中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (10): 747-750.DOI: 10.3760/cma.j.cn115259-20221012-01289

• 教学方法 • 上一篇    下一篇

参与式教学方法在局部解剖学理论课教学中的应用

陈春花1, 刘平2, 陶昶煜1, 方璇1, 张艳1, 南燕1, 张卫光1   

  1. 1北京大学基础医学院人体解剖与组织胚胎学系,北京 100191;
    2北京大学第三医院运动医学研究所,北京 100191
  • 收稿日期:2022-10-12 出版日期:2023-10-01 发布日期:2023-10-07
  • 通讯作者: 张卫光, Email: zhangwg@bjmu.edu.cn
  • 基金资助:
    2022年度北京大学医学部教育教学研究课题(2022YB20)

The application of participatory teaching in the theory courses of regional anatomy

Chen Chunhua1, Liu Ping2, Tao Changyu1, Fang Xuan1, Zhang Yan1, Nan Yan1, Zhang Weiguang1   

  1. 1Department of Human Anatomy and Histoembryology, School of Basic Medicine, Peking University, Beijing 100191, China;
    2Institute of Sports Medicine, Peking University Third Hospital, Peking University, Beijing 100191, China
  • Received:2022-10-12 Online:2023-10-01 Published:2023-10-07
  • Contact: Zhang Weiguang, Email: zhangwg@bjmu.edu.cn
  • Supported by:
    2022 Education and Teaching Research Project of Peking University Health Science Center (2022YB20)

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摘要： 参与式教学方法以学生为主体、以教师为主导,学生从被动地接受知识转变为主动去获取知识,有利于培养学生的综合能力。器官系统整合课程中各个系统讲授的解剖学知识与局部解剖学的授课内容会出现交叉和重复,因此在局部解剖学理论课的教学中,经师生共同备课,通过学生参与式教学将重复的知识点在课堂上呈现。本研究阐述了学生参与式教学在北京大学医学部2019级八年制临床医学专业80名学生局部解剖学理论课教学中的设计和实施过程,通过课后学生访谈(10人)和问卷调查(67人)评价教学效果。访谈结果显示,有9名学生认为该教学方法提升了学习兴趣、促进了师生交流、锻炼了协作能力和表达能力,提高了学习效果。65名(97.0%)学生认为该教学方法使其对解剖学的认知得到了明显的提升;40名(59.7%)学生认为该教学方法提升了其对临床知识的融会贯通和自主学习能力,特别有助于培养团队合作的精神。本研究表明参与式教学方法在局部解剖学理论课教学中应用效果良好,并得到了学生的认可。

关键词: 解剖学,局部, 整合课程, 参与式教学

Abstract: Participatory teaching focuses on students as the main participants and teachers as facilitators. It allows students to shift from passive knowledge recipients to active knowledge acquirer, which is beneficial for developing their comprehensive abilities. In the context of organ system integration curriculum, there may be overlaps and repetitions in the teaching of regional anatomy. Therefore, the teaching content can be organized and presented through collaborative lesson preparation between teachers and students, through student participatory teaching to present repetitive knowledge points in the classroom. This study explores the design and implementation process of participatory teaching in the theory classes of regional anatomy for 80 students in eight-year clinical medicine program enrolled in 2019 at Peking University Health Science Center. The teaching effectiveness was evaluated through post-class student interviews and a questionnaire survey. The interview results showed that out of 10 students, 9 believed that this teaching method increased learning interest, promoted teacher-student communication, exercised collaboration and expression skills, and improved learning outcomes. Among the 67 valid questionnaires collected, 65 students (97.0%) believed that this teaching method had significantly improved their understanding of anatomy. Forty students (59.7%) believed that this teaching method improved their ability to integrate clinical knowledge and learn independently, particularly useful to cultivate a spirit of teamwork. The application of participatory teaching in the theory courses of regional anatomy has achieved good results.

Key words: Anatomy, regional, integrated curriculum, participatory teaching

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