基础-临床协作的双师同堂教学模式在《医学寄生虫学》课堂教学的探索

doi:10.12140/j.issn.1000-7423.2023.03.014

中国寄生虫学与寄生虫病杂志 ›› 2023, Vol. 41 ›› Issue (3): 349-354.doi: 10.12140/j.issn.1000-7423.2023.03.014

基础-临床协作的双师同堂教学模式在《医学寄生虫学》课堂教学的探索

沈燕(), 王军, 梁姣, 赵亚, 李英辉^*()

空军军医大学基础医学院微生物与病原生物学教研室，陕西西安 710032

收稿日期:2022-12-29 修回日期:2023-03-29 出版日期:2023-06-30 发布日期:2023-06-13
通讯作者: *李英辉（1975-），女，博士，副教授，从事医学寄生虫学教研及大学教学督导工作。E-mail：375576040@qq.com
作者简介:沈燕（1981-），女，硕士，讲师，从事医学寄生虫学教学与教学改革工作。E-mail：37762810@qq.com
基金资助:
空军军医大学校级教学研究重点课题(2022AFMUJXYJZD02);空军军医大学校级教学研究一般课题(2021jxyjyb26);空军军医大学基础医学院教学研究课题(2022-JCJXKT-YB-2)

Exploration of the co-teaching mode of basic-clinical collaboration in medical parasitology class

SHEN Yan(), WANG Jun, LIANG Jiao, ZHAO Ya, LI Yinghui^*()

Department of Microbiology and Pathogenic Biology, Basic Medical College, Air Force Medical University, Xi’ an 710032, Shaanxi, China

Received:2022-12-29 Revised:2023-03-29 Online:2023-06-30 Published:2023-06-13
Contact: *E-mail: 375576040@qq.com
Supported by:
Air Force Military Medical University Teaching Research Key Topic(2022AFMUJXYJZD02);Air Force Military Medical University Teaching Research General Topics(2021jxyjyb26);Teaching Research Topic of Basic Medical College of Air Force Medical University(2022-JCJXKT-YB-2)

摘要/Abstract

摘要：

传统医学教学模式存在一定的局限性，阻碍学生将基础知识和临床技能融会贯通，也使得基础教学和临床教学长期割裂，基础教师与临床教师缺乏沟通和知识的互补。通过双师同堂教学模式在长学制《医学寄生虫学》课程的初步尝试和探索，包含从内容选取、病例筛选到课堂设计全程，在总结教学效果成效的同时也暴露了一些需要改进的问题。双师同堂教学模式构建多元化的课堂主体，增加主体间的互动性，由“师师”对话引发“师生”互动，继而带动“生生”互动，创设良好的教学情境，有利于培养学生多元的思辨能力，促进知识的多向流动，弥补目前医学基础教育的局限性，丰富学生的临床知识和早期临床诊疗思维的渗透。双师同堂教学模式对教师的默契程度提出更高的要求，督促基础教师和临床教师通过充分沟通和相互学习，提高教学能力，重新梳理课堂设计，实现基础知识和临床知识的有机结合，实现教学相长。同时，双师同堂教学模式对学生的临床知识储备以及课前、课中、课后学习均提出了更高的要求，要求学生养成思考的习惯，有利于临床思维的培养。

关键词: 基础医学, 教学模式, 双师同堂授课, 基础-临床协作, 教学效果反馈

Abstract:

There are limitations in the traditional medical teaching model, which hinder students from integrating basic knowledge and clinical skills, and also make the teaching of basic science and the teaching of clinical practise to split for a long time. Medical science teachers and clinical medical teachers lack communication and knowledge complementarity. Through the initial attempt and exploration of the dual-teacher teaching model in the medical parasitology course, the whole process from the content selection and case selection to classroom design has been formed. While summarizing the teaching effect, some problems that need to be improved have also been exposed. Double runs in teaching mode to build diversified class in the main body, increasing the interaction between the main body, through the “teacher-teacher” dialogue triggered the “teacher-student” interaction and then the “student-student” interaction, create good teaching situation, help students to cultivate diverse thinking, promote the multidirectional flows of knowledge, compensate for the limitations of the basic medical education, enrich students’ knowledge and clinical thinking infiltration on the early clinical diagnosis and treatment. The teaching mode of dual teachers puts forward higher requirements on the tacit understanding of teachers, forcing basic science teachers and clinical teachers to improve their teaching ability through full communication and mutual learning, re-combing classroom design, realizing the combination of basic science knowledge and clinical knowledge, and realizing teaching and learning. At the same time, the dual-teacher classroom teaching mode puts forward higher requirements on the clinical knowledge reserve and the learning ability before, during and after class, and requires the students to develop the habit of thinking, which is conducive to the cultivation of clinical thinking.

Key words: Basic medicine, Teaching mode, Co-teaching mode, Basic-clinical collaboration, Teaching effect feedback

中图分类号:

沈燕, 王军, 梁姣, 赵亚, 李英辉. 基础-临床协作的双师同堂教学模式在《医学寄生虫学》课堂教学的探索[J]. 中国寄生虫学与寄生虫病杂志, 2023, 41(3): 349-354.

SHEN Yan, WANG Jun, LIANG Jiao, ZHAO Ya, LI Yinghui. Exploration of the co-teaching mode of basic-clinical collaboration in medical parasitology class[J]. Chinese Journal of Parasitology and Parasitic Diseases, 2023, 41(3): 349-354.

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问题	回答
问题	是	否	其他
双师同堂讲授方式是否能让你对本门课程的学习更感兴趣?	94.12%	5.88%	0
与传统教学相比，双师同堂授课的气氛是否更活跃?	98.53%	1.47%	0
与传统教学相比，双师同堂授课的组织是否更有趣?	98.53%	1.47%	0
与传统教学相比，双师同堂课的教学信息量是否更大?	79.41%	19.12%	1.47%
双师同堂课的“师师互动”是否能带动你更积极思考?	91.18%	8.82%	0
对相应知识点，基础教师和临床教师的交流是否有助于你更好地理解教学内容?	91.18%	8.82%	0
基础教师与临床教师不同的专业特点和授课风格是否增强了知识的融合?	92.65%	7.35%	0

选项	占参与问卷调查学生的百分比/%
教师授课精彩	69.12
病例案例有一定的复杂性	55.88
课程设计逻辑性强	42.65
师师互动频繁	51.47
临床知识引入	75.00
临床诊疗思维灌输	67.65

选项	占参与问卷调查学生的百分比/%
信息量太大	8.82
临床知识补充过多	11.76
打破原有课堂学习节奏	27.94
师师互动过于频繁	23.53
病例案例分析太专业，难理解	5.88
师生互动不充分	17.65
无明显缺点	42.65
其他	10.29

基础-临床协作的双师同堂教学模式在《医学寄生虫学》课堂教学的探索

Exploration of the co-teaching mode of basic-clinical collaboration in medical parasitology class

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