中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (2): 81-85.DOI: 10.3760/cma.j.cn115259-20220615-00787

• 医学教育管理 •    下一篇

医学教育全过程视角下院校教育阶段教学改革的思考与实践

李海潮1, 齐心2, 吴红斌3   

  1. 1北京大学第一医院呼吸和危重症医学科,北京 100034;
    2北京大学第一医院整形烧伤科,北京 100034;
    3北京大学医学教育研究所 全国医学教育发展中心,北京 100083
  • 收稿日期:2022-06-15 出版日期:2023-02-01 发布日期:2023-01-31
  • 通讯作者: 李海潮, Email: lhch91767@sina.com

Reflections on teaching reform at the institutional stage from the perspective of the whole process of medical education

Li Haichao1, Qi Xin2, Wu Hongbin3   

  1. 1Department of Respiratory and Critical Medicine, Peking University First Hospital, Beijing 100034, China;
    2Department of Plastic Surgery & Burns, Peking University First Hospital, Beijing 100034, China;
    3Institute of Medical Education & National Center for Health Professions Education Development, Peking University, Beijing 100191, China
  • Received:2022-06-15 Online:2023-02-01 Published:2023-01-31
  • Contact: Li Haichao, Email: lhch91767@sina.com

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摘要： 整合课程体系建设和胜任力导向医学教育是当前我国医学教育改革与发展的2项重要工作。本文试图从医学教育全过程视角明确院校教育和毕业后教育2个阶段的培养目标、相关性及存在的问题,强调院校教育与毕业后教育有机衔接的重要性。并在此基础上,确立整合课程建设的原则,即按照医学教育阶段合理设置学习内容和目标;明确与胜任力相契合的学习方式转变,强化自主学习能力的培养和实践驱动学习的落实;明确胜任力导向教育相关临床实践教学和胜任力评价的开展。

关键词: 教育,医学, 整合课程, 胜任力导向的医学教育, 院校教育, 毕业后教育

Abstract: The construction of integrated curriculum system and competency-based medical education are the two key points in the current reform and development of medical education in China. This paper attempts to clarify the training objectives, relevance and problems of the two stages of undergraduate education and postgraduate education from the perspective of the whole process of medical education and emphasizes the importance of the close relationship between undergraduate education and postgraduate education. On this basis, this paper seeks to clarify the following three aspects: the principle of integrated curriculum construction, that is, to set the learning contents and objectives reasonably according to the different stages of medical education; the transformation of learning styles to match competency-based education, and strengthen the cultivation of self-learning ability and the implementation of practice-driven learning; the development of clinical practice teaching and assessment related to competency-based education.

Key words: Education, Medical, Integrated curriculum, Competency-based medical education, Undergraduate medical education, Postgraduate medical education

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