In order to further promote the reform of clinical medicine teaching and enhance the teaching ability of clinical teachers, the Medical College launched the training activity of PBL tutor workshop for clinical teachers in Beigu Campus on the afternoon of May 8. Before the start of the activity, Professor Gong Aihua, Vice President of Medical College, gave a brief arousing speech. He said that the medical college would designate 2019 as "the year of improving the ability of clinical teachers". Through a series of training and reforms, such as PBL tutor workshop, clinical skills training, clinical probation teaching reform, integration of basic and clinical courses, the teaching concept of clinical teachers will be changed, teaching mode will be improved, deepen the reform of integrated curriculum, so as to further improve the quality of medical personnel training. At the same time, he invited teachers who are enthusiastic about clinical teaching to join the Teacher Education Development Center of Medical College to contribute their efforts to the training of medical students.
The Teacher Education Development Center of Medical College has carefully planned and prepared this training activity, which attracted more than 40 teachers from the clinical front line. Gong Aihua and Ma Jie, four teachers with PBL practical experience and training experience, were selected as tutors to carry out PBL tutor growth training activities. The training activities were divided into four groups. The training cases compiled by the Teacher Education Development Center of Medical College were used to guide the trainees to list the key words of the cases, put forward the main problems and discuss the solutions to the problems. The three-stage team discussion learning mode is based on the cases and diversifies their thinking, thus achieving the goal of getting the fish as well as the method of fishing.
During the activity, the participants actively discussed, actively studied, actively interacted, and actively expressed their personal views. Through learning and understanding the PBL concept, organizational form and evaluation in PBL workshops, we not only experienced the PBL learning process from the perspective of students, but also experienced the subtleties of the learning model. The vast number of clinical teachers unanimously gave high praise to this training. They hoped that in the future, medical school will organize more and more similar activities to enhance clinical teachers to improve the teaching level of clinical teachers and their enthusiasm to participate in the reform of clinical teaching.
