编撰教学要点重点对临床综合课程教学效果同质化的促进作用

目的 根据北京市“3+2”助理全科医生规范化培训工作分布在远郊10所教学医院的现状,探讨如何同步提高不同教学医院之间教学水平,以期达到教学效果同质化。 方法 临床综合课程联合教研室在2013—2018年连续6年对远郊10所教学医院培训的“3+2”助理全科医生《临床综合课程》的结业试卷进行试卷分析,根据试卷分析的结果寻找、分析、评价教学效果差异位点,并采取了每年组织集体备课共同修正不足位点、建立且充实试题库、编制《习题练习集》、修订教学课件等措施;与此同时,在2015年组织相关教师编撰并经集体讨论确认后发布《课程教学要点重点集锦》作为教师教学工作支持手册,该手册在2016年度教学过程中开始实施,目的是使不同教学单位的教师教学过程中在发挥个人主观能动性的同时能够统一教授到重点教学内容、注意到课程难点,联合教研室进而评估教学实施效果。 结果 编撰并使用课程教学要点重点使10家教学医院之间的教学效果位点差异由2013—2015年度的40%左右减少到2017—2018年度的17%~18%。 结论 编撰并使用课程教学要点重点集锦有效促进了10家教学医院总体教学水平的整体提高,同时可起到教学参考资料、学员掌握与复习重点、纠正教学偏差以及作为考核与了解学员知识掌握情况的依据。为进一步提高教学水平、发挥教学要点重点集锦的有效作用,教学要点重点集锦也需要通过使用、论证不断提炼升华。 

Compiling key points of teaching to promote the homogenization of teaching effects on integrated clinical curriculum

Objective Based on the current situation of Beijing "3+2" assistant general practitioner training in Beijing distributed in 10 teaching hospitals in the suburbs, we discuss how to improve the teaching level between different teaching hospitals, in order to achieve the homogenization of teaching effects. Methods From 2013 to 2018,the clinical comprehensive course joint teaching and research section conducted a test paper analysis of the completion test papers of the "3+2" assistant general practitioner "Clinical Comprehensive Course" trained in 10 teaching hospitals in the suburbs and searched according to the results of the test paper analysis. The difference points of teaching effects, and took measures such as organizing collective preparation for common corrections, establishing and enriching test questions, compiling "exercise set", and revising teaching courseware, were analyzed and evaluated. At the same time, in 2015, the relevant teachers were compiled and confirmed by the group discussion, and the "Key Points of Teaching Key Points" was published as the teacher's teaching support manual. The manual was implemented in the 2016 teaching process, with the aim of making different teaching units. In the teacher's teaching process, while exerting personal subjective initiative, uniformly teach the key teaching content, pay attention to the difficulty of the course, and jointly evaluate the teaching implementation effect. Results The difference in teaching effect between the 10 teaching hospitals was reduced from 40% in 2013-2015 to 17%-18% in 2017-2018 by compiling and using the key points of the course teaching. Conclusion Compiling and using the key points of teaching points has effectively promoted the overall improvement of teaching level of 10 teaching hospitals. At the same time, it can serve as a reference for teaching reference, focus on reviewing and reviewing students, correcting teaching deviations, and as a basis for assessing and understanding the knowledge of students. In order to further improve the teaching level and give full play to the effective role of key points in teaching, the key points of teaching points also need to be refined and sublimated through use and argumentation.