Exploration of problem-guided four-step teaching mode in the teaching of biochemistry and molecular biology

doi:10.3760/cma.j.cn115259-20210423-00539

Abstract

Abstract: Biochemistry and molecular biology are important subjects to reveal the essence of life phenomena and are regulated as, compulsory ones for all undergraduates in medical colleges. However, due to their microcosmic and abstract contents and the complicated structure of related basic knowledge, there are many difficulties in the teaching of this course. In 2016 the Teaching and Research Section of Biochemistry and Molecular Biology of Gansu Medical College initiated remodeling through re-organization of teaching content and design of core cases, to clarify the inherent relationship of the course through resource integration group discussion supported by multimedia technology. A problem-oriented four-step teaching mode was implemented in the 5-year program of clinical medicine. The evaluation of learning outcomes has proved that the four-step teaching method stimulates students' learning interest and supports their building of innovation capacity. Students' curriculum scores are good and all have a positive response to this learning mode.

Key words: Teaching, Problem-oriented four-step teaching mode, Biochemistry and molecular biology, Autonomous learning, The innovation ability

CLC Number:

R-05

Tong Hongmei, Li Duofu, Jin Caihong, Wang Baoping, Mao Jun, Guo Min, Chai Lianming, Wu Yang. Exploration of problem-guided four-step teaching mode in the teaching of biochemistry and molecular biology[J]. Chinese Journal of Medical Education, 2022, 42(4): 336-339.

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