医学院校“5+3”一体化培养模式是指5年本科教育阶段合格者直接进入本校与住院医师规范化培训有机衔接的3年临床医学硕士专业学位研究生教育阶段。“5+3”一体化培养的医学生有着3年的住院医师规范化培训和专业学位硕士研究生教育,毕业后走出校门,既是医生队伍的主力军,也是我国未来医学大数据的主要应用和科研人群。“5+3”一体化培养的医学生的计算机基础教育学时少而承载的任务却非常艰巨。基于学时状况和素质培养的新要求,本文分析了计算机基础课堂讲授与web自学的内容和学时特点,设计了课堂讲授内容和以小规模限制性在线课程(small private online course,SPOC)为基础的自学内容与考核方法。特别是针对研究生教育阶段科研要求相对较高的特点,设计了与医学问题相关的若干SPOC翻转课堂案例,以培养医学生的计算思维素养和能力。
“5+3” training model refers to the integration of culture five years for qualified students in medical colleges passed directly into the graduate school, which is an effective join of standardized training of resident with 3-year clinical master degree education. The student who has undergone the “5+3” integration with three years of clinical convergence, is not only the force of the medical team, but also the future group of medical university data application and research. The computer basic education hours are decreasing for “5+3” training students, but the task of it is very arduous. Based on the stringent dilemma of education hours and training requirement, the content and characteristics of computer basic education hours of face-to-face teaching and web-based learning are analyzed in detail. The content of face-to-face teaching and self-oriented learning on Internet are designed based on small private online course (SPOC) and the assessment methods of them are explored. A number of SPOC flipped classroom cases are designed to cultivate the students' computational thinking literacy and capability.
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