构建卓越医学生五位一体阶段性综合素质培养模式的探究
|
摘要
卓越医学生五位一体阶段性综合素质培养模式,是卓越医学生视域下,以班级为单位,以"教师引导+学生自主"为核心方法,以实现"医学生综合素质高效提升"的最终目标,采用自主学习能力、技术应用能力、创新科研能力、临场表达能力以及增加实践经验积累五位一体的相结合的培养模式。第一阶段为基础性培养,侧重培养自主学习能力和身体素质;第二阶段为拓展性培养,侧重培养计算基础应用能力和合作能力;第三阶段为加强性培养,侧重培养心理素质、演讲与口才;第四阶段为专业性培养,侧重培养创新、科研能力和论文书写能力;第五阶段为实践性培养,侧重培养实践学习能力和积累实践经验。
The five-in-one comprehensive quality training mode of excellent medical students is based on the class which is through the method of "teacher's guidance and student's autonomy" to achieve the ultimate goal of improving the comprehensive quality of medical students. The five-in-one ability is including learning ability, technical application ability, innovative scientific research ability, on-the-spot expression ability, and the accumulation of practical experience. The first stage is the basic training, focusing on cultivating independent learning ability and physical quality. The second stage is the cultivation of basic skills, focusing on teamwork and the ability to use computers. The third stage is the cultivation of expression ability, focusing on cultivating psychological quality and speechcraft. The fourth stage is the cultivation of professional ability, focusing on cultivating the ability of designing innovative and scientific research and writing essay. The fifth stage is the cultivation of practical ability, focusing on cultivating practical learning ability and accumulating practical experience.
The five-in-one comprehensive quality training mode of excellent medical students is based on the class which is through the method of "teacher's guidance and student's autonomy" to achieve the ultimate goal of improving the comprehensive quality of medical students. The five-in-one ability is including learning ability, technical application ability, innovative scientific research ability, on-the-spot expression ability, and the accumulation of practical experience. The first stage is the basic training, focusing on cultivating independent learning ability and physical quality. The second stage is the cultivation of basic skills, focusing on teamwork and the ability to use computers. The third stage is the cultivation of expression ability, focusing on cultivating psychological quality and speechcraft. The fourth stage is the cultivation of professional ability, focusing on cultivating the ability of designing innovative and scientific research and writing essay. The fifth stage is the cultivation of practical ability, focusing on cultivating practical learning ability and accumulating practical experience.
引文
[1]张来根,杨帆,汪悦.医教协同下中医学实习生综合素质培养实践探讨[J].医学教育研究与实践,2018,26(3):395-398.
[2]万玉凤.坚持以本为本推进四个回归建设中国特色、世界水平的一流本科教育[N].中国教育报,2018-06-22(001).
[3]张亮.医学生综合素质的培养策略[J].西部素质教育,2018,4(10):73.
[4]卢丹华,洪莉,胡苏萍. CPPT教学模式对临床医学生综合能力的探索与思考[J].中国病案,2018,19(7):80-82.
[5]国家体育总局.运动健身指南[M].北京:人民体育出版社,2011:77-83.
[6]陈菊祥,陈佩钦,徐涛,等.模块式训练在长学制医学生的科研能力培养中的应用[J].西北医学教育,2013,21(5):888-890.
[7]周波,袁海虹. PBL在医学教育中的应用进展及启示[J].中国医药导报,2017,14(34):120-123.
[2]万玉凤.坚持以本为本推进四个回归建设中国特色、世界水平的一流本科教育[N].中国教育报,2018-06-22(001).
[3]张亮.医学生综合素质的培养策略[J].西部素质教育,2018,4(10):73.
[4]卢丹华,洪莉,胡苏萍. CPPT教学模式对临床医学生综合能力的探索与思考[J].中国病案,2018,19(7):80-82.
[5]国家体育总局.运动健身指南[M].北京:人民体育出版社,2011:77-83.
[6]陈菊祥,陈佩钦,徐涛,等.模块式训练在长学制医学生的科研能力培养中的应用[J].西北医学教育,2013,21(5):888-890.
[7]周波,袁海虹. PBL在医学教育中的应用进展及启示[J].中国医药导报,2017,14(34):120-123.