基础医学与临床 ›› 2020, Vol. 40 ›› Issue (3): 419-422.

• 医学教育 • 上一篇    下一篇

临床微生物学教学模式改革探索

黄晶晶1,4, 孙宏莉1,4,5, 范洪伟2, 谢秀丽1,4,5, 张占杰3, 徐英春1,4,5*   

  1. 1.中国医学科学院 北京协和医学院 北京协和医院 检验科, 北京 100730;
    2.中国医学科学院 北京协和医学院 北京协和医院 感染内科, 北京 100730;
    3.中国医学科学院 北京协和医学院 北京协和医院 医务处, 北京 100730;
    4.中国医学科学院 北京协和医学院 北京协和医院 “侵袭性真菌病机制研究与精准诊断”北京市重点实验室, 北京 100730;
    5.中国医学科学院 北京协和医学院 临床检验诊断学系,北京 100730
  • 收稿日期:2019-05-05 修回日期:2019-11-04 出版日期:2020-03-05 发布日期:2020-03-02
  • 通讯作者: *xycpumch@139.com
  • 基金资助:
    北京协和医学院教学改革项目“临床微生物学教学中小组互动及实验教学模式的建立与探究”(2014zlgc0108); 中央高校基本科研业务费专项项目(3332018041); 首都卫生发展科研专项(2016-1-4013)

Remodeling of clinical microbiology teaching mode

HUANG Jing-jing1,4, SUN Hong-li1,4,5, FAN Hong-wei2, XIE Xiu-li1,4,5, ZHANG Zhan-jie3, XU Ying-chun1,4,5*   

  1. 1. Department of Clinical Laboratory;
    2. Department of Infectious Diseases;
    3. Department of Medical Affairs;
    4. Beijing Key Laboratory for Mechanisms Research and Precision Diagnosis of Invasive Fungal Diseases, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730;
    5. Faculty of Clinical Laboratory Diagnostics, CAMS & PUMC, Beijing 100730, China
  • Received:2019-05-05 Revised:2019-11-04 Online:2020-03-05 Published:2020-03-02
  • Contact: *xycpumch@139.com

摘要: “实验诊断学”中的“感染性疾病的实验室诊断及常见病原体的医院感染控制”课程,是大多数医学生了解临床微生物的起点,也是医学生们进行相关基础知识学习的平台。既往,该课程由教师在教室中通过电子课件进行灌输式讲授,学生因缺乏现实、直观的认识,学习积极性不高。为充分发挥学生主观能动性,最大程度激发学习兴趣,教学组对授课形式进行新的尝试与探索。通过增加小组互动讨论,提高学生自主学习、团队协作、语言表达的能力,使得学习成果多元化;以及进行实物教学,呈现乐寓于学、身临其境的学习新面貌。

关键词: 临床微生物学, 教学改革, 教学模式, 互动讨论教学法

Abstract: Laboratory Diagnosis of Infectious Diseases and Hospital Infection Control by Common Pathogens, one of the curriculum of Laboratory Diagnostics is both a starting point for most medical students to understand clinical microbes, and is also a platform for them to learn relevant basic knowledge. In the past, the course was instilled by teachers through electronic courseware in the classroom.As a result, student's learning passion is hard to be stimulated whtn lacked practical and intuitive understanding. In order to give full play to students' subjective initiative and maximize their interest in learning, the teaching team havemade new attempts and explorations on the form of teaching. The new mode enhances the capacity of self-learning, teamwork, and presentation to communication by increasing group interactive discussions, and presents a new look of learning and immersive learning with physical teaching.

Key words: clinical microbiology, teaching reform, teaching mode, interactive discussion teaching method

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