Exploration of PBL teaching mode under the guidance of PDCA in clinical
practice teaching

doi:10.3760/cma.j.issn.1007-1245.2022.13.012

International Medicine and Health Guidance News ›› 2022, Vol. 28 ›› Issue (13): 1834-1838.DOI: 10.3760/cma.j.issn.1007-1245.2022.13.012

• Scientific Research • Previous Articles Next Articles

Exploration of PBL teaching mode under the guidance of PDCA in clinical practice teaching

Wu Xinggui^1,2, Huang Xianzhang^1,2, Chen Cha^1,2, Wang Lina^1,2, Li Mo^1,2, Liu Dan^1,2, Xu Ning^1,2

¹Department of Laboratory Medicine, Guangdong Provincial Hospital of Traditional Chinese Medicine, Second Hospital, Guangzhou University of Traditional Chinese Medicine, Guangzhou 510006, China; ²Second Clinical Medical College, Guangzhou University of Traditional Chinese Medicine, Guangzhou 510006, China

Received:2022-04-19 Online:2022-07-01 Published:2022-07-01
Contact: Xu Ning, Email: xu_ning21@163.com
Supported by:
Guangzhou University Innovation and Entrepreneurship (Employment) Education Project (2020PT102);

Teaching Quality and Teaching Reform Construction Project of Undergraduate Universities in Guangdong Province in 2019 —— Characteristic Major Construction Project (Medical Laboratory Technology at Guangzhou University of Traditional Chinese Medicine);

Engineering Construction Project of Teaching Quality of Undergraduate Universities in Guangdong Province in 2020 —— Construction Project at Experimental Teaching Demonstration Center (Medical Laboratory Technology Experimental Teaching Demonstration Center, Guangzhou University of Traditional Chinese Medicine);

Construction Project of Teaching Quality and Teaching Reform of Undergraduate Universities in Guangdong Province in 2021 —— Construction Project of School-enterprise Joint Laboratory (Medical Laboratory Technology School-enterprise Joint Laboratory, Guangzhou University of Traditional Chinese Medicine)

PDCA指导下的PBL教学模式在临床实习教学中的探索

吴行贵^1,2 黄宪章^1,2 陈茶^1,2 王丽娜^1,2 李沫^1,2 刘丹^1,2 徐宁^1,2

¹广东省中医院广州中医药大学第二附属医院检验医学部，广州　510006； ²广州中医药大学第二临床医学院，广州　510006

通讯作者: 徐宁，Email：xu_ning21@163.com
基金资助:
广州市高校创新创业（就业）教育项目（2020PT102）；

2019年广东省本科高校教学质量与教学改革工程建设项目——特色专业建设项目（广州中医药大学医学检验技术）；

2020年广东省本科高校教学质量工程建设项目——实验教学示范中心建设项目（广州中医药大学医学检验技术实验教学示范中心）；

2021年广东省本科高校教学质量与教学改革工程建设项目——校企联合实验室建设项目（广州中医药大学医学检验技术校企联合实验室）

Abstract

Abstract: The National Standards for Undergraduate Professional Teaching Quality in Regular Higher Education Institutions (2018 Edition) issued by the Ministry of Education clearly states that colleges and universities should actively carry out education and teaching method reforms aimed at "student-centered" and "autonomous learning". This article discusses the reform and exploration of the clinical practice teaching process by problem based learning (PBL) teaching mode under the guidance of the plan-do-check-action (PDCA) management method from three aspects: theoretical teaching, practical teaching, and curriculum ideology. It also proposes a teaching evaluation system for comprehensive evaluation of quantitative scores and qualitative assessment results, which covers teaching plans, teaching practice, and teaching feedback, and focuses on self-evaluation in the process of self-learning and growth of students. The PDCA management method requires teachers to scientifically adjust the teaching plan according to students' abilities, which will help to continue the process of teaching reform, make the teaching plan dynamic and personalized, and teach students in accordance with their aptitudes. The PBL teaching mode under the guidance of the PDCA management method provides help for clinical practice teaching with students as the subjects.

Key words: Practice teaching, Teaching reform, Teaching mode

摘要： 教育部发布的《普通高等学校本科专业类教学质量国家标准》（2018版）中明确提出院校应积极开展以“学生为中心”和“自主学习”为目标的教育方式和教学方法改革。本文从理论教学、实践教学和课程思政3个方面论述了PDCA管理法指导下的基于问题的学习（PBL）教学模式在临床实习教学过程中的改革与探索，并提出了量化分数与质性考核结果综合评价的教学评价体系，内容涵盖教学计划、教学实践与教学反馈，注重学生自我学习与成长过程中的自我评价。PDCA管理法要求带教老师应当根据学生各方面能力的不同，科学地调整教学方案，有助于持续推进教学改革的过程，让教学方案动态化、个性化，做到因材施教。PDCA管理法指导下的PBL教学模式为以学生为主体的临床实习教学提供了帮助。

关键词: 实习教学, 教学改革, 教学模式

Wu Xinggui, Huang Xianzhang, Chen Cha, Wang Lina, Li Mo, Liu Dan, Xu Ning. Exploration of PBL teaching mode under the guidance of PDCA in clinical practice teaching [J]. International Medicine and Health Guidance News, 2022, 28(13): 1834-1838.

吴行贵　黄宪章　陈茶　王丽娜　李沫　刘丹　徐宁. PDCA指导下的PBL教学模式在临床实习教学中的探索[J]. 国际医药卫生导报, 2022, 28(13): 1834-1838.

References

[1] 周新,李霞,郑芳. 论新世纪检验医学教育[J]. 检验医学教育,2005,12(4):7-8.
[2] Zhang S , Xu J , Wang H , et al. Effects of problem-based learning in Chinese radiology education[J]. Medicine (Baltimore), 2018, 97(9):e0069.DOI:10.1097/MD.0000000000010069
[3] Fan AP, Kosik RO, Tsai TC, et al. A snapshot of the status of problem-based learning (PBL) in Chinese medical schools[J]. Med Teacher, 2014, 36(7): 615-620.DOI: 10.3109/0142159X.2014.902045.
[4] 李波. PDCA循环理论在高校教学质量管理体系中的应用[J]. 现代教育科学(高教研究),2010,4(3):51-53. DOI:10.3969/j.issn.1005-5843.2010.03.013.
[5] Ersoy FF. Improving technique survival in peritoneal dialysis, what is modifiable?[J]. Preri Dial Int, 2009, 29 Suppl 2:S74-S77.
[6] Malik AS, Malik RH. Twelve tips for effective lecturing in a PBL curriculum[J]. Med Teach, 2012, 34(3): 198-204. DOI: 10.3109/0142159X.2011.588741.
[7] 蓝红莉,王晓荣,周晓辉. 融合PDCA理论的任务驱动实践教学模式研究与实施[J]. 实验室研究与探索,2021,40(7):200-204. DOI:10.19927/j.cnki.syyt.2021.07.043.
[8] 张英彦. 论高校实践教学目标[J]. 教育研究,2006,27(5):46-49,58.
[9] 俞林伟,施露静,周恩红. 我国高校本科生科研训练的发展历程、困境与未来方向[J]. 高等工程教育研究,2015,33(2):89-93.
[10] 黄炳超. 基于能力培养的应用型本科实践教学体系构建[J]. 实验室研究与探索,2019,38(5):164-168. DOI:10.3969/j.issn.1006-7167.2019.05.041.
[11] 中华人民共和国教育部. 教育部关于印发«高等学校人工智能创新行动计划»的通知 [EB/OL].(2018-04-03)[2021-07-23]. http://www.moe.gov.cn/srcsite/A16/s7062/201804/t20180410_332722.html.
[12] 吕秀云.关于多媒体结合PBL教学模式应用于妇产科教学的探讨[J/CD].中西医结合心血管病电子杂志,2019,7(34): 18. DOI: 10.16282/j.cnki.cn11-9336/r.2019.34.010.
[13] Zeng F, Deng G, Wang Z, et al. Strategies for improvement of WeChat-PBL teaching: experience from China [J]. Int J Med Educ, 2016, 7: 382-384.DOI:10.5116/ijme. 582e.015a.
[14] 易水晶,肖松舒,龙买连,等. 浅谈SPOC联合PBL模式在互联网时代妇产科住陪教学中的应用[J]. 中国高等医学教育,2019,33(10):86-87. DOI:10.3969/j.issn.1002-1701. 2019,33. 10.044.
[15] 蒋卉男,李佳,胡荣. MOOC与PBL联合教学法在血液病学实习带教中的应用[J]. 中国医学教育技术,2020,34(2):202-205. DOI:10.13566/j.cnki.cmet.cn61-1317/g4. 202002021.
[16] 黄颉刚,叶力,谢志春,等. 虚拟仿真在基于PBL流行病学教学中的应用初探[J]. 内科,2018,13(3):407-408,430. DOI:10.16121/j.cnki.cn45-1347/r.2018.03.42.
[17] 申彦,杜建国,童金根,等. 虚实结合PBL双创课程教学研究[J]. 实验技术与管理,2020,37(4):231-233. DOI:10.16791/j.cnki.sjg.2020.04.052.
[18] 尹龙,张莉,赵莉,等. 虚拟仿真技术与创新创业教育深度融合研究[J]. 实验技术与管理,2018,35(4):118-120,125. DOI:10.16791/j.cnki.sjg.2018.04.029.
[19] 教育部高等学校教学指导委员会. 普通高等学校本科专业类教学质量国家标准[S]. 北京:高等教育出版社,2018.
[20] 关丽,王淑芳.物理学类课程思政建设成效评价体系的思考[J].物理与工程,2022,32(1):179-183.
[21] 苟博,周江英,吴啓洪,等. 大数据背景下超声医学系统化病例资源库的建设与应用[J]. 中华医学教育探索杂志,2020,19(12):1399-1402. DOI:10.3760/cma.j.cn116021- 20191201-00330.
[22] 侯建林,王韵,蒲丹,等. 新形势下对我国临床医学教育的反思[J]. 中华医学教育杂志,2021,41(3):197-200. DOI:10.3760/cma.j.cn115259-20200817-01217.
[23] 龚杰,李丰伟,马平,等. 实验诊断学的教学改革与实践[J]. 检验医学与临床,2021,18(22):3356-3358. DOI:10.3969/j.issn.1672-9455.2021.22.042.
[24] 苏强,戴日新,杨锡恒,等. 情景式PBL教学在心内科临床实习带教中的应用效果观察[J]. 当代医学,2020,26(10):177-178. DOI:10.3969/j.issn.1009-4393.2020.10.073.
[25] 潘振亮,李明国. 核心素养设计PBL联合CBL教学法应用研究 ——以中医外科实习教学为例[J]. 黑龙江科学,2019,10(23):7-9. DOI:10.3969/j.issn.1674-8646.2019.23.003.
[26] Ma Y, Lu X. The effectiveness of problem-based learning in pediatric medical education in China: a meta-analysis of randomized controlled trials[J]. Medicine (Baltimore), 2019, 98(2):e14052.DOI:10.1097/MD. 000000000- 0014052.
[27] 刘佳,罗美婷,聂钊源,等. "药性-功效-应用"三位一体教学模式在中药学教学中的应用观察[J]. 国际医药卫生导报,2020,26(3):298-300. DOI:10.3760/cma.j.issn.1007-1245. 2020.03.001.

Exploration of PBL teaching mode under the guidance of PDCA in clinical practice teaching

PDCA指导下的PBL教学模式在临床实习教学中的探索

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 3

Recommended Articles

Metrics

[1]	Zhang Xueling, Huang Meiling, Liu Chunling, Sun Zhuoran. Application of a mixed teaching mode of gynecological and obstetric cases co-built by teachers from Guangdong and Macao [J]. International Medicine and Health Guidance News, 2022, 28(8): 1130-1134.
[2]	Zhu Yi, Guo Yanhong, Xu Meiyan, Lin Qiuchan, Song Liping. Study on the application of micro-class integrated case teaching model in probation of obstetrics and gynecology [J]. International Medicine and Health Guidance News, 2022, 28(10): 1399-1401.
[3]	Xu Rui. Exploration of online and offline blended teaching model in clinical teaching of breast surgery [J]. International Medicine and Health Guidance News, 2022, 28(10): 1407-1409.