中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (11): 973-976.DOI: 10.3760/cma.j.cn115259-20220328-00393

• 课程改革与建设 • 上一篇    下一篇

北京协和医学院临床医学专业基础医学阶段整合课程探索

潘政松1, 易婧婧2, 卢永平3, 张勤4   

  1. 1中国医学科学院 北京协和医学院2020级临床医学专业培养模式改革试点班,北京 100730;
    2中国医学科学院 北京协和医学院教务处,北京 100730;
    3中国医学科学院 北京协和医学院医学教育研究中心,北京 100730;
    4中国医学科学院 北京协和医学院,北京 100730
  • 收稿日期:2022-03-28 出版日期:2022-11-01 发布日期:2022-10-28
  • 通讯作者: 张勤, Email: zhangqinpumc@hotmail.com

Exploration on integrated courses of basic medicine for clinical medicine program at Peking Union Medical College

Pan Zhengsong1, Yi Jingjing2, Lu Yongping3, Zhang Qin4   

  1. 14+4 M.D. Program, Chinese Academy of Medical Science & Peking Union Medical College, Beijing 100730, China;
    2Department of Medical Education, Chinese Academy of Medical Science & Peking Union Medical College, Beijing 100730, China;
    3Center for Medical Educational Research, Chinese Academy of Medical Science & Peking Union Medical College, Beijing 100730, China;
    4Chinese Academy of Medical Science & Peking Union Medical College, Beijing 100730, China
  • Received:2022-03-28 Online:2022-11-01 Published:2022-10-28
  • Contact: Zhang Qin, Email: zhangqinpumc@hotmail.com

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摘要： 整合课程能够促进知识的运用,加强课堂学习与真实世界之间的联系,以器官-系统为基础、基础医学与临床医学的全面整合目前已经在医学教育中初步应用。本研究以北京协和医学院2020级临床医学专业培养模式改革试点班的以器官-系统-功能(organ-system-function,OSF)为基础的整合课程为例,阐述了基础医学阶段整合课程的教学设计和实施过程,采用问卷调查和访谈方法、从学生满意度角度着手评价教学效果。结果表明,70.0%的模块满意度评分超过3分,学生对于OSF整合课程以及与之相应的系列教学方法总体是认可的。随着试点班人数的增加,未来还应更加深入地探讨OSF整合课程的设计及实施效果。

关键词: 临床医学专业, 整合课程, 教学方法, 学生满意度

Abstract: The integrated curriculum can promote the application of knowledge and strengthen the connection between traditional classroom teaching and the real world. The organ-system-based integration of basic medicine and clinical medicine has been applied in medical education. This study took all students in class 2020 of the 4+4 M.D. program in Peking Union Medical College who completed the first-year organ-system-function (OSF) integrated modular courses as the example, and expounded the teaching design and teaching process in the integrated course during the basic medical learning. Teaching effect was investigated by questionnaires and interviews with students' satisfaction. The results shown that 70.0% of the modules were well-received with the satisfaction score of more than 3 points, and students were generally satisfied with the OSF integrated courses and the corresponding teaching methods. With the expansion of the 4+4 M.D. program, the design and implementation effects of OSF integration courses will be further explored in the future.

Key words: Clinical medicine, Integrated curriculum, Teaching method, Students' satisfaction

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