Basic & Clinical Medicine ›› 2020, Vol. 40 ›› Issue (3): 419-422.

• Medical Education • Previous Articles     Next Articles

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: *

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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