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

doi:10.12140/j.issn.1000-7423.2023.03.014

Abstract

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

CLC Number:

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.

Figures/Tables 4

References 16

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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