摘要
目前,培养医学生临床思维的教学方法有病例讨论、教学查房、PBL等,各有其优缺点,如病例讨论紧扣临床运用,但学生往往讨论不够深刻,教学查房注重学生病史采集、体格检查等临床技能,但对临床思维的培养相对较少。本研究在深入阐释疾病的病理生理机制的基础上尝试启迪医学生的临床思维,帮助学生建立从现象到本质的临床思维,并探讨这种教学方法的实施要点及可改进的方面。
At present, the teaching methods of training medical students＇ clinical thinking includes case discussion, teaching rounds, PBL, etc. Each has its advantages and disadvantages. For example, case discussion is closely related to clinical application, but students are often not deep enough to discuss. Teaching rounds pay attention to clinical skills such as medical history collection and physical examination, but the training of clinical thinking is relatively small. This study attempts to enlighten medical students＇ clinical thinking on the basis of in-depth explanation of the pathophysiologieal mechanism of diseases, to help students establish clinical thinking from phenomena to essence, and to explore the implementation of this teaching method and the aspects that can be improved.
作者
刘翔
杨辉
LIU Xiang;YANG Hui(Department of Gastroenterology,the Second Hospital Affiliated to Guangzhou Medical University,Guangdong Province,Guangzhou 510260,China)
出处
《中国当代医药》
2018年第27期155-158,共4页
China Modern Medicine
基金
广东省高等学校优秀青年教师培养计划项目(YQ2015133)
关键词
临床思维
疾病机制
教学方法
临床教学
Clinical thinking
Disease mechanism
Teaching methods
Clinical teaching
