案例式教学法在病理生理学实验教学中的应用初探

发布时间：2018-03-14 07:05

本文选题：案例式教学　切入点：学生　出处：《中国病理生理杂志》2013年10期 　论文类型：期刊论文

【摘要】：病理生理学是沟通基础和临床医学的桥梁课程,学科综合性强,知识的广度、深度和跨度大。实验教学是病理生理学教学的重要组成部分,然而传统的教学观念仅将其定位为理论教学的辅助工具,教学模式单一,不利于学生临床思维和自主性的培养。因此,我们积极研究和改革教学方法,结合我校的教学实际,选取右心衰和肝功能不全2个实验进行案例式教学,并结合动手操作进行理论验证;对其余实验则采取传统实验授课结合临床小问题讨论的形式。这样既能保证正常的教学内容和质量,又能充分体现案例教学紧密结合临床的特点。在案例式教学中,我们以科学、典型、完整、规范为原则,并兼顾知识内容的覆盖面和讨论负荷量的大小,精心选择临床病例并设计问题。学生6~8人一组,课前1周布置讨论的病例和问题以便预习。实验课中,教师简单讲解后让学生带着问题进行实验。操作完成后,学生以小组为单位进行汇报讨论,回答问题并展开辩论。最终由教师对当次教学做出评价和总结。成绩考核以课堂评价、实验操作和实验设计相结合,通过主观评价和客观考核、定性和定量相结合的一个评估体系,科学判断学习的实际效果,与课程的学习形成良性循环,为以后学习临床课程打下坚实的基础。
[Abstract]:Pathophysiology is a bridge course of communication between basic and clinical medicine. It is an important part of pathophysiology teaching. However, the traditional teaching concept only regards it as the auxiliary tool of theoretical teaching, and the teaching mode is single, which is not conducive to the cultivation of students' clinical thinking and autonomy. Therefore, we actively study and reform the teaching methods and combine the teaching practice of our school. Two experiments of right heart failure and liver insufficiency were selected for case teaching, and theoretical verification was carried out in combination with hands-on operation. The other experiments are in the form of traditional experimental teaching combined with discussion of clinical minor problems, which can not only guarantee the normal teaching content and quality, but also fully reflect the characteristics of case teaching in close combination with clinical practice. We take scientific, typical, complete, normative principles, and take into account the coverage of knowledge content and the size of the discussion load, carefully select clinical cases and design problems. One week before class, the cases and problems discussed are arranged for preparation. In the experimental class, the teacher simply explains the problem and then lets the student carry out the experiment with the problem. After the operation is completed, the students report and discuss the problem in groups. Answer the questions and debate. Finally, the teacher will evaluate and summarize the current teaching. The results will be assessed by the combination of classroom evaluation, experimental operation and experimental design, and through subjective and objective evaluation, A qualitative and quantitative evaluation system, scientific judgment of the actual results of learning, and the study of the course formed a virtuous cycle, for the future study of clinical courses lay a solid foundation.
【作者单位】：温州医科大学机能实验教学中心;温州医科大学病理生理学教研室;
【分类号】：G642;R363-4

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