医学教育管理 ›› 2021, Vol. 7 ›› Issue (1): 1-5.doi: 10.3969/j.issn.2096-045X.2021.01.001

• 专题研究 ( 医学人才培养模式 ) •    下一篇

创新性临床医学教育培养模式构建——以深圳大学为例

陈  思1,2,3,  於秋爽4,  李  盟4,   赵振富2,  应  颖1,2,3,   刘志刚2,  范新民2,  王子梅1,2,4
  

  1. 1.深圳大学医学部医学教育发展中心,深圳 518060;2.深圳大学医学部基础医学院,深圳 518060;3.深圳大学医学部医学实验教学中心,深圳 518060;4.深圳大学医学部人才培养办公室,深圳 518060
  • 收稿日期:2020-12-23 出版日期:2021-02-20 发布日期:2021-03-16
  • 通讯作者: 王子梅
  • 基金资助:
    1. 广东省教育科学“十二五”规划2012年度研究项目:新时期临床医学本科创新人才培养模式的研究与实践(2012JK285);2. 深圳大学高水平二期建设2020年教学成果培育项目:“双向并轨,四元融合”的临床医学创新人才培养体系的探索与实践(202058)

Constructing an innovative training mode for clinical medical education——a case of Shenzhen University

Chen Si1,2,3, Yu Qiushuang4, Li Meng4, Zhao Zhenfu2, Ying Ying1,2,3, Liu Zhigang2, Fan Xinmin2, Wang Zimei1,2,4   

  1. 1. Health Professions Education Development Center, Shenzhen University Health Science Center, Shenzhen 518060, China; 2. School of Basic Medical Sciences, Shenzhen University Health Science Center, Shenzhen 518060, China; 3. Medical Experiment Teaching Center, Shenzhen University Health Science Center, Shenzhen 518060, China; 4. Talents Cultivation office, Shenzhen University Health Science Center, Shenzhen 518060, China
  • Received:2020-12-23 Online:2021-02-20 Published:2021-03-16

摘要: 深圳大学医学部自2009年开始招收临床医学专业五年制学生,借助教师年轻、有留学经历比例高、观念新、热情高、受传统医学教学体系的影响较小以及小规模班级等优势,逐步形成以器官系统整合模块为基础的主干课程体系,辅以“以问题为中心”的学习方法problem-based learning,PBL)、形成性评价和终结性评价相结合考评模式,同时融入创新性科学思维培养、职业态度和人文修养以及环境、社会与健康等综合课程作为必要支持。通过十余年的实践与探索,构建了一套特色的创新性临床医学教育体系,为培养具备优秀综合素质的创新性临床医学人才奠定基础。目前五届本科毕业生临床执业医师考试通过率明显高于全国平均水平,学生在临床疾病诊治和操作能力、科研能力、医患沟通能力、自我持续发展和终身学习能力等方面较为突出。

关键词: 临床医学, 教育模式, 课程体系, 人才培养

Abstract: Shenzhen University Health Science Center has been recruiting five-year clinical medicine students since 2009 and boasts of its promising, young teachers with overseas higher education experiences, creative ideas, high enthusiasm and less affected by the traditional medical teaching system. Organ systems based curriculum has been gradually formed, supplemented by the problem-based learning (PBL), the comprehensive evaluation model combined with formative evaluation and summative evaluation. Meanwhile, comprehensive courses such as innovative scientific thinking cultivation, professional attitude and humanities cultivation, environment-society and health were incorporated as necessary support. After more than ten years of 
exploration and practice, a unique and innovative clinical medical education system has been constructed, laying the foundation for cultivating innovative clinical medical personnel with excellent comprehensive qualities. At present, the undergraduates’ pass rate of national medical licensing examination in five consecutive years was significantly higher than that of the national average. Students have outstanding performance in clinical diagnosis and treatment and operation ability, scientific research ability, doctor-patient communication ability, self-sustaining development and lifelong learning ability.   

Key words: clinical medicine, education model, curriculum system,  talent training

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