临床病例在河北医科大学病理生理学教学中的应用与思考

发布时间：2018-05-31 06:01

本文选题：病理生理学 + 生理学教学　；参考：《中国病理生理杂志》2013年10期

【摘要】：病理生理学是基础医学与临床医学之间的桥梁学科,其内容多、抽象概念多、复杂机制多,而且所涉及知识的广度和跨度都很大,因此,不利于记忆和掌握;同时,我国病理生理学教学采用的是东欧的教学模式,其缺点是容易造成基础与临床的脱节;再者,我国目前因为学时所限和师资数量的制约,仍然主要采用传统的以老师讲授为主的教学模式,其不利于师生间的互动、缺乏活力。如何克服上述缺点,提高病理生理学教学质量?河北医科大学采用的改革之一是将临床病例引入病理生理学教学。我们主要采用3种方式。其一是在开始学习新的章节之前,先带领学生一起看一个简短的、高度概括的经典病例,并针对该病例提出一个或数个问题,然后告知学生,在新的章节学完之后,所涉及到的所有问题都可以迎刃而解,可以激发学生的学习热情和兴趣。其二是在讲授教学难点(如酸碱平衡紊乱的代偿预计值公式)时,可以引入数个小的病例,使枯燥的文字和公式变得生动、具体、直观,帮助学生理解和掌握。其三是在某章节授课结束前,给出典型、具体、详实的病例,该病例信息越丰富越好,通过病例的学习可以帮助学生复习刚刚学过的理论知识,做到学以致用。本项改革已在我校进行了5~6年,效果很好。
[Abstract]:Pathophysiology is a bridge between basic medicine and clinical medicine. It has many contents, many abstract concepts, many complex mechanisms, and the breadth and span of knowledge involved are very large, therefore, it is not conducive to memory and mastery; at the same time, The pathophysiology teaching in our country is based on the teaching model of Eastern Europe, and its shortcoming is that it is easy to cause the disconnection between the foundation and the clinic. Moreover, at present, due to the limitation of school hours and the number of teachers, our country is restricted by the number of teachers. The traditional teacher-centered teaching mode is still adopted, which is not conducive to the interaction between teachers and students and lacks vitality. How to overcome these shortcomings and improve the teaching quality of pathophysiology? One of the reforms adopted by Hebei Medical University is to introduce clinical cases into the teaching of pathophysiology. We mainly adopt three ways. The first is to lead the students together to look at a short, highly summarized classic case before starting a new chapter, and ask one or more questions about the case, and then tell the student that after the new chapter is over, All the problems involved can be solved easily and stimulate students' enthusiasm and interest in learning. The other is that in teaching the difficult points (such as the compensation prediction formula of acid-base balance disorder), several small cases can be introduced to make the dull words and formulas vivid, concrete and intuitive, and help students to understand and master them. The third is to give a typical, specific, detailed case before the end of a chapter, the case information is as rich as possible, through the case of learning can help students review the theoretical knowledge just learned, so that learning can be applied. The reform has been carried out in our school for 5 ~ 6 years, and the effect is very good.
【作者单位】：河北医科大学;
【分类号】：G642;R363-4

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