分层教学在风湿免疫科住院医师规范化培训中的应用探索  

Application Exploration of Stratified Teaching in Standardized Training for Resident Physicians in Rheumatic Immunology Department

作　　者：陈冬莹[1] 李昊[1] 詹钟平[1] 肖游君[1] CHEN Dongying;LI Hao;ZHAN Zhongping;XIAO Youjun

机构地区：[1]中山大学附属第一医院风湿免疫科,广州广东510080

出　　处：《新中医》2021年第22期228-230,共3页New Chinese Medicine

摘　　要：风湿免疫科是新兴学科,由于其专业性强、所涉疾病临床表现复杂多样、师资力量相对薄弱,导致部分学员难以掌握风湿免疫病的诊疗相关知识。分层教学模式,即根据不同培养对象对知识的掌握情况,将培养对象和教学内容分为若干层次,使教学内容、教学目标、教学方法更符合培养对象的知识水平和接受能力。临床教学中,笔者根据分层培养的原则,对风湿免疫科培训课程进行分层设计,从理论知识、临床技能、临床工作能力、医患沟通、临床思维、英语能力等多个模块进行实施教学,收到良好的教学效果。认为分层培养可针对不同层次的住培医师制定出相对个性化的培养方案和培养目标,促进和带动了住培医师的学习潜能,提高了教学质量,有助于风湿免疫科住培医师培训质量的提高。Rheumatic immunology is an emerging subject.Due to its professionalism,complex and diverse clinical manifestations of the diseases involved and relatively weak teacher strength,some resident physicians find it difficult to master the knowledge about diagnosis and treatment of rheumatic immune disease.The stratified teaching mode is to divide the training objects and teaching contents into several levels according to the knowledge mastery of different training objects,so that the teaching contents,teaching objectives and teaching methods are more consistent with the knowledge level and acceptance ability of the training objects.In clinical teaching,the authors stratify the training courses in rheumatic immunology department according to the principle of stratified training,and implement the teaching from multiple modules including theoretical knowledge,clinical skills,clinical work ability,doctor-patient communication,clinical thinking and English ability,which achievea good teaching effect.It is believed that stratified training can develop relatively personalized training programs and training objectives for resident physicians of different levels,promote and drive their learning potential,improve the quality of teaching,and contribute to the improvement of training quality of resident physicians in rheumatic immunology department.

关 键 词：风湿免疫学 分层教学 住院医师 规范化培训 

分 类 号：G42[文化科学—课程与教学论]