PDCA指导下的PBL教学模式在临床实习教学中的探索

教育部发布的《普通高等学校本科专业类教学质量国家标准》（2018版）中明确提出院校应积极开展以“学生为中心”和“自主学习”为目标的教育方式和教学方法改革。本文从理论教学、实践教学和课程思政3个方面论述了PDCA管理法指导下的基于问题的学习（PBL）教学模式在临床实习教学过程中的改革与探索，并提出了量化分数与质性考核结果综合评价的教学评价体系，内容涵盖教学计划、教学实践与教学反馈，注重学生自我学习与成长过程中的自我评价。PDCA管理法要求带教老师应当根据学生各方面能力的不同，科学地调整教学方案，有助于持续推进教学改革的过程，让教学方案动态化、个性化，做到因材施教。PDCA管理法指导下的PBL教学模式为以学生为主体的临床实习教学提供了帮助。

Exploration of PBL teaching mode under the guidance of PDCA in clinicalpractice teaching

The NationalStandards for Undergraduate Professional Teaching Quality in Regular HigherEducation Institutions (2018 Edition) issued by the Ministry of Educationclearly states that colleges and universities should actively carry outeducation and teaching method reforms aimed at "student-centered" and"autonomous learning". This article discusses the reform andexploration of the clinical practice teaching process by problem based learning(PBL) teaching mode under the guidance of the plan-do-check-action (PDCA)management method from three aspects: theoretical teaching, practical teaching,and curriculum ideology. It also proposes a teaching evaluation system forcomprehensive evaluation of quantitative scores and qualitative assessmentresults, which covers teaching plans, teaching practice, and teaching feedback,and focuses on self-evaluation in the process of self-learning and growth ofstudents. The PDCA management method requires teachers to scientifically adjustthe teaching plan according to students' abilities, which will help to continuethe process of teaching reform, make the teaching plan dynamic andpersonalized, and teach students in accordance with their aptitudes. The PBLteaching mode under the guidance of the PDCA management method provides helpfor clinical practice teaching with students as the subjects.