人体结构学教学中临床思维能力的培养 |
| |
引用本文: | 杨壮来. 人体结构学教学中临床思维能力的培养[J]. 临床医学工程, 2010, 17(4): 149-151 |
| |
作者姓名: | 杨壮来 |
| |
作者单位: | 江汉大学卫生职业技术学院基础医学部,湖北武汉430016 |
| |
摘 要: | 目的从基础医学教学着手培育学生临床思维能力,提高对疾病综合判断水平。方法人体结构学是医学教育前期课程,其教学内容要与临床知识结合如:局部应用解剖知识与静脉穿刺、肌肉注射、导尿、气管插管等相结合。结果我们在开展人体结构学课程的教学和实践中,尽可能与临床疾病诊断、治疗知识相结合,对于开发学生临床思维能力收到了很好的效果。深受学生欢迎。结论为尽早开发和培养学生的临床思维能力,应从人体结构学、生理学、病理学、药理学、微生物及免疫学等医学基础课程开始,培养学生逻辑思维和对疾病综合判断能力。
|
关 键 词: | 结构学教学 临床思维 培养 |
On Training Clinical Thinking Ability in Human Structurology Teaching |
| |
Abstract: | Objective To cultivate students' clinical thinking ability and improve themselves in comprehensive judgment on diseases by starting with basic medical teaching. Methods Human structurology was one of the courses in the earlier stage of medical education. Its contents were combined with clinical knowledge,and the teaching methods were integrated with clinical operation practice as well. For example:the local application of anatomy knowledge was combined with venipuncture,intramuscular injection,catheterization and tracheal intubation etc. Results During the teaching and practice of human anatomy,it was as much as possible with the combination of knowledge of clinical disease diagnosis,treatment,which received a very good result for the development of students' clinical thinking ability and were popular among the students. Conclusions In order to develop students' clinical thinking ability as soon as possible,we should start with such basic courses as physiology,pathology,pharmacology,microbiology and immunology etc. for cultivating students' logical thinking and com-prehensive ability of estimating diseases. |
| |
Keywords: | Structurology teaching Clinical thinking Training |
本文献已被 维普 等数据库收录! |
|