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