CAJ | 학술논문

在临床医学专业学位研究生《临床生物化学检验与诊断》课程中，以脂代谢紊乱为教学内容，选取临床数据齐全、特色鲜明的1例复杂病例和4例典型病例实施案例教学。课前教师将案例资料及中心问题提交给学生，要求学生充分准备。课中学生分组自主讨论，提出发病机制、获取诊断和鉴别诊断依据的实验室检查方案；教师始终坚持以学生为本，凸显其主体意识；创设体验式学习情境，激发学生学习热情；以问题为导向，培养学生能力为先。课后的教学评价则致力于促进案例教学不断完善。
재림상의학전업학위연구생《림상생물화학검험여진단》과정중，이지대사문란위교학내용，선취림상수거제전、특색선명적1례복잡병례화4례전형병례실시안례교학。과전교사장안례자료급중심문제제교급학생，요구학생충분준비。과중학생분조자주토론，제출발병궤제、획취진단화감별진단의거적실험실검사방안；교사시종견지이학생위본，철현기주체의식；창설체험식학습정경，격발학생학습열정；이문제위도향，배양학생능력위선。과후적교학평개칙치력우촉진안례교학불단완선。
Case-based learning model was applied in teaching the course of Clinical Biochem-istry and Diagnosis for postgraduates with professional degree. Dyslipidaemia was chose as teaching content and one distinctly characterized case along with four typical cases were selected. Information of cases and core problems were submitted to students to prepare before the class. In the class, stu-dents were grouped and discussed independently. Students put forward the pathogenesis of the disease and the clinical laboratory test items for diagnosis and differential diagnosis. Teachers should adhere to the following principles: making the class student-centered and highlighting consciousness of stu-dents; creating clinical environment to stimulate enthusiasm for learning; problem-oriented and taking capacity building as the priority. After the class, teaching evaluation was designed to promote the con-tinuous improvement of teaching cases.