摘要
PBL(problem-based learning)教学模式的核心是要求带教的学生通过或围绕某一专题或临床问题进行学习,但该教学方法存在所提出的问题超出学生的研究能力等不足之处。MDT(multidisciplinary therapy,)是以患者为中心和以多学科专家组为依托的诊疗模式,其针对特定疾病进行治疗方案制定可成为PBL教学模式依托问题的材料和学习及培养综合思考能力的动力,因此,如何将MDT模式很好地融入PBL教学法进而改进PBL教学法在乳腺外科的临床教学质量,具有重要意义。但由于PBL教学法结合MDT模式仍存在学生和带教教师的适应性不足,缺乏规范性教材等问题,需转变教师角色,鼓励学生带着兴趣去解决问题,提高其学习的主动性,从而最大限度地提高乳腺专业临床知识及临床应用能力。
The core of problem-based learning（PBL） technical method,which has gained interesting acceptance in the medical education,is the learning of a specific topic or clinical problem by the student.But,there still existes some disadvantages,such as the unconscionable course design,the issues raised being beyond the students＇ abilities,in PBL technical method.The making process of therapy plan for specific diseases by multidisciplinary therapy（MDT） model,which focuses on the sickness and based on the multi-disciplinary expert group,can be seen as the sources of the problems of material for PBL model.Consequently,there will be of great importance in integrating of MDT model into PBL technical method and then improving the clinical teaching quality of our department of breast surgery.The measures of changing the role of the teacher and arousing the students＇ interest when solving problems with interest can improve the clinical knowledge and clinical application of breast diseases.
出处
《中国医学创新》
CAS
2017年第29期61-65,共5页
Medical Innovation of China
