基于病例的儿科临床教学探讨
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摘要
基于病例的临床教学方法,即病例式教学(case-based study,CBS),是一种讨论式教学方法,让学生围绕典型的标准病例进行讨论,不但可以提高学生的学习兴趣,还可以让学生更直观的学习临床知识,更好的培养临床思维能力,与传统教学相比激发了学生的学习主动性。文章总结了现阶段儿科传统临床教学中存在的问题,分析了病例式教学相比传统教学模式的优势,同时提出了病例式教学在儿科临床教学中的组织实施以及质量保证的措施,以期为儿科临床CBS教学体系的建立以及该教学体系在实践中的应用提供依据。
The case-based clinical teaching, called case-based study(CBS),is a discussion-based teaching method that allows students to study and discuss around a typical standard case, which can improve the students' interest in learning and can help students to understand and learn clinical knowledge more intuitively, better cultivate clinical thinking ability, and stimulate students' learning initiative compared with traditional teaching.This paper summarizes the problems existing in the traditional clinical teaching of pediatrics at present, analyzes the advantages of CBS compared with traditional teaching, and puts forward the measures to organize and implement the CBS in pediatric clinical teaching and quality assurance,in order to provide a basis for the establishment of pediatric clinical case teaching system and how to apply the teaching system in practice.
The case-based clinical teaching, called case-based study(CBS),is a discussion-based teaching method that allows students to study and discuss around a typical standard case, which can improve the students' interest in learning and can help students to understand and learn clinical knowledge more intuitively, better cultivate clinical thinking ability, and stimulate students' learning initiative compared with traditional teaching.This paper summarizes the problems existing in the traditional clinical teaching of pediatrics at present, analyzes the advantages of CBS compared with traditional teaching, and puts forward the measures to organize and implement the CBS in pediatric clinical teaching and quality assurance,in order to provide a basis for the establishment of pediatric clinical case teaching system and how to apply the teaching system in practice.
引文
[1]刘利蕊,武彦秋,周启立,等.“整合式病例讨论教学模式”在儿科实习教学中的应用[J].中国继续医学教育,2018,10(28):23-25.
[2]李静.病例教学法在儿科临床教学中的现状分析[J].中国市场,2016,4(15):167,175.
[3]刘利蕊,武彦秋,周启立,等.“三阶梯型”病例讨论教学法在儿科临床实习中的应用[J].卫生职业教育,2018,36(4):73-74.
[4]陈秀奇,韦秋文,杨志勇.新形势下儿科本科生实习的教学方法改革探讨[J].现代医药卫生,2018,34(20):3239-3241.
[5]耿文静,姜敏,齐宇洁.案例式教学方法在儿科见习医生培训中的应用分析[J].继续医学教育,2018,32(5):20-22.
[6]潘丽丽.病例引入式教学模式在内科教学中的应用[J].继续医学教育,2016,30(11):58-59.
[7]叶艺兰,黄碧瑾.以病例为引导的教学法在儿科教学中的运用效果分析[J].齐齐哈尔医学院学报,2016,37(1):90-91.
[8]单丽沈,周倩兰,尚云晓.病案教学法应用于儿科教学的体会[J].中国继续医学教育,2017,9(14):13-15.
[9]张雪医,张丽文,白明辉,等. CBL教学模式在儿科见习中的应用效果初探[J].中国卫生产业,2018,15(7):96-97.
[10]王小勤,蒋焰.基于儿科教学的序贯病案教学效果分析[J].中国继续医学教育,2018,10(22):30-32.
[11]陈鹏,康治臣,何雨,等.案例教学法在儿科实践教学中的探索[J].中国实验诊断学,2018,22(5):932-933.
[12]曾尤超,徐永素,曾芳,等.病例讨论式教学在脑血管病教学的应用分析[J].课程教育研究,2018(17):243.
[2]李静.病例教学法在儿科临床教学中的现状分析[J].中国市场,2016,4(15):167,175.
[3]刘利蕊,武彦秋,周启立,等.“三阶梯型”病例讨论教学法在儿科临床实习中的应用[J].卫生职业教育,2018,36(4):73-74.
[4]陈秀奇,韦秋文,杨志勇.新形势下儿科本科生实习的教学方法改革探讨[J].现代医药卫生,2018,34(20):3239-3241.
[5]耿文静,姜敏,齐宇洁.案例式教学方法在儿科见习医生培训中的应用分析[J].继续医学教育,2018,32(5):20-22.
[6]潘丽丽.病例引入式教学模式在内科教学中的应用[J].继续医学教育,2016,30(11):58-59.
[7]叶艺兰,黄碧瑾.以病例为引导的教学法在儿科教学中的运用效果分析[J].齐齐哈尔医学院学报,2016,37(1):90-91.
[8]单丽沈,周倩兰,尚云晓.病案教学法应用于儿科教学的体会[J].中国继续医学教育,2017,9(14):13-15.
[9]张雪医,张丽文,白明辉,等. CBL教学模式在儿科见习中的应用效果初探[J].中国卫生产业,2018,15(7):96-97.
[10]王小勤,蒋焰.基于儿科教学的序贯病案教学效果分析[J].中国继续医学教育,2018,10(22):30-32.
[11]陈鹏,康治臣,何雨,等.案例教学法在儿科实践教学中的探索[J].中国实验诊断学,2018,22(5):932-933.
[12]曾尤超,徐永素,曾芳,等.病例讨论式教学在脑血管病教学的应用分析[J].课程教育研究,2018(17):243.