应用及可行性。方法通过在临床开展临床反面案例分享教学活动,探索反思性教学实施的具体策略和方法,并进行系统性、结构化的分析总结,以完善该教学活动。结果开展反思性教学需要师资做好准备,掌握一定的技巧,采用的策略主要包括培养反思意识、撰写教学感想、分析典型案例、收集反馈信息、交流反思策略,主要方法为教学日志法、教学审计法、角色模型法、同伴观察法,以及头脑风暴法。结论基于临床反面案例分享的反思性教学有利于培养反思意识,提升教学质量,在住院医师规范化培训中广泛开展该反思性教学可以作为现有教学活动模式的有益补充。Objective To explore the application and feasibility of reflective teaching based on clinical negative case sharing in clinical teaching.Methods By carrying out negative clinical case-based learning(NCCBL),this study explored the strategies and methods of reflective teaching implementation,and carried out systematic and structured analysis to improve the program.Results The implementation of reflective teaching requires appropriate teachers.The strategies adopted mainly include cultivating reflective awareness,writing teaching impressions,analyzing typical cases,collecting feedback information,and communicating teaching reflections.The main methods are teaching log,teaching audit,role model,peer observation and brainstorming.Conclusion Reflective teaching based on NCCBL is an unstructured teaching method.NCCBL can be used as a supplement of teaching activities in standardized training of resident programs.

关 键 词：反思性教学 案例分享 住院医师 岗位胜任力 

分 类 号：G642[文化科学—高等教育学]