中华医学教育杂志

中华医学教育杂志 ›› 2017, Vol. 37 ›› Issue (2): 174-179.DOI: 10.3760/cma.j.issn.1673-677X.2017.02.004

• 人才培养模式 • 上一篇    下一篇

某军医大学临床医学专业学员对“3.5+1+0.5”教学模式的评价与分析

鲁娟, 谢长勇, 刘斌   

  1. 200433 上海第二军医大学训练部医学教育教研室(鲁娟),教务处(谢长勇),校长办公室(刘斌)
  • 出版日期:2017-02-01 发布日期:2020-12-09
  • 通讯作者: 刘斌, Email:liubin@smmu.edu.cn
  • 基金资助:
    2016年上海高校本科重点教学改革项目( 沪教委高[2016]37号); 2016年上海市高教学会一类课题(GJYL1603); 2015年第二军医大学教学研究与改革重大项目(JYA2015001)

Analysis and appraisals of clinical medical students for “3.5+1+0.5” teaching model in a military medical university

Lu Juan, Xie Changyong, Liu Bin   

  1. Medical Education Office of Training Department, Second Military Medical University, Shanghai 200433, China(Lu J);
    Teaching Affairs Office of Training Department, Second Military Medical University, Shanghai 200433, China(Xie CY);
    School Office, Second Military Medical University, Shanghai 200433, China(Liu B)
  • Online:2017-02-01 Published:2020-12-09
  • Contact: Liu Bin, Email:liubin@smmu.edu.cn

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摘要： 目的 调查某军医大学临床医学专业“3.5+1+0.5”教学模式的优缺点并提出改进建议。方法 应用自编问卷,调查某军医大学2011级五年制临床医学专业413名学员对其教学模式的态度及优缺点分析、对最后0.5年课程设置的看法以及意见等。结果 47.2%(195/413)的学员赞成该教学模式,认为其优点如下:82.1%(160/195)的学员认为应用该教学模式弥补了学员的军事素质弱项,76.9%(150/195)的学员认为应用该教学模式强化了军事训练,69.7%(136/195)的学员认为应用该教学模式提升了毕业生的声誉,66.7%(130/195)的学员认为应用该教学模式使其在工作前掌握了实践性技能。学员认为该教学模式的缺点如下:67.9%(148/218)的学员认为备考研究生的学员没有机会再补实习,62.4%(136/218)的学员认为临床课程学习后没有足够的时间去消化。41.9%(173/413)的学员认为最后0.5年的课程设置过紧。分别有94.6%(71/75)的海军临床医学专业学员和95.4%(41/43)的海军全科医学专业的学员对最后0.5年课程设置过紧持赞成意见。结论 临床医学专业“3.5+1+0.5”教学模式在军医大学学员中并没有得到预想的较高评价;实习与备考研究生在时间上的矛盾可能是造成学员满意度下降的重要原因;科学调整课程设置有助于真正发挥”3.5+1+0.5”教学模式的作用。

关键词: 军医大学, 学员, 教学模式, 评价

Abstract: Objective To survey on advantage and disadvantage of “3.5+1+0.5” teaching model in some military medical university and give some suggestions.Methods Using self-made questionnaires, all 413 clinical specialties students of grade 2011 in some military medical university were surveyed on with their attitudes and opinions about the model and the courses in the last six months.Results The percent of participants who agreed with the teaching model was 47.2%(195/413), and 82.1%(160/195) of them thought the advantages were making up military quality, 76.9% (150/195) strengthening military training, 69.7% (136/195) promoting fames of graduates and 66.7%(130/195) studying practical skills before going to work. On the other hand, 67.9%(148/218) of them thought the disadvantages were that those took part in graduate management admission test cannot make up internship, 62.4%(136/218) of them thought there was no enough time to digest the clinical courses, and 41.9%(173/413) thought the courses in the last six months were too tight, especially those specialized in navy clinical medicine and navy general medicine, and the percentages were especially 94.6% (71/75) and 95.4% (41/43).Conclusions The implemented “3.5+1+0.5”teaching model had not been evaluated highly as expected among students. The sharp time contradictions between practice and postgraduate entrance examination may be the key reason of the lower level of students' satisfaction. Scientifically adjusting curriculum settings will contribute to truly display the role of the new teaching model.

Key words: Military medical university, Undergraduates, Teaching model, Appraisals