浅谈病理生理学课程面临的三个问题

发布时间：2018-07-02 09:39

本文选题：中国病理生理学会 + 三个问题　；参考：《中国病理生理杂志》2013年10期

【摘要】：2006年中国病理生理学会第八届全国代表大会上,学会理事长韩启德院士提出了三个问题:病理生理学课程应该教什么?什么人教?什么时候教?结合各医学院校情况,本文浅谈对这三个问题的观点。病理生理学是讲述疾病发生机制的一门课程,老师通过一步一步地展示疾病的发生、发展、转归的变化,让学生体会如何动态观察、综合分析、针对性解决问题,培养学生辩证的医学思维模式。因而,病理生理学也是传授科学的医学思维方式的一门课程。国内的病理生理学课程一般是临床课程前开课,学生对疾病无临床知识感观认识,由几乎没有临床工作经验的病理生理教研室教师承担。一些院校在教学改革中,将病理生理学课程的内容分为两部分:第一部分,疾病概论和基本病理生理过程内容在第三学年的上学期,由病理生理教研室的老师授课;第二部分,各器官的病理生理学内容在第三学年下学期或第四学年上学期由临床老师授课。但是,这种改革打破了原有的教学模式及管理制度。因而,这些问题不仅仅涉及病理生理学这一门课程,也是对我们的医学教育规划、制度的思考。
[Abstract]:At the eighth National Congress of the Chinese Society of Pathophysiology in 2006, academician Han Qide raised three questions: what should be taught in the course of pathophysiology? Who teaches? When? Combined with the situation of medical colleges and universities, this paper briefly discusses the views of these three problems. Pathophysiology is a course about the pathogenesis of diseases. Teachers show the changes in the occurrence, development, and outcome of diseases step by step, so that students can experience how to observe dynamically, analyze comprehensively, and solve problems pertinently. Cultivate students' dialectical mode of medical thinking. Thus, pathophysiology is also a course that teaches scientific medical thinking. The pathophysiology course in China is usually held before clinical course, and the students have no sense of clinical knowledge of disease, which is undertaken by the teachers of pathophysiology teaching and research department who have little clinical work experience. In the course of teaching reform, some colleges and universities divide the content of pathophysiology into two parts: the first part, the introduction of disease and the content of basic pathophysiological process in the first semester of the third academic year, taught by the pathophysiology teaching department teachers; the second part, The pathophysiology of each organ is taught by a clinical teacher in the second semester of the third school year or the last semester of the fourth year. However, this reform broke the original teaching model and management system. Therefore, these problems not only involve the pathophysiology course, but also reflect on our medical education planning and system.
【作者单位】：中国医科大学基础医学院病理生理教研室;
【分类号】：G642;R363-4

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