新时代背景下基础医学教学“KTP”教学模式的构建  

Construction of “KTP” Teaching Mode in Basic Medical Teaching in the New Era

作　　者：袁琳波[1] 庞玲霞[2] 李森 徐星星 宋张娟 金可可[4] 

机构地区：[1]温州医科大学生理学教研室,浙江 温州 [2]温州医科大学实验机能学教研室,浙江 温州 [3]上海医药职工大学培训部,上海 [4]温州医科大学病理生理学教研室,浙江 温州

出　　处：《教育进展》2023年第3期1134-1139,共6页Advances in Education

摘　　要：基础医学作为现代高等医学教育的重要组成部分,是迈向临床医学的重要基础,但知识量庞大且几乎全是纯理论知识,加上内在机制复杂,专业性强而缺乏趣味性,学生难学畏学。现行课程设置的实验部分明显滞后理论,且与临床实践严重脱节,这对学生职业嗅觉、专业技能和职业素养的培养和训练是极为不利的。新时代背景下,以学生为中心,重新建立正三观(平衡观、辩证观、整体观)、固三基(知识架构基础、获取能力基础、操作技能基础)、强三能(创新能力、自主能力、协作能力)的三级教学目标,逐步探索出一套“KTP”教学法——致知、锐思、笃行,解决了长期以来基础医学教学需求与实际割裂、基础与临床脱节的问题,从一定程度上推进了基础医学教学改革的发展。As an important part of modern higher medical education, basic medicine is an important foundation for clinical medicine. However, the amount of knowledge is huge and almost all pure theoretical knowledge coupled with the complex internal mechanism, strong professionalism and lacking interest makes it difficult for students to learn. The experimental part of the current curriculum obviously lags behind the theory, and is seriously out of touch with clinical practice, which is extremely unfavorable to the cultivation and training of students’ professional smell, professional skills and professional accomplishment. Under the new era background, with students as the center, we established 3 teaching objectives—correct three views (balance view, dialectical view, holistic view), solid three bases (knowledge architecture, acquisition ability, operation skills), strong three abilities (innovation ability, independent ability, collaboration ability), gradually explored a set of “KTP” teaching method—know, think, practise, solving the long-term problems of the separation between the basic medical teaching needs and the actual practice, and the disconnection between the basic medicine and the clinic medicine, from a certain extent, and promoted the development of the basic medical teaching reform.

关 键 词：基础医学 课程教学 课程思政 教学模式 创新 

分 类 号：G63[文化科学—教育学]