中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (2): 115-118.DOI: 10.3760/cma.j.cn115259-20210817-01037

• 课程改革与建设 • 上一篇    下一篇

医学微生物学课程教学改革探索

崔妍, 李晓霞   

  1. 天津医科大学基础医学院病原生物学系,天津 300070
  • 收稿日期:2021-08-17 出版日期:2022-02-01 发布日期:2022-01-19
  • 通讯作者: 李晓霞, Email: lilian_lxx@126.com
  • 基金资助:
    天津市教学成果奖重点培养项目(PYGJ-010);天津市普通高等学校本科教学质量与教学改革研究计划重点项目(A201006201);教育部产学合作协同育人项目(202002056038)

Exploration on teaching reform of medical microbiology

Cui Yan, Li Xiaoxia   

  1. 1Pathogen Department, School of Basic Medical Sciences, Tianjin Medical University, Tianjin 300070, China
  • Received:2021-08-17 Online:2022-02-01 Published:2022-01-19
  • Contact: Li Xiaoxia, Email: lilian_lxx@126.com
  • Supported by:
    Tianjin Key Culturing Projects of Teaching Achievement Award (PYGJ-010); Tianjin Key Projects of Undergraduate Teaching Quality and Teaching Reform Research Plan of Colleges and Universities (A201006201); Collaborative Education Project of Industry-University Cooperation of the Ministry of Education (202002056038)

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摘要： 将基础与临床融合、提高学生学习的主动性是医学教育改革的重要目标。自2018年起,天津医科大学在五年制临床医学专业学生中实施医学微生物学课程教学改革,包括建设教学团队、引入多种教学方法、创建课程在线平台、优化实验教学内容、优化评价体系,课程针对重点教学内容进行系统教学、针对部分课程内容采用翻转课堂教学、实验教学引入综合性设计性实验和虚拟仿真实验平台。通过考试和问卷调查评价教学效果。结果显示,2016~2018级学生考试及格率分别为55.6%(99/178)、61.4%(102/166)和88.4%(153/173);86.2％(112/130)的学生认为采用多种教学方法非常适合,99.2%(129/130)的学生认为自主学习能力明显提高或有所提高。医学微生物学课程教学改革有利于学生对基础知识的理解和掌握,有利于提高学生的自主学习能力。

关键词: 基于问题学习, 医学微生物学, 翻转课堂, 课程思政

Abstract: To improve students' initiative in learning through integration of basic and clinical medicine has become an important goal and direction of medical education reform. Since 2018, Tianjin Medical University has implemented the teaching reform of medical microbiology in five-year program of clinical medicine including the organization of teaching team, implementation of multiple teaching methods, construction of online course platforms, optimization of experimental training content and of evaluation system. The courses are systematically taught for key teaching content. The flipped classroom teaching is adopted for some courses and comprehensive designed experiments as well as virtual simulation experiment platforms are introduced to experimental training. The teaching effect was evaluated by final examination and questionnaire survey. The results showed that the passing rates of students from grade 2016 to 2018 are 55.6% (99/ 178), 61.4% (102/166) and 88.4% (153/173), respectively. Majority of students[86.2%(112/130)]believed that multiple teaching methods were very suitable and 99.2% (129/130) of the students acknowledged that their self-learning ability has been improved or significantly improved. The teaching reform scheme of medical microbiology was conducive to students' understanding and mastery of basic knowledge and to the improvement of students' autonomous learning capacity.

Key words: Problem-based learning, Medical microbiology, Flipped classroom, Ideological and political theories in curriculum

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