中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (2): 237-241.DOI: 10.3760/cma.j.issn.1673-677X.2018.02.016

• 教学方法 • 上一篇    下一篇

联合教学方法在临床医学专业学生流行病学教学改革中的应用

张丽娟, 顾逸君, 张杰, 李觉   

  1. 200092 上海,同济大学医学院流行病学教研室
  • 收稿日期:2017-08-03 出版日期:2018-04-01 发布日期:2020-12-08
  • 通讯作者: 李觉,Email:jueli@tongji.edu.cn
  • 基金资助:
    同济大学研究生精品课程（2014JPKC015）; 同济大学第八期实验教学改革专项基金 （1500104110）

Application of combined teaching method in the teaching reform of epidemiology for clinical medical students

Zhang Lijuan, Gu Yijun, Zhang Jie, Li Jue   

  1. Department of Epidemiology, Tongji University School of Medicine, Shanghai 200092, China
  • Received:2017-08-03 Online:2018-04-01 Published:2020-12-08
  • Contact: Li Jue, Email: jueli@tongji.edu.cn
  • Supported by:
    Excellent courses for graduate students of Tongji University (2014JPKC015); the Eighth Special fund for experimental teaching reform of Tongji University (1500104110) HL076

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摘要： 探究以培养理论与实践相结合的卓越临床医学专业人才为目标,以学生为中心、能力为导向、实践创新为特色的教学方法。通过基于问题学习教学方法（problem-based learning,PBL）与理论教学相结合、基于案例学习教学方法（case-based learning,CBL）与实验教学相结合、流行病学基地实习与科研实践相结合的教学,使临床医学专业学生能够系统全面地掌握流行病学的基本概念、基本原理和方法。课程改革极大地调动了学生学习的积极性,PBL教学评优率为76.8%（25/33）,学生期末考试成绩综合评估的及格率由原来的87.9%（29/33）上升到97.0%（32/33）左右,评优率约达30.3%（10/30）。联合教学方法为医学生今后从事临床、科研工作奠定良好扎实的流行病学理论基础。同时,流行病学课程建设也取得了阶段性进展,获得了上海市精品课程,培养了一批优秀的青年骨干教师。

关键词: 流行病学, 基于问题学习, 基于案例学习, 临床医学专业, 课程改革

Abstract: This paper is to explore the combining theory and practice on training outstanding doctors, further to investigate the student-centered, ability-oriented and innovation ability teaching philosophy. During the course of teaching, problem-based learning (PBL) combined with theory teaching, case-based learning (CBL) combined with experimental teaching, epidemiological practice teaching combined with scientific research were applied. All these enable clinical medical students to master the basic concepts, basic principle and the method of epidemiology. The reformed curriculum made: the excellent rate of PBL learning reach76.8% (25/33); pass rate of final assessment for students raise from 87.9% (29/33) to 97.0% (32/33), final excellent rate reach about 30.3%(10/30). All these contribute to set up a solid foundation of using theoretical epidemiology for students’ future clinical and research work. Meanwhile, Epidemiology teaching in Tongji University won the excellent course of Shanghai, a group number of outstanding young teachers has been well trained.

Key words: Epidemiology, Problem-based learning, Case-based learning, Clinical medicine specialty, Curriculum reform