摘要
医学细胞生物学是医学新生从高中向大学学习模式过渡的关键课程,其教学设计深刻影响医学生的专业认同塑造与学习内驱力培育。针对医学新生普遍存在的学习兴趣不足等问题,宁波大学细胞生物学与再生医学系引入CPBL教学模式,通过PBL问题链与CBL案例库协同实施,推动基础理论与临床应用的融合,以提升学生的学习兴趣与自主学习能力。实践表明:该模式以临床情境和渐进式任务为主要依托,显著增强了学生对医学基础知识的兴趣,促进了基础与临床知识的衔接,并在一定程度上缓解了学习焦虑。CPBL通过情境-评价-任务三维联动,为医学教育早期阶段从知识向能力过渡提供了可借鉴的路径。
Medical cell biology is a critical course for medical freshmen to adapt to learning at college,and it has a profound influence on the students’professional identity and learning motivation.To address common problems in freshmen,the authors applied CPBL model to the teaching of medical cell biology,based on clinical scenarios and progressive tasks.They integrated“PBL problem chains”and“CBL case libraries”,aiming to combine theoretical knowledge with clinical application,enhance students’interest in learning,and develop their autonomous learning capabilities.Practice has shown that CPBL model significantly strengthens students’interest in fundamental medical knowledge,facilitates the connection between basic and clinical knowledge,and alleviates their learning anxiety.Through three-dimensional interaction involving“scenario,evaluation,and task,”the CPBL model provides a feasible teaching pathway for the transition from knowledge acquisition to competency development in early medical education.
作者
侯文佳
牟贤波
竺亚斌
赵基源
侯瑞霞
庞倩
杜天宇
HOU Wenjia;MU Xianbo;ZHU Yabin;ZHAO Jiyuan;HOU Ruixia;PANG Qian;DU Tianyu(Department of Cell Biology and Regenerative Medicine,Ningbo University Health Science Center,Ningbo 315211,China)
出处
《基础医学教育》
2025年第11期1011-1016,共6页
Basic Medical Education
基金
宁波大学教学研究项目课堂教学改革基金资助项目(JYXMXZD2022190)。
