法医病理学PBL教学的课程设计与教案编制

死亡原因分析是法医学实践中最常面对也是最基础的工作内容。在以问题为基础的学习（problem-based learning，PBL）教学目标问题设计时，应以死亡原因分析为主线，兼顾其他相关问题。PBL课程案例选择要以目标问题为中心；同时考虑解决这些问题所用的法医病理专业理论知识点，使学生通过解决案例的问题切实学到专业理论知识；此外，还应考虑案例难易度、资料的趣味性、结论的明确性等。法医病理学PBL课程的环节包括通过案例提出目标问题，学生自主学习和探索解决问题，共同讨论获得目标问题答案。可根据每环节中的问题或知识点分成几幕，每幕以一个小问题引出一个或几个知识点，充分引导学生在解决问题中学习知识。教师的工作重点是把控学生工作方向，掌握学生能力状态，平衡学生机会等，以推动课程顺利实施并达到教学目的。

Curriculum design and lesson plan compilation of PBL teaching in forensic pathology

Causes analysis of death is the most common work in forensic pathology practice. When designing problem-based learning (PBL) teaching objectives, we should take cause analysis of death as the main line and give consideration to other related issues. The selected cases should be typical ones that solve the target problems, which can fully reflect the basic theoretical knowledge of forensic pathology, and have moderate difficulty, delights and clear conclusions. The PBL course is divided into three steps. The first step focuses on providing students with case information to guide them to find out the problems that need to be solved. The second step focuses on discussing the problems and making pathological diagnoses. The third step focuses on answering the question raised at the beginning of the course. Each lesson can also be divided into several sections by which the lesson plans should be prepared. In the teaching process, performing active interaction with students, controlling the direction of classroom development, balancing student opportunities should be done well in order to make the curriculum smoothly and achieve the purpose of teaching.