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| 中文摘要: |
| 目的 评价中山大学医学检验系《检验与临床》课程的实施效果。方法 授课对象为2016级医学检验系本科学生24人。每4~6名学生为一组，课前自行对每次的病例进行自主学习。每次课第一课时由病例教学（case-based study，CBS）导师随机指派学生对病例相关问题进行汇报，并引导其进行进一步病例讨论；第二课时由专题授课教师根据第一课时中观察到的不足之处，结合重点、难点，进行着重讲解。课程结束后，对学生、导师及讲师发放问卷，并随机抽取学生及教师进行访谈，以全面了解课程的实施效果。采用SPSS 19.0进行统计描述。结果 93.75%（15/16）的病例讨论导师表示在课堂上能很好地引导学生讨论临床病例，并能根据学生的汇报情况点评其不足之处。91.67%（11/12）的专题授课教师表示，在课堂上能很好地引导学生思考检验与临床的关系。教师与学生对《检验与临床》的教学方式、教学内容、对学生的启发性以及教师的教学能力均有较高的认同度。全体教师及学生均认同，对比单纯的病例讨论或传统授课，CBS结合专题授课的学习模式对学生系统掌握相关知识更有帮助。结论 结合了CBS及传统授课模式的《检验与临床》课程，兼顾了两种教学模式的优点，既激发了学生主动学习的热情、加深了临床知识的记忆、建立了临床思维，同时也丰富了医学检验的教学手段。 |
| 英文摘要: |
| Objective To evaluate the effectiveness of the course of Laboratory Medicine and Clinical Sciences in the Laboratory Medicine Faculty of Sun Yat-sen University. Methods Twenty-four undergraduate students in Batch 2016 of Medical Laboratory Faculty were divided into small groups (4-6 students per group). They learned each case in groups before class. In the first session of each class, the case-based study (CBS) tutor would randomly assign case-related questions to the students. Students were required to present their answers in class. The CBS tutor would guide the students to discuss the case further. In the second session, a lecture associated with the case would be given by a special subject lecturer. After the course, students, tutors and lecturers were given questionnaires and were randomly interviewed to comprehensively understand the course's effectiveness. SPSS 19.0 was used for statistics. Results Most case discussion tutors agreed that they could guide students to discuss clinical cases well in class and give comments according to students' presentations (93.75%, 15/16). Most of the lecturers agreed that they could well guide students to think about the relationship between laboratory and clinical diagnosis and treatment in class (91.67%, 11/12). Both teachers and students had very positive evaluations of the learning mode, learning content, inspiration to students, and teachers' ability of this course. All the teachers and students agreed that the learning mode of combining CBS with special subject lecture was more helpful for the students to systematically learn medical knowledge compared with a CBS session alone or a lecture alone. Conclusion The course, Laboratory Medicine and Clinical Sciences, which combines the CBS with the traditional lecture mode, integrates the advantages of the two learning modes. It not only stimulates students' enthusiasm for active learning, deepens clinical knowledge memory, and builds a clinical thinking model, but also enriches the teaching modes of medical laboratory education. |
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