引用本文:崔慧林1 谢建山1 张轩萍2 刘红丽3 李海荣1 曹锡梅1 张宇4.临床医学专业基础医学整合课程实施与初步评价:以山西医科大学为例[J].中华医学教育探索杂志,2019,18(10):982~985
临床医学专业基础医学整合课程实施与初步评价:以山西医科大学为例
Implementation and preliminary evaluation of integrated curriculum of basic medicine for clinical students: taking Shanxi Medical University as an example
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中文关键词:  基础医学  整合课程  实施  初步评价
英文关键词:Basic medicine  Integrated curriculum  Application  Preliminary evaluation
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崔慧林1 谢建山1 张轩萍2 刘红丽3 李海荣1 曹锡梅1 张宇4 1山西医科大学基础医学院组胚教研室 太原 030001 2山西医科大学基础医学院药理教研室 太原 030001 3山西医科大学基础医学院寄生虫学教研室 太原 030001 4山西医科大学生理学系 太原 030001 
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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、翻转课堂教学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、16名基础教师和10名临床带教教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95.0%。大多数基础和临床教师认为,新课程体系使学生对基础知识掌握扎实、其辨析能力增强;但没有提升学生的动手能力。后期教改中,针对课程衔接、自主学习内容的选择等细节,仍需改进。
英文摘要:
      The integrated curriculums of basic medicine in Shanxi Medical University are as follows: nine basic medical courses were integrated into 10 medical modules, with additional training including PBL and TBL case discussion, clinical clerkship, flipped classroom and other non-integrated subjects etc. In order to assess the interest of students for integrated curriculum, their intrinsic motivation, as well as their comprehension and application of medical knowledge, we gave anonymous questionnaire to 149 students, 16 teachers in basic medicine, and 10 teachers in clinical medicine. Results showed that more than 90% students were willing to take the integrated curriculum and participate in PBL and TBL case discussion, and students who were unwilling to take the curriculum were less than 10%, they thought that the knowledge of new curriculum system was incoherent. The proportion of students from higher grade who were unwilling to participate in the flipped classroom was increased from 6.7% to 95.0%. Most of the teachers both in basic and clinic medicine believed that new curriculum system was helpful for students to comprehend basic medical knowledge and strengthen their discriminating ability, but did not function in improving students' practical ability. In the further reform on teaching, details like the coherence of knowledge and the content selected when self-studying should be improved.
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