摘要
由首都医科大学倡导主持的北京地区"3+2"助理全科医师规范化培训工作自2013年始至今已经进入第四轮。培训期限为2年,分3个阶段进行。第2阶段(即临床培训阶段)安排在临床培养基地实践及学习,期间安排了8门课程,其中《临床综合课程》共45学时。课程实施于临床轮转期间,具体内容包括人文教育课程,还包含内、外、妇、儿等二级学科的教学内容,分为人文课程、疾病课程、症候群课程三大类。(1)前期工作:a.培训教师树立"全科"观念,掌握工作方向;b.组织"集体备课",编写统一共用"教学课件";c.确定课件编写的角度及思路,即要严格执行教学大纲,教学层次以5年制本科教材为基础、适当介绍各类疾病指南,"病例导入式教学"为主要授课方式,教学过程要体现出该门课程的特色"全科、综合、横向",明确瞄准培养对象是助理全科医师,从临床实际工作的角度展开教学,"教会"如何去"看病",注重培养学习能力和临床实践能力。(2)课程优化:a.在2014年、2015年两次修订了教学课件;b.每轮课程结束后对参加培训的学员进行课程结业测验,以检验学生学习效果、评价课程教学效果、发现存在问题;c.系统试卷分析,发现不同教学单位之间的差异并提出解决思路。(3)课程研究改进:a.改进试题形式为多选题(包括A型题与"简要病历"题干题),并尝试建立适合"3+2"助理全科医师培训《临床综合课程》的试题库以继续深入推进"以病例为导入"的教学模式;b.利用试卷分析进一步分层(联合教研室、教学单位管理部门、教师与学员共4个层次)以发现问题、解决问题;c.再次集体备课对课程进一步梳理剖析,列出讲授课程的基本知识点。
The"3 + 2 "assistant general practitioners standardized training hosted by the Capital Medical University in Beijing since 2013 has been into the fourth round. The training period lasts 2 years including three stages. Phase 2( i. e.clinical training stage) was arranged in clinical training base to practice and study,and provided eight subjects,among which clinical comprehensive course accounts for 45 hours completely. The curriculum was given in the clinical training,which covers humanistic education causes as well as subordinate subjects like Internal medicine,surgery,gynecology,pediatrics and so on. It was divided into 3 types: art,disease and syndrome.(1) The preparatory work is to: a. To train the teachers to establish "general"concepts and set working direction; b. To organize "collective lesson preparation"and compile public teaching courseware; c. To confirm the views and thoughts of courseware compiling,thus to implement the syllabus strictly and give different teaching levels on the basis of five-year college textbooks by introducing guidelines of different diseases with the main teaching method of case-imported teaching. The teaching process should reflect the characteristics of this course: general,comprehensive and horizontal. It should be clear that the training targets are assistant general practitioners. And the teaching should focus on clinical practice work and how to treat patients in order to culture the learning and clinical practicing abilities.(2)The optimization curriculum: a. Teaching courseware was revised twice in2014 and 2015; b. Every participant is given a test after finishing each round of training course. The test is to check out how the learning effect students,evaluate the teaching efficiency of the teachers and find out some problems which occur during the training; c. We made an analysis of the tests to find the differences between different teaching bases and put forward some solutions.(3) Curriculum research improvement: a. Improve the question types into multiple-choice questions( including type A and"brief records"questions) and try to establish test database for Clinical Integrated Courses in order to make it suitable for training "3 + 2"assistant general practitioner and continue the further promotion of the"Case-Import"teaching; b. Use paper analysis and further stratification( joint department,teaching units administration,teachers and students consisting a total of 4 levels) to identify and solve problems; c. Have collective lesson preparation again for further analysis and list the basic knowledge of teaching course.
出处
《中华全科医学》
2017年第12期2003-2007,共5页
Chinese Journal of General Practice
基金
2016年度首都全科医学研究专项课题(16QK12)
关键词
“3+2”助理全科医师培训
临床综合课程
课程建设
集体备课
病例导入式教学
"3 + 2"assistant general practitioners
Clinical integrated courses
Curricula construction
Collective lesson preparation
Case-imported teaching
