微课对医学检验本科临床输血学教学的启示
|
摘要
目前,医学检验专业本科生主要就业于各级各类医院检验科、输血科、血站等单位。对于输血科和血站这类专业性、针对性极强的部门,临床输血学知识显得尤为重要,学生对其的掌握程度与能否胜任当前岗位直接相关。随着国家教育部对医学检验本科专业学制、学位及归属类别的调整,临床输血学必须依靠学生课后自学来加强和巩固淡化的课堂教学。然而,我国医学检验专业学生自主学习能力不足,使其对该课程的学习现状不容乐观。本文通过阐述临床输血学的教学现状,分析了微课对临床输血学教学的可行性,同时探讨了具体实施过程中潜在的挑战及对策,从而进行了基于微课教学的医学检验本科生自主学习能力培养策略研究,为医学院校提升学生自主学习能力提供参考。
At present, undergraduates majoring in medical laboratory are mainly employed in laboratory departments,blood transfusion departments and blood stations of hospitals at all levels. For the professional and highly targeted departments such as blood transfusion department and blood station, clinical knowledge of blood transfusion is particularly important, and students′ mastery of it is directly related to their ability to compete for the current position. With the adjustment of the educational system, degree and category of medical laboratory undergraduate by the Ministry of Education, clinical transfusion must rely on students′ self-study after class to strengthen and consolidate the weakened classroom teaching. However, the lack of independent learning ability of Chinese medical laboratory medicine students makes them not optimistic about the learning status of this course. Based on the current situation of teaching of clinical blood transfusion, the feasibility of small class teaching for clinical blood transfusion is analyzed, and the specific implementation process of the potential challenges and countermeasures are discussed, which are based on micro medical test undergraduate students autonomous learning ability in teaching the strategy research, provide a reference for medical colleges of promote students′ autonomous learning ability.
At present, undergraduates majoring in medical laboratory are mainly employed in laboratory departments,blood transfusion departments and blood stations of hospitals at all levels. For the professional and highly targeted departments such as blood transfusion department and blood station, clinical knowledge of blood transfusion is particularly important, and students′ mastery of it is directly related to their ability to compete for the current position. With the adjustment of the educational system, degree and category of medical laboratory undergraduate by the Ministry of Education, clinical transfusion must rely on students′ self-study after class to strengthen and consolidate the weakened classroom teaching. However, the lack of independent learning ability of Chinese medical laboratory medicine students makes them not optimistic about the learning status of this course. Based on the current situation of teaching of clinical blood transfusion, the feasibility of small class teaching for clinical blood transfusion is analyzed, and the specific implementation process of the potential challenges and countermeasures are discussed, which are based on micro medical test undergraduate students autonomous learning ability in teaching the strategy research, provide a reference for medical colleges of promote students′ autonomous learning ability.
引文
[1]张本斯,郭宪国,张雷,等.四年制医学检验技术专业课程设置探讨[J].国际检验医学杂志,2017,38(5):712-714.
[2]全裔,李云秋,蓝秀华,等.新形势下构建四年制医学检验技术本科一体化多层次实践教学新体系的研究与实践[J].医学教育研究与实践,2018,26(4):544-547.
[3]张本斯,郭宪国,张雷,等.四年制医学检验技术专业课程设置探讨[J].国际检验医学杂志,2017,38(5):712-714.
[4]于淼琛,段梦夕,刘丽波.临床输血专业人才实习能力培养[J].中国继续医学教育,2017,9(4):71-73.
[5]徐文鑫,唐忠辉,郭月丽.高职医学检验技术专业输血检验技术方向“四模块两主干”课程体系构建[J].卫生职业教育,2018(3):133-134.
[6]苏中平,叶鹏,李锦萍,等.医学本科生自主学习能力的差异性分析[J].中国医学教育技术,2014,28(4):448-451.
[7]高雪.基于问题的学习(PBL)在医学教育中的利与弊[J].基础医学与临床,2014,34(1):142-144.
[8]姜晓星,戴健敏,陈瑞明,等.医学检验专业临床输血学PBL教学调查与分析[J].中国输血杂志,2017,30(7):801-803.
[9]任召祺,段光华,李军,等.PBL+LBL教学模式在临床输血实习带教中的应用[J].北京医学,2016,38(4):359-361.
[10] McGrew,LeRoy A. A 60-second course in organic chemistry[J]. J Chem Edu,1993,70(7):543.
[11]梁乐明,曹俏俏,张宝辉.微课程设计模式研究———基于国内外微课程的对比分析[J].开放教育研究,2013,19(1):65-73.
[12]常春佳,于梅,张艺莹.基于视频微课的“翻转课堂”教学模式在脊柱外科实习护生带教教学的应用研究[J].中国医药导报,2018,15(1):136-138.
[13]吴红,杨铁虹,谭光国,等.微课助力下的药物分析翻转课堂教学模式设计[J].中国医药导报,2017,14(34):124-127.
[14] Shieh D. These lectures are gone in 60 seconds[J]. Chronic Higher Edu,2009(26):1-13.
[15]崔伟丽.以建构主义为导向创建校园英语环境提升本科生自主学习能力研究[J].高教学刊,2015(2):1-2.
[16]刘凤姣,陆金丽.基于微课的大学生英语自主学习能力培养研究[J].广西教育,2018(19):79-80.
[17]张梅,王艳.医学生自主学习现状调查[J].合作经济与科技,2014(18):186.
[18]郑小军,张霞.微课的六点质疑及回应[J].现代远程教育研究,2014(2):48-54.
[19]温昱,翟效月.微课在医学本科生组织学与胚胎学教学中的应用[J].中国继续医学教育,2017,9(23):10-12.
[20]王伶羽.“微课”教学的实用意义研究[J].湖北经济学院学报:人文社会科学版,2017,14(11):133-135.
[2]全裔,李云秋,蓝秀华,等.新形势下构建四年制医学检验技术本科一体化多层次实践教学新体系的研究与实践[J].医学教育研究与实践,2018,26(4):544-547.
[3]张本斯,郭宪国,张雷,等.四年制医学检验技术专业课程设置探讨[J].国际检验医学杂志,2017,38(5):712-714.
[4]于淼琛,段梦夕,刘丽波.临床输血专业人才实习能力培养[J].中国继续医学教育,2017,9(4):71-73.
[5]徐文鑫,唐忠辉,郭月丽.高职医学检验技术专业输血检验技术方向“四模块两主干”课程体系构建[J].卫生职业教育,2018(3):133-134.
[6]苏中平,叶鹏,李锦萍,等.医学本科生自主学习能力的差异性分析[J].中国医学教育技术,2014,28(4):448-451.
[7]高雪.基于问题的学习(PBL)在医学教育中的利与弊[J].基础医学与临床,2014,34(1):142-144.
[8]姜晓星,戴健敏,陈瑞明,等.医学检验专业临床输血学PBL教学调查与分析[J].中国输血杂志,2017,30(7):801-803.
[9]任召祺,段光华,李军,等.PBL+LBL教学模式在临床输血实习带教中的应用[J].北京医学,2016,38(4):359-361.
[10] McGrew,LeRoy A. A 60-second course in organic chemistry[J]. J Chem Edu,1993,70(7):543.
[11]梁乐明,曹俏俏,张宝辉.微课程设计模式研究———基于国内外微课程的对比分析[J].开放教育研究,2013,19(1):65-73.
[12]常春佳,于梅,张艺莹.基于视频微课的“翻转课堂”教学模式在脊柱外科实习护生带教教学的应用研究[J].中国医药导报,2018,15(1):136-138.
[13]吴红,杨铁虹,谭光国,等.微课助力下的药物分析翻转课堂教学模式设计[J].中国医药导报,2017,14(34):124-127.
[14] Shieh D. These lectures are gone in 60 seconds[J]. Chronic Higher Edu,2009(26):1-13.
[15]崔伟丽.以建构主义为导向创建校园英语环境提升本科生自主学习能力研究[J].高教学刊,2015(2):1-2.
[16]刘凤姣,陆金丽.基于微课的大学生英语自主学习能力培养研究[J].广西教育,2018(19):79-80.
[17]张梅,王艳.医学生自主学习现状调查[J].合作经济与科技,2014(18):186.
[18]郑小军,张霞.微课的六点质疑及回应[J].现代远程教育研究,2014(2):48-54.
[19]温昱,翟效月.微课在医学本科生组织学与胚胎学教学中的应用[J].中国继续医学教育,2017,9(23):10-12.
[20]王伶羽.“微课”教学的实用意义研究[J].湖北经济学院学报:人文社会科学版,2017,14(11):133-135.