摘要
目的在医学微生物教学中建立以框架为基础的学习模式并对其可推广性进行分析。方法将医学微生物教学和医学英语课程教学部分整合,实施以框架为基础的教学/自学模式。北京协和医学院三年级上学期307名学生先后参与该教学/自学模式的实践,在此模式下,鼓励学生以应用为导向、根据职业需求或学习目标设计学习框架并以小组为单位组织自学。用匿名调查问卷评估学生对该学习模式的主观感受,并对学生组织自学时各小组所选主题进行分类,对各类主题所占百分比进行分析。结果各年级学生组织FBL自学时所选主题中,非微生物学的其他医学学科领域所占比例分别为21.43%(2008级),7.14%(2009级),38.89%(2010级)和57.14%(2011级)。结论以框架为基础的学习模式在除医学微生物以外的其他医学学科领域具有一定的可推广性。
Objective To evaluate the frame-work based learning in the teaching of Medical Microbiology and make a preliminary exploration of its potential populization in other deciplanary fields of medical education. Methods In the reform of medical education, the teaching of Medical Microbiology was partly integrated with Medical English and framework based learning model was used. 307 third grade students in Peking Union Medical College were en- rolled in the practice of this reform of framework based learning. Underlying this frame-work based learning, students were encouraged to： base their learning target on the practical application, design frame-works according to their professional requirements or learning targets, and organize self regulated learning in groups. Anonymous ques- tionnaires were used to evaluate the subjective feelings of students and simultaneously, the percentage distribution of topics of all self learning groups was analyzed and compared. Results Percentages of topics involved in non- Medical Microbiology curriculums in medical sciences were respectively 21.43% in Grade 2008,7.14% in Grade 2009, 38.89% in Grade 2008 and 57. 14% in Grade 2011. Conclusions Framework based learning exhibits a po- tential populization in learning of other medical courses.
出处
《基础医学与临床》
CSCD
2015年第4期563-566,共4页
Basic and Clinical Medicine
基金
北京协和医学院教育教学改革立项项目(2013ZLGC0111)
关键词
以框架为基础的学习
自学
可推广性
frame-work based learning
selfregulated learning
potential populization
