目的 回顾研究临床医学“桥梁课”的教育文化内涵,为器官系统整合课程的教学改革提供借鉴。方法 2018年6月至2021年6月,以在北京大学第一医院见习的北京大学医学部2015~2018级八年制临床医学专业176名学生为研究对象,在每一级学生完成“桥梁课”学习任务后,采用半结构化访谈法调查学生对“桥梁课”的认识和收获,提取回答内容的关键词,采用词频分析法和共词聚类分析法,并对应到加拿大专科医师教育标准模型中,分析不同角色胜任力被学生回答内容涉及的频率。结果 “桥梁课”的教育文化内涵集中在专业教学文化、人文关怀文化和情感联结文化3个方面。学生回答内容涉及胜任力中,医学专家占55.1%(97/176),沟通者占65.9%(116/176)、职业人占21.6%(38/176),合作者占9.1%(16/176),学者占1.7%(3/176)。结论 “桥梁课”教育文化内涵反映在专业、人文和团队建设方面,并在胜任力为导向的医学教育中具有重要教学价值。“桥梁课”教育文化的传承将持续作为医学院校育人育才的根基和动力,为八年制医学教育提供支持。
Objective To review the educational cultural connotation of "bridge courses"of clinical medical education, so as to inform the organ-system integration courses reform. Methods From June 2018 to June 2021, 176 medical students of the eight-year clinical medicine major of Peking University Health Science Center, who were interns in Peking University First Hospital from 2015 to 2018, were enrolled in this study. After each level of students completed the learning task of "bridge courses", semi-structured one-to-one interview method was used to investigate their understanding and harvest of "bridge courses". Keywords of the answer content were extracted, word frequency analysis and co-word clustering analysis were used, and corresponding to the Canada medical education directions for specialists model. The frequency of different role competence involved in the content of students' answers was analyzed. Results The educational cultural connotation of "bridge courses"was concentrated in three parts: professional teaching culture, humanistic care culture and emotional connection culture. Among the students' answers about competence, 55.1%(97/176) were medical experts, 65.9%(116/176) were communicators, 21.6%(38/176) were professionals, 9.1%(16/176) were collaborators and 1.7%(3/176) were scholars. Conclusions "Bridge courses"educational culture connotation reflects in professional, humanistic and social aspects, and has important teaching value in competency-based medical education. The inheritance of "bridge course"educational culture will continue to be the foundation and driving force for medical college education, and provide support for eight-year curriculum in clinical medicine.
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