Practice and evaluation of integrated course in clinical oncology

中华医学教育探索杂志 Pub Date : 2019-11-20 DOI:10.3760/CMA.J.ISSN.2095-1485.2019.11.003

Wang Chungang, Chen Zhi-xiao, Wang Jingjue, Ding Honghua, Li Qi

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Abstract

Because clinical oncology course for undergraduates is related to many clinical specialties, traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced. Key words: Clinical oncology; Curriculum integration; Teaching reform; Teaching evaluation; Teaching management

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临床肿瘤学综合课程的实践与评价

由于本科生临床肿瘤学课程涉及多个临床专业，传统的肿瘤学课程教学容易导致知识的重复和矛盾。临床医学院在实施教学改革的过程中，针对上述不足，进行了为期三年的临床肿瘤学综合课程设置。临床肿瘤学相关教研室在教务处的指导下横向整合；在满足教学大纲要求的前提下，按照认知规律，对内科、外科、妇科临床肿瘤学进行了系统的改进。继前一年之后，临床肿瘤学PBL教学计划仍然侧重于理论课程和试用课程的整合。整合后，亚专业教师队伍逐步形成，教学质量显著提高，医学生临床思维增强。关键词：临床肿瘤学；课程整合；教学改革；教学评价；教学管理

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中华医学教育探索杂志

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