Biochemical examination plays a pillar role in clinical medical examination. How to analyze the biochemical teaching reform of medical laboratory technology specialty?
Biochemical examination is one of the core courses of medical laboratory technology specialty. In the teaching process, we should construct the curriculum system according to the post requirements, comprehensively optimize the curriculum standards, teaching contents, teaching methods and assessment system, strengthen the cultivation of students' practical skills and comprehensive professional quality, and create skilled professionals who can adapt to clinical posts.
Medical inspection technology; Biochemical examination; reform in education
With the development of science and technology, medical laboratory technology has played an extremely important role in modern clinical disease diagnosis, treatment effect and prognosis judgment, disease prevention and so on. Biochemical examination plays a pillar role in clinical medical examination, which can quickly and intuitively reflect the changes in the quality and quantity of human substances in the disease state [1]. Biochemical laboratory course is one of the core courses of medical laboratory specialty, which is a combination of analytical chemistry, biochemistry, molecular biology, immunology and other disciplines, as well as a close combination of basic theory and professional practice technology. Nowadays, the contents of biochemical laboratories are more and more, and the technology is more and more automatic, modular and systematic, which puts forward higher requirements for the training of medical laboratory professionals in higher vocational colleges, and also promotes the reform of biochemical experiment teaching in the direction of clinical application. Therefore, combined with the characteristics of biochemical experiment course and the actual situation of our school, we have actively reformed and explored the system, standards, teaching contents and methods, assessment system and other aspects of the course.
1 Guided by clinical laboratory requirements, actively improve the curriculum system of biochemical laboratory in higher vocational colleges.
What is the training goal of medical laboratory technology specialty in higher vocational colleges? Cultivate medical senior professional applied talents who have the basic theories and skills of basic medicine, clinical medicine and medical inspection and can engage in laboratory medicine in hospitals, blood stations, disease control centers and inspection and quarantine departments at all levels? . At present, most of the medical laboratory technology majors in higher vocational colleges basically follow the traditional training mode, and implement the teaching of basic medical courses, specialized courses and experimental practice courses in turn. The curriculum system is subject-centered. Compared with the rapid development of modern clinical laboratory technology, the teaching content is relatively backward, emphasizing theory over practice. Based on the above situation, efforts should be made to build a course system of biochemical laboratory with students as the main body, combined with the actual needs of clinical laboratory posts, focusing on the improvement of students' professional quality and application skills to meet the employment needs. The biochemistry experiment course in higher vocational colleges has many contents and limited class hours. Therefore, on the basis of the original curriculum standards, through extensive discussions with medical laboratory professionals and teachers of related parallel disciplines, and with full reference to the current medical laboratory examination syllabus, we revised and improved the curriculum standards with emphasis on job skills requirements. At present, the standard total class hours of biochemical examination courses in our school are 94 hours, including 54 hours of theoretical courses and 40 hours of experimental courses. The theoretical part mainly consists of the following four modules: first, the basic principles, methods, technologies and instruments of biochemical inspection, the principles and application technology modules of automatic biochemical analyzer; Secondly, the diagnostic enzymology of human material and energy metabolism disorders, the methods, techniques and clinical significance modules of laboratory diagnosis items; The third is the biochemical diagnosis module under the pathological state of important tissues and organs; Finally, the biochemical examination and diagnosis module of endocrine diseases and body fluid related markers. Modular curriculum standard is convenient to grasp the important and difficult points in the follow-up teaching process, and also conforms to the learning law from easy to difficult, which is more systematic and improves students' learning interest and efficiency. Increasing the proportion of practical class hours reasonably can not only ensure practical teaching, but also strengthen the cultivation of students' skills, which is in line with the goal of talent cultivation.
2. Pay attention to teaching implementation, and effectively improve students' professional ability and quality.
2. 1 Optimize teaching content and innovate teaching methods and means.
There are many contents in the course of biochemical examination, and the contents of each chapter are relatively independent and not closely related. For example, some basic knowledge contents such as evaluation, calibration and quality control of instrument detection system appear because of the low requirements in the actual teaching process? Extra? Basic knowledge such as liver and kidney structure and function, blood gas analysis, acid-base balance, etc. overlap with the contents of biochemistry course. However, due to the limitation of experimental conditions, the teaching of immune turbidimetric analysis, determination of tumor markers in body fluids and acute metabolic syndrome of diabetes mellitus (comprehensive experiment) is not in place, and some common work contents such as indoor quality control application and laboratory related standards are missing, so there is a certain gap between the content of teaching materials and the requirements of examiner's examination syllabus. Therefore, in the teaching process, teachers need to prepare lessons carefully, consult a large number of planning textbooks, actively use the Internet to consult Chinese and foreign works and documents, pay attention to the latest trends and technologies of biochemical laboratory disciplines, and then constantly supplement new contents in teaching, screen and summarize the important and difficult points suitable for teaching, so as to make the teaching content modular and systematic. In view of the different difficulties in the teaching process, different teaching methods and means are adopted. When talking about traditional classical knowledge points such as blood sugar, blood lipid and blood urea determination, inductive teaching method can be adopted and displayed through multimedia courseware. Inquiry method? The clinical significance of liver and kidney disease detection is taught through case discussion, and the knowledge of immunology clinical detection is taught through PBL teaching method. With the development of society, teaching methods should also keep pace with the times. Teachers should actively build high-quality and efficient subject websites, actively use online teaching platforms to carry out open teaching, and make multimedia courseware and videos of lectures by famous teachers in important chapters for students to preview before class and review after class. Provide an interactive platform for teachers and students, teachers reserve homework exercises, students can ask questions online in time, communicate effectively with teachers and students, and improve teaching effect [2].
2.2 Teacher quality? Double teacher? , practical teaching materials.
Higher vocational medical education focuses on cultivating skilled talents. In the actual teaching process, the proportion of double-qualified teachers in biochemical laboratory course is relatively small, and the supporting teaching materials are mainly compiled by college teachers. Some teaching materials do not describe the operation method in detail in the experimental project, and there are no supporting experimental teaching materials. Most of the existing experimental teaching materials lag behind the actual work needs, and the content is mostly biased towards basic experiments. Students can't master the experimental principles and methods systematically, which easily leads to the disconnection between school teaching and actual clinical laboratory application. Therefore, it is necessary to strengthen the training of teachers with dual qualifications, encourage teachers to obtain practicing certificates, and regularly send teachers to hospitals or inspection and quarantine departments for rotation training, which is closely related to clinical practice and effectively complements each other. Actively invite laboratory doctors with middle and senior professional titles to participate in the compilation and discussion of teaching materials, and write more practical teaching materials and experimental guidance books that meet the biochemical testing course of medical laboratory specialty in higher vocational colleges. Through the compilation of teaching materials, teachers' comprehensive quality and practical ability have been gradually improved, laying a solid foundation for better training students.
2.3 experimental teaching reform, integration of teaching practice
According to the curriculum system of biochemistry laboratory, the teaching and experimental practice plan is reasonably formulated and strictly implemented, and the integration of teaching and practice is actively promoted. After the theoretical course is taught, arrange the corresponding practical teaching so that students can? Strike while the iron is hot to avoid appearing? Teaching and learning? With what? Teaching and doing? Separation. In the development of experimental teaching, we should actively contact the hospital, purchase new equipment when conditions permit, actively carry out practical teaching of new detection items, increase the experimental operation of students' semi-automatic biochemical analyzer and automatic biochemical analyzer, and at the same time, we can carry out remote video teaching and simulate actual operation with the help of network technology. Relying on the advantages of three affiliated hospitals in our school, we actively arrange students to visit the hospitals regularly to learn advanced clinical laboratory instruments, cultivate students' interest in biochemical tests, and let students really do it? Well informed? And then what? How knowledgeable are you? . Invite hospital experts into the laboratory to discuss and formulate experimental projects and personally guide students' experiments. In the teaching process, experimental teachers should first correctly standardize teaching, emphasize the difficulties of standardized operation, and make a reasonable analysis of students' experimental results, actively guide students to form mutual aid teaching groups, supervise each other's learning, and cultivate students' experimental practice ability and teamwork ability.
2.4 reasonably carry out extracurricular expansion and strengthen the cultivation of comprehensive professional ability.
At present, the development of society puts forward higher requirements for medical practitioners, and learning is endless. After three years' study, students majoring in medical laboratory in higher vocational colleges need continuous learning ability and scientific research ability, whether they go to work or continue their studies. Therefore, it is necessary to attach importance to the cultivation of students' comprehensive quality outside teaching. After class, students will be guided to actively participate in special lectures, professors of related medical courses will be invited to carry out the latest application of molecular biology in biochemical testing technology, and hospital experts will be invited to discuss practical cases, share experience and technology, and talk about problems in career development and practical work. Actively organize practical skills competition for students majoring in medical laboratory technology, strengthen the cultivation of professional ability, select interested students to participate in comprehensive scientific research and experimental research, teach students to use retrieval technology to consult literature, guide students to conduct experimental operations and process experimental results step by step, and enhance the cultivation of independent analysis, problem solving and innovation ability while reasonably broadening students' professional knowledge, so as to comprehensively promote and improve students' professional quality, and truly achieve not only teaching students? Fish? And give it to students? Fishing? .
3. Build a comprehensive and effective evaluation system.
At present, the assessment of medical biochemistry examination courses in higher vocational colleges is mainly based on closed-book theory assessment, usual experimental report and attendance rate, and practical experiment assessment, and most of them are concentrated at the end of the semester, which is easy to cause students to cram for the Buddha's feet temporarily and cannot fully and truly reflect their learning effect and ability. At the same time, because the exam mainly focuses on what they have learned in textbooks, it is easy to be divorced from the actual professional needs, which leads to the students' low eye-catching skills in the employment process. Therefore, we should reform the assessment system, optimize the theoretical assessment content, reform the closed-book assessment method, increase the periodic assessment in peacetime and mid-term, increase the proportion of experimental assessment, introduce hospital experts to guide practical skills assessment, and build a comprehensive assessment to truly improve students' theoretical level and practical operation ability [3].
3. 1 Optimize the course question bank, so that the theoretical examination can be staged and networked.
According to the qualification examination and professional requirements, according to the requirements of curriculum standards and the actual teaching materials, the examination question bank of biochemical laboratory course is continuously optimized. The question bank covers a variety of standard questions such as noun explanation, fill-in-the-blank questions, multiple-choice questions (multiple-choice questions and X-type questions), short-answer questions and essay questions, and each question is marked with information such as difficulty coefficient, question type and chapter. Teachers can flexibly choose topics and generate papers, and the system can also generate papers randomly. Teachers can choose topics in the chapter or mid-term stage to carry out the usual evaluation test, and use the digital classroom to quickly evaluate and summarize the results, which not only avoids cheating in the test paper, but also reflects the real learning effect of students in time [4].
3.2 Simulation experiment evaluation
Biochemical examination is a subject with high practical ability. Practical operation ability not only reflects students' mastery and understanding of theoretical knowledge, but also objectively reflects students' practical operation ability, which is also the embodiment of students' professional quality. The experimental examination of this course is particularly important. It is necessary to actively reform the assessment methods and means, set up simulation experiment assessment scenarios, and invite medical experts, full-time theoretical teachers and experimental teachers to form a scoring team. The assessment content is also based on the routine inspection items in clinical examination. Students choose topics, operate and reply, and the scoring group gives comprehensive scores [5]. In this way, the experimental assessment can reflect the real level of students more objectively and fairly. With the development of modern medicine, biochemical testing technology is more and more advanced, which requires the continuous improvement and optimization of theoretical teaching and experimental teaching of biochemical testing course. The fundamental goal of higher vocational medical education is to serve the medical and health cause, and the development of medical and health specialty provides a positive direction for the cultivation of higher vocational medical talents, so we insist? Career orientation and ability orientation? Only in this way can we adapt to the changes in the new situation and train qualified medical laboratory personnel.
refer to
Pang, Xin Li. Reflections on the teaching reform of clinical biochemistry and biochemical laboratory [J]. Health Vocational Education, 20 10/0,28 (24): 49-51.
Shi Yurong, Mei, et al. Comprehensive application of various teaching methods to improve the teaching quality of clinical biochemistry [J]. China Higher Medical Education, 201(5): 96-97.
[3] Zhou Shijie, Xu Liangxian, Yin Changchang. Analysis of the test results of biochemical experiment operation of 242 medical laboratory students [J]. Journal of Jiujiang University (Natural Science Edition), 2012 (2):17-120.
[4] Zhang Qiong, Zhang Chaoxia and Zheng Tiesheng. Design idea of network teaching in clinical biochemistry laboratory [J]. International Journal of Laboratory Medicine, 2013,34 (17): 2341-2343.
[5] Ouyang Huijun. Research on the reform of teaching assessment and qualification examination of biochemical laboratory technology [J]. Chinese and foreign medical research, 20 13,1(20):136-137.
;