临床医学专业学生实习阶段存在解剖学知识和临床实践脱节的问题,而基于病种的临床解剖学课程以巩固学生解剖学知识,并使其能够与临床解剖知识相结合,提高实习效果为目标,可以更好地让学生将理论应用于实践。为了了解临床解剖学课程的教学效果并优化教学过程,本文以2021年6月至2022年7月在北京大学航天临床医学院实习的2017级五年制临床医学专业30名学生的基于病种的临床解剖学课程教学为例,阐述了本课程的教学设计和实施过程,通过课程考核、问卷调查评价教学效果和了解教学改进措施。结果显示,学生课程考核成绩为(80.3±7.5)分,其中解剖知识点得分(38.4±1.2)分,在考核的5个方面中得分率最高[(96.0±0.6)%]。28名(93.3%)学生对此次课程非常感兴趣和感兴趣;29名(96.7%)学生将本次教学效果评价为非常满意和满意;30名(100.0%)学生认为开展基于病种的临床解剖学课程非常有必要;28名(93.3%)学生认为应当在实习前学习临床解剖学课程;29名(96.7%)学生认为应当由外科临床教师讲解此课程效果更好。基于病种的临床解剖学课程教学效果良好,有助于临床医学专业实习阶段学生对解剖学知识的掌握和应用,得到了学生的认可。在临床实习阶段前开设此课程,并由外科临床教师授课会取得更好的效果。

During the internship stage, clinical students have a problem of disconnection between anatomical knowledge and clinical practice. However, disease-based clinical anatomy courses aim to consolidate students' anatomical knowledge and integrate it with clinical anatomical knowledge to improve the effectiveness of learning during internship. This can better enable students to apply theory to practice. In order to understand the effectiveness of this course and optimize the teaching process, this article takes as an example the disease-based clinical anatomy course teaching offered by 30 students majoring in clinical medicine who interned at the School of Aerospace Clinical Medicine, Peking University from June 2021 to July 2022. It elaborates on the teaching design and implementation process of this course, evaluates the teaching effectiveness and understands the teaching improvement measures through course assessment and questionnaire survey. The results showed that the student's course assessment score was (80.3±7.5) points, of which the anatomical knowledge point score was (38.4±1.2) points, with a score rate of (96.0±0.6)%, and the highest score rate in the five aspects of the assessment. Among all, 28 students (93.3%) were very interested in this course; 29 students (96.7%) rated this teaching as very satisfied and satisfied; 30 students (100.0%) believed that it was necessary to carry out disease based clinical anatomy courses; 28 students (93.3%) believed that clinical anatomy courses should be studied before the internship stage; 29 students (96.7%) believed that it was better for surgical clinical teachers to explain this course. The teaching effect of clinical anatomy courses based on disease types is good, which helps students in the internship stage to master and apply anatomical knowledge, and has been recognized by students. Offering courses before the clinical internship and having surgical clinical teachers teach will likely achieve better results.