“3+N”问题驱动式案例教学在病理生理学教学中的探索  

Exploration on“3+N”problem-driven case-based teaching mode in the course of pathophysiology

作　　者：段丽芳 张文将 李鑫 杨冬梨 郭阳 张红 DUAN Lifang;ZHANG Wenjiang;LI Xin;YANG Dongli;GUO Yang;ZHANG Hong(Department of Pathophysiology,School of Basic Medical Sciences,Shaanxi University of Chinese Medicine,Xianyang 712046,China)

机构地区：[1]陕西中医药大学基础医学院病理生理学教研室,咸阳712046 [2]陕西中医药大学医学科研实验中心

出　　处：《基础医学教育》2024年第12期1017-1021,共5页Basic Medical Education

基　　金：陕西省教育厅省级一流本科课程建设基金资助项目(487);陕西省教育厅省级课程思政示范课程建设基金资助项目(67)。

摘　　要：病理生理学作为承接基础与临床的桥梁课程,以帮助学生实现从基础到临床的高效过渡,为其后续临床课程学习夯实基础。文章针对学生前期基础知识内化不足、临床逻辑思维能力薄弱等问题,探索“3+N”问题驱动式案例教学在病理生理学教学中的应用。该教学模式以设计基础性、拓展性和创新性问题为抓手,结合多样化的案例促进学生临床思维能力的养成。文章阐述了该教学模式的具体实施策略、在教学实践中的成效等,认为该模式实现了优化教学内容、改进教学方法及完善教学体系的目标,有利于进一步推动病理生理学课程建设,培养具备高素质临床思维能力的医学人才。Pathophysiology,a bridge course connecting basic medicine and clinical medicine,facilitates students’transition from basic medicine to clinical medicine,laying a solid foundation for the learning of subsequent clinical courses.In the teaching of patho-physiology,the authors identified problems of inadequate interalization of foundational knowledge and weak clinical logical thinking skills in the students,and then they explored a new teaching mode of“3+N(Three stages of pre-class,in class,and after class+diversified teaching methods)”,which is problem-driven and case-based.This teaching mode starts with fundamental questions,ex-pansive questions,and innovative questions,and the teachers used various cases to foster clinical thinking abilities in the students.The article elaborates on specific implementation strategies and discusses teaching effects.The authors conclude that this teaching mode achieves the goals of optimizing teaching content,improving teaching methods,and refining the teaching system;it can also promote the course construction of pathophysiology and cultivate high-quality medical talents with clinical thinking abilities.

关 键 词：病理生理学 教学改革 案例教学 临床思维能力 “3+N”问题驱动式案例教学 

分 类 号：R363[医药卫生—病理学]