Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2022 , Vol. 42 >Issue 1: 38 - 41

DOI: https://doi.org/10.3760/cma.j.cn115259-20210531-00700

Exploration of trans-disciplinary teaching methods in medical education

  • Chen Ruian ,
  • Wang Linlin ,
  • Zhu Chaoyang ,
  • Bao Jiali
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  • 1Department of Science and Education, Affiliated Zhejiang Hospital, School of Medicine, Zhejiang University, Hangzhou 310030, China;
    2Physiology Division, Faculty of Basic Medicine, School of Medicine, Zhejiang University, Hangzhou 310058, China;
    3Medical Information Center, Faculty of Basic Medicine, School of Medicine, Zhejiang University, Hangzhou 310058, China;
    4Bioelectromagnetics Laboratory of Zhejiang Province, Department of Public Health, School of Medicine, Zhejiang University, Hangzhou 310058, China

Received date: 2021-05-31

  Online published: 2021-12-31

Supported by

The Projects of the Classroom Teaching Reform of Education Department of Zhejiang Province in 2016 (kg20160028); The General Education Reform of Zhejiang University in 2018([2018]32)

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Abstract

The new medicine is an important education strategy put forward by the Ministry of Education of China to cultivate outstanding medical talents and scientists. Trans-disciplinary integration and mutual penetration are important connotation to realize the construction of the specialty. This paper takes the combination of medical and engineering as an example to explore trans-disciplinary teachings, and suggests two teaching methods of the trans-disciplinary cross knowledge based on clinical problems and the clinical optimal solution analysis based on the knowledge from different disciplines. A questionnaire survey was conducted among 150 junior and senior students majoring in clinical medicine at Zhejiang University who joined the course of the clinical application of medical instruments. The results showed that 95.3% (143/150) students thought that this course could better help them learn relevant clinical medicine courses, 93.3% (140/150) students thought that this course was highly analytical, and 88.7% (133/150) students thought that this course could develop solutions to problems. The conclusion is that adding trans-disciplinary education can better promotes the study of other medical knowledge.

Key words： Teaching; New medicine pathway; Trans-disciplinary; Medical devices; Medical combination with engineering

Cite this article

Chen Ruian , Wang Linlin , Zhu Chaoyang , Bao Jiali . Exploration of trans-disciplinary teaching methods in medical education[J]. Chinese Journal of Medical Education, 2022 , 42(1) : 38 -41 . DOI: 10.3760/cma.j.cn115259-20210531-00700

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