实例式教学的中医临床思维能力培养

在课堂教学设计过程中,先介绍中医阳虚证候的临床表现和判断依据,然后由班级学生自愿主动扮演病人陈述病史,其他同学扮演医生,运用中医四诊方法收集真实病例的详细资料,再进行综合分析,判断其病位和病性,然后教师再进行评说,拉近了理论与临床的距离,在收集临床资料和分析病情的过程中逐步培养学生的中医临床思维能力,激发学生学习中医的兴趣。

Ability Training of Traditional Chinese Medicine Clinical Thinking on Real Case

Before the Teaching process,yang deficiency syndromes in TCM and judgments based on clinical manifestations were first introduced,and then the student from the class suffering similar troubles voluntarily take the initiative to play a statement of history,the other students to play doctor.Four diagnostic methods were used to collect the detailed information,and then analyze and determine the disease location and disease character,and further the teacher commented on it,which closer to the clinical distance.During the course of Clinical data collection and analysis,the students thinking ability and interests in Chinese medicine were gradually developed and stimulated.