Ideological and political teaching design for clinical research curriculum

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Author: YAN Siyu ^1, ^2, ³ HUANG Jiao ^1, ^2, ³ WANG Yu ^1, ^2, ³ GUO Yi ^1, ^2, ³  ZENG Xiantao ^1, ^2, ³  JIN Yinghui ^1, ^2, ³

Affiliation: 1. Department of Evidence-Based Medicine and Clinical Epidemiology, Second School of Clinical Medicine, Wuhan University, Wuhan 430071, China 2. Center for Evidence-Based and Translational Medicine, Zhongnan Hospital of Wuhan University, Wuhan 430071, China 3. Center for Evidence-Based and Translational Medicine, Wuhan University, Wuhan 430071, China

Keywords: Clinical research Ideological and political education in curriculum Medical courses Simulation teaching Flipped classroom Problem-based learning Case-based learning Team-based learning

DOI: 10.12173/j.issn.1004-5511.202405011

Reference: YAN Siyu, HUANG Jiao, WANG Yu, GUO Yi, ZENG Xiantao, JIN Yinghui.Ideological and political teaching design for clinical research curriculum[J].Zhongguo Yaoshi Zazhi,2024, 27(7):1265-1272DOI: 10.12173/j.issn.1008-049X.202405011.[Article in Chinese]  Copied

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Abstract

The integration of ideological and political education into medical courses is an important part of China's medical education reform in the new era. The construction of ideological and political education in clinical research curriculum is of great significance for the cultivation of clinical research talents with both ability and political integrity. Based on the clinical research curriculum offered by the Second Clinical College of Wuhan University, this paper introduced the necessity of ideological and political curriculum in clinical research curriculum. Through the learning situation analysis of the eight-year program students majoring in clinical medicine, the ideological and political teaching objectives were formulated, and the ideological and political elements and cases were selected in combination with the teaching content of clinical research curriculum. Combined with the characteristics of the medical professional methodology course, the diversified, innovative student-centered teaching methods were designed integrating the theoretical teaching, flipped classroom, scenario simulation teaching, problem-based learning, case-based learning and team based learning, and added the consideration of moral education dimension in the teaching evaluation, to carry out the ideological and political teaching design of clinical research curriculum. These measures promoted the organic integration of knowledge teaching, ability training and value building, and provided reference for the ideological and political education in clinical research curriculum.

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