上海交通大学学报（医学版）

›› 2011, Vol. 31 ›› Issue (4): 493-.doi: 10.3969/j.issn.1674-8115.2011.04.026

• 论著（教学管理） • 上一篇    下一篇

在法语班心内科教学中实践问题导向学习教学法的探索

章安迪1, 张 勇2   

  1. 上海交通大学 医学院 1.附属瑞金医院心血管内科, 2.中法医学部, 上海 200025
  • 出版日期:2011-04-28 发布日期:2011-04-28
  • 作者简介:章安迪（1975—）, 女, 主治医师, 博士；电子信箱: drzhangandi@gmail.com。

Problem-based learning in cardiology teaching for French medical class

ZHANG An-di1, ZHANG Yong2   

  1. 1.Department of Cardiology, Ruijin Hospital, 2.Sino-French Medical Formation Centre, Shanghai Jiaotong University School of Medicine, Shanghai 200025, China
  • Online:2011-04-28 Published:2011-04-28

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摘要：

目的 探索在临床医学教学中实践问题导向学习（PBL）的教学方法。方法 将每届40名临床医学专业法文班学生在见习阶段分为6个小组，以小组为单位实施PBL教学。以“冠状动脉粥样硬化性心脏病”的教学为载体，在传统课程体系架构的基础上，融入PBL教学方法的实施方案。选取了1例因不稳定性心绞痛就诊的男性患者作为教学案例，按以下五个步骤进行教学：①教师陈述案例的最基本信息；②激发学生集体参与讨论如何理解及解决问题；③教师介绍可获得更多知识的学习资源；④在经过课外学习后，教师在下一次课上组织学生汇总各自分工获得的新知识及新信息，并应用这些新知识解释并解决原案例的问题；⑤教师进行总结。结果 成功实施了PBL案例的教学过程。结论 PBL教学方法既可以达到保持学科知识系统性和完整性，又能激发学生学习的主观能动性，在自主学习过程中学会如何学习的教学目的。

关键词: 问题导向学习, 课程体系, 临床医学教学

Abstract:

Objective To explore the practice of problem-based learning (PBL) in clinical medicine teaching. Methods Forty students in French medical class were divided into 6 groups, and PBL teaching was implemented in each group. On the basis of traditional curriculum, PBL method was introduced to the teaching process in the chapter of “coronary heart disease”. One male case of unstable angina was selected, and teaching was conducted in the following five steps. ①Teachers stated the basic case information. ②Students were stimulated to discuss and solve problems collectively. ③Teachers presented resources available for more knowledge.④After extra-curricular learning, teachers helped students to apply new knowledge to explain and solve the problem of the original case. ⑤Teachers drew summarization of the case. Results PBL case teaching was successfully conducted. Conclusion PBL may stimulate the initiative of students, and the integrity and systematicness of discipline knowledge are maintained.

Key words: problem-based learning, curriculum, clinical medicine teaching