引用本文:王磊,张阔,王婷,药立波,杨安钢,贾林涛.精准医疗时代背景下医学分子生物学实验设计的探索与实践[J].中华医学教育探索杂志,2016,15(7):
精准医疗时代背景下医学分子生物学实验设计的探索与实践
Exploration and practice of comprehensive experimental teaching of molecular biology in the Precision-Medicine era
DOI:
中文关键词:  精准医疗  医学分子生物学  实验教学  综合性实验设计
英文关键词:Precision medicine  Medical molecular biology  Experimental teaching  Comprehensive experimental design
基金项目:第四军医大学教改课题基金项目(JG201006)
作者单位E-mail
王磊 第四军医大学基础医学部生物化学与分子生物学教研室 rnawangl@fmmu.edu.cn 
张阔 第四军医大学药学系生物制药学教研室  
王婷 第四军医大学基础医学部生物化学与分子生物学教研室  
药立波 第四军医大学基础医学部生物化学与分子生物学教研室  
杨安钢 第四军医大学基础医学部免疫学教研室  
贾林涛* 第四军医大学基础医学部生物化学与分子生物学教研室  
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中文摘要:
      【摘要】目的 通过开设综合实验设计将精准医疗的理念融入医学分子生物学实验教学中并探索其学习效果。方法 选择第四军医大学2012级和2013级八年制临床医学专业66名学生为研究对象,其中,2013级36名学生为实验组,采用精准医疗相关的综合实验设计将传统实验教学内容融会贯通起来;2012级30名学生为对照组,依然按照传统实验授课方法进行教学。教学结束后,在SPSS统计软件中采用t检验及χ2检验法比较两组学生的医学分子生物学实验理论考核、技能考核成绩,并对两组学生进行问卷调查以比较不同教学方法的实施效果。结果 考核结果表明,实验组学生的理论与技能成绩均明显优于对照组学生,尤其在综合实验设计的考核部分,两组学生成绩分别为16.7?2.04和13.9?2.87,差异具有统计学意义,P<0.0001。问卷调查结果显示,实验组学生对自身所受教学在提高学习兴趣、对教学方法的满意程度、对精准医疗的认识、对临床科研的认识、探索创新能力、知识掌握程度等方面的满意度,高于对照组学生,差异具有统计学意义,P<0.05。 结论 以精准医疗为契入点开展综合性的医学分子生物学实验教学,可使各知识点不再孤立、碎片化,从而激发学生的学习兴趣,有利于学生形成与精准医疗时代特征相适应的临床思维,提高科研素养,培养创新意识。
英文摘要:
      [Abstract] Objective To explore the effect of precision medicine-based comprehensive experimental teaching in the course of molecular biology experiment. Methods Eight-year medical students of Grade 2012 and 2013 in the Fourth Military Medical University were chosen as research objects. Experimental group consisted of 36 students of grade 2013, while control group consisted of 30 students of grade 2012. Precision medicine-based learning was applied in experimental group while traditional learning method was adopted by the control group. At the end of the course, the score of theory and operating skills of two groups was collected and students were investigated by providing individual question paper. The significance of the data was determined by Student's t test and Chi-square analysis using SPSS software. Results The assessment results showed that the experimental group was better than control group, especially in the section of comprehensive experimental design (16.7?2.04 vs. 13.9?2.87, P<0.0001). The results from questionnaire showed that the satisfaction degree of experimental group was also higher than that of control group in many respects, including learning interests, innovation capability, knowledge mastery , cognition of precision medicine and clinical research, satisfaction with the teaching method (P<0.05). Conclusions Precision medicine-based learning not only changes the situation of slavish imitation and passive acceptance in traditional learning, but also arouses student’s interest in study and helps students to cultivate clinical thinking which is commensurate to the characteristics of precision-medicine era.
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