目的 调查分析北京大学医学部学生和教师对临床医生参与基础医学课程教学（融合式教学）的态度,为推动“以胜任力为导向”的医学教学改革提供依据。方法 选取北京大学医学部基础医学和临床医学教师（教师组）和2012级、2013级和2014级基础医学和临床医学专业学生（学生组）共370人进行问卷调查。结果 教师组中有38.6%（68/176）参加过融合式教学,学生组中有82.6% （147/178）参加过融合式教学。参加过融合式教学的教师和学生中,认为融合式教学非常好或好的教师占86.8%（59/68）,学生占76.2%（112/147）。教师认为融合式教学对其增强基础知识应用的理解和提升课堂教学效果等方面有较大影响,学生则认为对其临床学习做准备和增强医学人文知识等方面有较大影响。参与过融合式教学的20名临床医生中有16人表示其科室支持其参与融合式教学。教师和学生认为病理生理学、解剖学和药理学这3门课程最适合临床医生参与教学且临床医生最适合采用基于问题学习的教学。结论 临床医生参与的融合式教学得到了北京大学医学部教师和学生的广泛认可,在多方面发挥着积极的作用,但在实行时应把握好临床医生在融合式教学中的角色和参与程度,以恰当的方式参与相应课程的教学。
Objective To investigate and analyze the attitude of Peking University Health Science Center students and professors towards clinicians’ participation in basic medical education (integrated teaching) and furthermore, to provide guiding advices on competence-based medical teaching reform. Methods A total of 370 respondents were selected from the basic or clinical medical professors (professor group) and basic or clinical medical students in year 2012, 2013 and 2014 (student group) of Peking University Health Science Center to complete the questionnaires. Results In the professor group, 38.6% (68/176) professors had participated in the integrated teaching, and 82.6% (147/178) students in the student group had participated in it. For the professors and students attended integrated teaching, 86.8% (59/68) professors and 76.2% (112/147) students rated the integrated teaching excellent or good. Integrated teaching had a positive impact on enhancing professors’ understanding of basic medical knowledge and helped them achieving better teaching results. In addition, it better prepared students for future clinical studies and helped them acquiring more medical humanities knowledge. 16 of 20 clinicians who had attended integrated teaching stated that their departments would participate in it. Pathophysiology,anatomy and pharmacology were the three most suitable basic medical courses for clinicians to participate in teaching and problem-based learning (PBL) would be the most appropriate teaching. Conclusions Integrated teaching’s positive impact on learning is widely recognized by professors and students. Clinicians would be eager to participate if appropriate methods and courses are designed.
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