“PBL+CBL”教学法在民族高校病理学教学中的应用研究——基于西藏民族大学临床医学专业学生的调查  

Research on the Application of Integrated“PBL+CBL”Pedagogy in Pathology Teaching in Ethnic Minority Universities——A Survey Based on Clinical Medicine Students in Xizang Minzu University

作　　者：李孟玲 孙亚楠[1] 张洁[1] 王小平 LI Mengling;SUN Yanan;ZHANG Jie;WANG Xiaoping(School of Medicine,Xizang Minzu University,Xianyang,Shaanxi,712082)

机构地区：[1]西藏民族大学医学院,陕西咸阳712082

出　　处：《吕梁师范高等专科学校学报》2025年第1期52-55,共4页JOURNAL OF LYULIANG TEACHERS COLLEGE

基　　金：西藏自治区高等教育教学改革研究项目“‘PBL+CBL’联合教学法在病理学教学中的应用”(JG2023-43);2023年度西藏自治区高等教育教学改革研究项目“新医科背景下创新驱动西藏高校基础医学实践教学改革与研究——以‘病理学’为例”(JG2023-55)。

摘　　要：本文结合西藏地区的发展,对西藏民族大学医学院临床专业学生的培养方式进行改革,以适应当前西藏地区医学发展的需求。病理学作为医学教育中的关键学科,其教学方法的创新对于提升学生的综合能力至关重要。“PBL+CBL”联合教学法以问题为导向,病例为基础,结合医学理论知识科学地解释病理变化过程中出现的问题,通过小组内/间讨论调动学生学习积极性,锻炼学生临床思维能力,以及自主学习、分析问题和解决问题的能力,期望为西藏临床医学人才培养方法改革提供参考依据。In the context of Tibet’s regional development,this study proposes reforms in the training model for clinical medicine students in the School of Medicine of Xizang Minzu University to meet the current medical development demands in Tibet.As a key discipline in medical education,the innovation of pathology teaching methodologies is crucial for enhancing students’comprehensive competencies.The integrated“PBL+CBL”teaching method,which combines Problem-Based Learning(PBL)and Case-Based Learning(CBL),employs scientific medical theories to explain pathological changes through problem-oriented and case-driven approaches and stimulates students’learning motivation,cultivates clinical reasoning skills by facilitating intra-and inter-group discussions,and strengthens their capacities of autonomous learning,problem analysis,and problem resolution.The study expects to provide a clinical medical talent cultivation reference in Tibet.

关 键 词：病理学 PBL CBL 西藏 

分 类 号：G642[文化科学—高等教育学] R365[文化科学—教育学]