Problems and countermeasures of teaching reform of neurology in CPPT curriculum
10.3760/cma.j.issn.2095-1485.2016.11.016
- VernacularTitle:CPPT课程中神经病学教学改革出现的问题与对策
- Author:
Ying YU
;
Zhaohui ZHANG
;
Jun QIN
;
Suping HU
- Keywords:
Neurology;
Clinical pathophysiology and therapeutics;
Teaching reform
- From:
Chinese Journal of Medical Education Research
2016;15(11):1136-1139
- CountryChina
- Language:Chinese
-
Abstract:
In recent years, there has been a comprehensive reform of higher medical education in the Medicine School of Wuhan University. According to the need for reform, the teaching of neurology has to be changed from the traditional form to a new form, and be integrated into the clinical pathophysiology and therapeutics (CPPT) courses. Currently neurology in CPPT takes the form of theoretical lectures, case discussions, combined with practical lessons to observe sections under the microscope and clinical practice, for the cultivation of students'!self-learning ability and clinical thinking. In the commissioning process, it exposes some problems in teaching process due to the characteristics of the course in neurology. For example, the knowledge of neuroanatomy is insufficient and review lessons relatively too short, and the teaching effect may be worse due to the fact that teachers have busy clinic work. In addition, students participate in case discussions with less enthusiasm. To solve these problems, we take some measures to promote teaching reform in neurology, such as increasing the review hours of neuroanatomy section in the CPPT neurology, training a group of specialized medical teachers to enrich and stabilize teacher team, adjusting the content and form of discussion class to improve students'!interest and participation, and increasing assistant jobs by the student to assist discussion teaching.
