| 基金项目:] 山西医科大学校级教育教学改革研究课题(201349)；山西省高等教育质量和水平提升工程中三个教学项目(J2015041)； 中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究立项课题(2016A-KC002) |
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| 中文摘要: |
| 山西医科大学基础医学整合课程方案为9门基础医学课程整合为10个教学模块，期间穿插PBL和TBL案例讨论、临床观摩见习、翻转课堂形式的教学、以及未能整合的其他学科教学。为了评估学生对整合课程的兴趣和内在动机、知识的掌握和应用情况，对149名学生以及16名基础和10名临床带教老师进行无记名问卷调查，发现90%以上的学生愿意参与课程整合、PBL和TBL案例讨论，少于10%的学生不愿意参与，认为新课程体系知识不连贯；但随着年级增高，不愿意参与翻转课堂的学生比例从6.7%增加到95%。基础和临床教师认为学生基础知识扎实（比例分别为81.3%，80.0%），辨析能力明显增强（75.0%，70.0%），但动手能力没有增强（50%，70.0%）。因此可知，基础医学课程整合教学模式能够激起学生的学习兴趣并有利于训练学生的辨析能力，但在课程衔接、自主学习内容的选择等细节上，还需辅以在线课程方法来提供有效资源。 |
| 英文摘要: |
| The integrated curriculum of basic medicine in Shanxi Medical University is as follows: nine basic medical courses were integrated into 10 teaching modules, additional courses including PBL and TBL case discussion, clinical observation and internship, flipped classroom, and other subjects not be integrated. The anonymous questionnaire survey from the students and the teachers of basic and clinical medicine were collected for assessment of students’ interest in and intrinsic motivation to participate in the integrated curriculum and learning results. More than 90.0% of the students were willing to participate in curriculum integration, PBL and TBL case discussion, while less than 10.0% were unwilling for thinking that knowledge of the new curriculum system was incoherent. With the increase of grade, the proportion of students who were unwilling to participate in flipped class increased from 6.7% to 95.0%. The basic and clinic medical teachers believed the students had solid foundational knowledge (81.3% and 80.0%, respectively), their ability to discriminate and analyse was obviously enhanced (75.0% and 70.0%, respectively), whie the practical ability of students had not been improved (50% and 70.0%, respectively). Therefore, the integrated basic medicine curriculum is beneficial to inspire learning interest and the training of students' discriminatory ability. However, in terms of the details of curriculum connection and the content choice for self-study, it needs to be supplemented by online curriculum methods to provide effective resources. |
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