中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (1): 39-43.DOI: 10.3760/cma.j.issn.1673-677X.2017.01.008

• 课程改革与建设 • 上一篇    下一篇

小规模限制性在线课程在“5+3”一体化培养模式计算机基础中的应用探析

赵相坤, 武文芳, 陈卉, 景斌, 刘冬冬   

  1. 100069 北京,首都医科大学生物医学工程学院生物医学信息学系计算机教研室
  • 出版日期:2017-01-01 发布日期:2020-12-09
  • 通讯作者: 赵相坤, Email:xkzhao.gm@gmail.com
  • 基金资助:
    2015年首都医科大学校长基金课题(2015JYY36); 2015教育部高等学校计算机课程指导委员会大学计算机课程改革子项目(1-13-9)

The brief analysis of small private online course application in the computer basis of “5+3” training model

Zhao Xiangkun, Wu Wenfang, Chen Hui, Jing Bin, Liu Dongdong   

  1. Teaching and Research Section of Computer, Department of Biomedical Informatics, School of Biomedical Engineering, Capital Medical University, Beijing 100069, China
  • Online:2017-01-01 Published:2020-12-09
  • Contact: Zhao Xiangkun, Email:xkzhao.gm@gmail.com

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摘要： 医学院校“5+3”一体化培养模式是指5年本科教育阶段合格者直接进入本校与住院医师规范化培训有机衔接的3年临床医学硕士专业学位研究生教育阶段。“5+3”一体化培养的医学生有着3年的住院医师规范化培训和专业学位硕士研究生教育,毕业后走出校门,既是医生队伍的主力军,也是我国未来医学大数据的主要应用和科研人群。“5+3”一体化培养的医学生的计算机基础教育学时少而承载的任务却非常艰巨。基于学时状况和素质培养的新要求,本文分析了计算机基础课堂讲授与web自学的内容和学时特点,设计了课堂讲授内容和以小规模限制性在线课程(small private online course,SPOC)为基础的自学内容与考核方法。特别是针对研究生教育阶段科研要求相对较高的特点,设计了与医学问题相关的若干SPOC翻转课堂案例,以培养医学生的计算思维素养和能力。

关键词: 计算思维, 慕课, 小规模限制性在线课程, 翻转课堂, 医学生, “5+3”一体化人才培养模式

Abstract: “5+3” training model refers to the integration of culture five years for qualified students in medical colleges passed directly into the graduate school, which is an effective join of standardized training of resident with 3-year clinical master degree education. The student who has undergone the “5+3” integration with three years of clinical convergence, is not only the force of the medical team, but also the future group of medical university data application and research. The computer basic education hours are decreasing for “5+3” training students, but the task of it is very arduous. Based on the stringent dilemma of education hours and training requirement, the content and characteristics of computer basic education hours of face-to-face teaching and web-based learning are analyzed in detail. The content of face-to-face teaching and self-oriented learning on Internet are designed based on small private online course (SPOC) and the assessment methods of them are explored. A number of SPOC flipped classroom cases are designed to cultivate the students' computational thinking literacy and capability.

Key words: Computational thinking, Massive online open courses (MOOC), Small private online courses (SPOC), The flipped classroom, Medical student, “5+3” training model