遗传 ›› 2020, Vol. 42 ›› Issue (11): 1133-1139.doi: 10.16288/j.yczz.20-186

• 遗传学教学 • 上一篇    

对分课堂下本科生医学遗传学自主学习能力的培养

杨榆玲1, 罗兰1, 钱源2, 杨芳1   

  1. 1. 昆明医科大学基础医学院,昆明 650500
    2. 昆明医科大学第一附属医院,昆明 650032
  • 收稿日期:2020-06-19 修回日期:2020-08-31 出版日期:2020-11-20 发布日期:2020-09-27
  • 作者简介:杨榆玲,副教授,研究方向:分子遗传学。E-mail: ylyang17@sina.com
  • 基金资助:
    中华医学会医学教育分会中国高等教育学会医学教育专业委员会医学教育研究项目编号(2018B-N02018);昆明医科大学教研教改项目资助编号(2020-JY-Y-003);昆明医科大学教研教改项目资助编号(2019-JY-Y-036)

Cultivation of undergraduates’ self-regulated learning ability in Medical Genetics based on PAD class

Yang Yuling1, Luo Lan1, Qian Yuan2, Yang Fang1   

  1. 1. School of Basic Medicine, Kunming Medical University, Kunming 650500, China
    2. The First Affiliated Hospital of Kunming Medical University, Kunming 650032, China
  • Received:2020-06-19 Revised:2020-08-31 Online:2020-11-20 Published:2020-09-27
  • Supported by:
    supported by Medical Education Research Project of Chinese medical association Medical Education Branch and China association of higher education Medical Education Professional Committee No(2018B-N02018);Teaching Reform and Research Projects of Kunming Medical University Nos(2020-JY-Y-003);Teaching Reform and Research Projects of Kunming Medical University Nos(2019-JY-Y-036)

摘要:

医学遗传学是一门衔接基础和临床的桥梁学科,是医学专业学生必须掌握的重要基础课程之一。为了培养学生的自主学习能力,提高医学遗传学的教学质量,在医学遗传学教学中采用对分课堂教学模式。在教学设置中,给予学生自主学习的流程和时间保障,并在讲授、讨论和作业等环节,积极引导学生自主学习。大学生自主学习量表测评显示,学生在学习动机和学习策略方面较教学实施前均有增强,测评总分明显增加,自主学习能力得到提升,取得满意的教学效果。

关键词: 对分课堂, 医学遗传学, 自主学习, 大学生自主学习量表

Abstract:

Medical Genetics bridges basic research and clinical studies. It is one of the important basic courses for medical students. To cultivate students’ self-regulated learning ability and improve the teaching quality of Medical Genetics, a presentation-assimilation-discussion (PAD) class mode is adopted in the teaching process. In the teaching setup, we gave students the proceedings and time guarantee for self-regulated learning, and guided the students through teaching, discussion and homework for their independent learning. The resulting evaluation of “Self-Regulated Learning Scale for College Students” shows that the students’ learning motivation and learning strategy are enhanced compared with those before the implementation of PAD teaching, the total score of the evaluation is significantly increased, the students’ self-regulated learning ability is improved, and satisfactory teaching results are achieved. We conclude that PAD class could contribute to students’ self-regulated learning.

Key words: PAD Class (presentation-assimilation-discussion class), Medical Genetics, self-regulated learning, self-regulated learning scale for college students