中华医学教育杂志

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (2): 116-120.DOI: 10.3760/cma.j.cn115259-20240326-00314

• 教学方法 • 上一篇    下一篇

沉浸参与式教学在临床医学专业学生系统解剖学教学中的应用研究

许凤燕1, 刘宝全1, 李会平1, 孙亮1, 杨慧科1, 李雪梅1, 陈明伟1, 田进伟2   

  1. 1哈尔滨医科大学基础医学院人体解剖学教研室,哈尔滨 150086;
    1哈尔滨医科大学附属第二临床医学院心内科,哈尔滨 150086
  • 收稿日期:2024-03-26 发布日期:2025-01-25
  • 通讯作者: 田进伟, Email: tianjinweidr2009@163.com
  • 基金资助:
    中华医学会医学教育分会和全国医学教育发展中心2023年医学教育研究立项课题(2023A10);黑龙江省高等教育教学改革研究重点项目(SJGZ20220073);黑龙江省高等教育学会高等教育研究课题(23GJYBB117);黑龙江省教育科学“十四五”规划2022年度重点课题(GJB1422756和GJB1422757)

The practical application of immersive and participatory teaching in systematic anatomy for medical students

Xu Fengyan1, Liu Baoquan1, Li Huiping1, Sun Liang1, Yang Huike1, Li Xuemei1, Chen Mingwei1, Tian Jinwei2   

  1. 1Department of Human Anatomy, School of Basic Medical Science, Harbin Medical University, Harbin 150086, China;
    2Department of Cardiology, The Second Affiliated Hospital of Harbin Medical University, Harbin 150086, China
  • Received:2024-03-26 Published:2025-01-25
  • Contact: Tian Jinwei, Email: tianjinweidr2009@163.com
  • Supported by:
    2023 Medical Education Research Project of the Education Branch of the Chinese Medical Association and the National Medical Education Development Center (2023A10); Key Project of Higher Education Teaching Reform Research in Heilongjiang Province (SJGZ20220073); Research Project on Higher Education of Heilongjiang Higher Education Association (23GJYBB117); Key Topics for Education Science in Heilongjiang Province during the 14th Five Year Plan for 2022 (GJB1422756 and GJB1422757)

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摘要： 本研究以哈尔滨医科大学2022级五年制临床医学专业学生为例,阐述了系统解剖学教学中以学生为中心,以创建多模态数字资源为教学基础,革新考评协同考核方式为教学保障,通过重塑三课联动教学形式、融合多元互动教学方法和深化情境体验思政融入构建沉浸参与式教学模式。参加期末考试的47名学生的综合成绩为(82.08±9.48)分,优秀率为19.1%(9/47)。参与问卷调查的48名学生中,44名(91.7%)学生非常满意教学设计;42名(87.5%)学生认为教学方式提高了学习的主观能动性;42名(87.5%)学生认为促进了知识掌握、拓宽了知识广度与深度;44名(91.7%)学生认为促进了理论联系临床和增强了临床思维,41名(85.4%)学生认为非常有利于提高分析问题和解决问题的能力,43名(89.6%)学生认为提高了职业素养,坚定学医信念。沉浸参与式教学有助于培养医学生的综合能力,应用效果良好,提高了医学生的教学满意度。

关键词: 教学, 系统解剖学, 以学生为中心, 沉浸参与式教学

Abstract: This study takes the five-year clinical medicine students admitted in 2022 at Harbin Medical University as an example to elaborate on the construction of an immersive and participatory teaching mode in systemic anatomy. This mode emphasizes student-centeredness, relies on the creation of multimodal digital resources as the foundation, and innovates assessment methods for teaching support. It is implemented through reshaping the three-class linkage teaching form, integrating diverse interactive teaching methods, and deepening the integration of political and virtue awareness education in situational experiences. The comprehensive final exam scores of 47 students were (82.08±9.48), with an excellent rate of 19.1%(9/47). Among the 48 students who participated in the questionnaire survey, 44(91.7%) were very satisfied with the course design; 42(87.5%) believed that the teaching method enhanced their subjective initiative in learning; 42(87.5%) felt that it facilitated knowledge acquisition and broadened their knowledge scope and depth; 44(91.7%) thought it promoted the connection between theory and clinical practice and strengthened clinical thinking; 41(85.4%) considered it highly beneficial for improving their ability to analyze and solve problems; and 43(89.6%) believed it enhanced their professional qualities and strengthened their conviction to pursue medical studies. The immersive and participatory teaching approach is conducive to cultivating the comprehensive abilities of medical students, with good application effects and increased teaching satisfaction among them.

Key words: Teaching, Systematic anatomy, Students-centeredness, Immersive participatory teaching

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