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生物医学整合课程绪论区段PBL教学的思考
引用本文:许杰华,王渊,俞小瑞,王唯析,臧伟进.生物医学整合课程绪论区段PBL教学的思考[J].中国高等医学教育,2012,0(7):7-8.
作者姓名:许杰华  王渊  俞小瑞  王唯析  臧伟进
作者单位:西安交通大学医学院,陕西西安,710061
摘    要:PBL是"基于问题式学习"的教学法。西安交通大学医学院以器官系统为核心,创新性地开展基础医学整合课程PBL教学,该教学系统包含11个区段。为了揭示整合课程PBL教学在绪论区段的实施过程及常见问题的应对措施,这里就绪论区段的课程设置、授课对象、教师集体备课、信息反馈及考核等的各个方面进行了深入剖析。

关 键 词:PBL  生物医学整合课程  绪论区段

Thought about PBL teaching in introduction block of biomedicine integration curriculum
Institution:XU Jie-hua,WANG Yuan,YU Xiao-rui,et al (Xi’an Jiaotong University College of medicine,Xi’an,Shaanxi 710061,China)
Abstract:PBL is the abbreviation of "problem-based learning".Based on the core strategy of organ system,Xi’an Jiaotong University College of Medicine innovatively develops the PBL teaching program in preclinical biomedicine integration curriculum.This teaching system includes eleven sections.In order to reveal the implementation process and the solution of common problems in the introduction block,here a deep analysis of the curriculum setting,teaching target,collective preparation of instruction,information feedback and examination is presented.
Keywords:PBL  biomedicine integration curriculum  introduction block
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