混合式教学在“预防医学”实践课中的探索与应用  

Exploration and Application of Blended Teaching Mode in Preventive Medicine Practice Course

作　　者：牛晓丽[1] 张勇[1] 尚玉秀[1] NIU Xiao-li;ZHANG Yong;SHANG Yu-xiu(School of Public Health,Ningxia Medical University,Yinchuan,Ningxia 750004,China)

机构地区：[1]宁夏医科大学公共卫生学院,宁夏银川750004

出　　处：《教育教学论坛》2023年第18期109-112,共4页Education And Teaching Forum

基　　金：2020年度宁夏回族自治区高等教育教学改革研究与实践项目“以提升岗位胜任力为核心的预防医学教学模式改革的探索与应用”(3018150402);2020年度宁夏医科大学教学改革项目“预防医学实践课线上教学方法的探索与应用”(2001230607)。

摘　　要：“预防医学”实践课对培养学生运用预防医学知识,提高学生发现、分析和解决临床问题的能力有重要的作用,为弥补传统“预防医学”实践课教学的缺陷,提高实践课教学效果,以临床医学生糖尿病预防控制实践内容为例,采用混合式教学模式,按照三个阶段完成教学:课前教师线上布置教学任务,学生进行自我学习,分组收集病例并分析讨论,教师线上督导;课中线下组织学生分组汇报、互相评分,教师总结;课后线上完成测试和拓展作业。实践证明,混合式教学可以提高“预防医学”实践课教学效果并提升学生探究问题、解决问题和临床思维能力,培养学生为患者开展临床预防服务的责任感和意识,值得推广。Preventive medicine practice plays an important role in students’application of preventive medicine knowledge,analyzing and solving clinical problems.In order to improve the teaching effect of preventive medicine practice and avoid the defects of traditional teaching model,taking the prevention and control of diabetes practice for clinical medical students as an example to adopt the blended teaching model.The teaching is completed in three stages.Firstly,all the students learn by themselves,collect cases in groups for analysis and discussion,and teachers supervise online in teaching tasks before class.Secondly,the students are organized to report in groups and evaluate each other,teachers summarize in the classroom.Lastly,the students complete the test and extension assignments on the online platform after the class.Practice has proved that blended teaching can improve the teaching effect of preventive medicine practice,improve students’ability to explore and solve problems and clinical thinking,cultivate the responsibility and awareness of clinical preventive services for patients.

关 键 词：混合式教学 预防医学 糖尿病预防控制 临床预防服务 

分 类 号：G642.4[文化科学—高等教育学]