海南医科大学：临床技能实验教学中心《临床诊断学》课程教学大纲（2024英文版）.docx_大学文库

IntroductionThe syllabus for "Clinical Diagnostics" is a guiding document designed forteachers to implement course teaching activities.It aims to uphold the teachingphilosophy of being "student-centered, focused on treating and saving lives, andcontinuously improving the quality of education." It also serves as the main tool forimplementing theOBE(Outcome-Based Education)philosophy,which is akey concernfor professional accreditation.The core of the syllabus isto ensure that coursecoordinators and instructors clearlydefinethelearning objectives andcontent, learningmethods and processes, as well as the corresponding evaluation and assessmentrequirements according to the professional talent training goals (ie., the syllabus is themain basis for course assessment and evaluation).Student Responsibilities1. Course Learning as Primary Responsibility:Listening to lectures and reading arepart of "learning" Participating in various teaching activities and assignments is"practice," which truly develops one's abilities. Therefore, in addition to passivelearning during lectures, university students should actively engage in self-directedlearning and participate in proactive learning.2. Thoroughly Read the Syllabus: Students should carefully and repeatedly readthe course syllabus to understand the learning objectives and evaluation methods. Theycan also use the syllabus to supervise the instructor's teaching and various teachingactivities, ensuring they do not deviate from the syllabus, thereby achievinghigh-quality teaching evaluation and continuous improvement of teaching quality.3. Proactively Communicate with Instructors:Students should actively (throughclass representatives if necessary) communicate with course instructors about anyissues encountered in their course learning to receive guidance.4.Follow InstructorsRequirements: Students should learn according to theinstructor's requirements and combine this with their own characteristics forpersonalized and extended learningInstructor Responsibilities1. Commitment to Teaching and Character Building:Teachers should take it uponthemselves to cultivate moral integrity, leading by example and combining knowledgeand action2. Clarify Learning Objectives and Importance ofAutonomous Learning:Teachersshould emphasize the importance of self-directed learning and the achievement ofcourse learning objectives as the purpose, responsibility,and mission of their teachingbehavior.3. Student-Centered Course Design:Teachers should focus on student learning,development,and outcomes,designingthe course in reverse based on learningobjectives and conducting teaching activities according to the syllabus.4. Guide, Assist, Promote, and Evaluate Learning: Teachers should take on theresponsibilities of guiding, assisting, promoting, and evaluating learning. They shouldstimulate and guide students through in-class and extracurricular teaching activities

Introduction The syllabus for "Clinical Diagnostics" is a guiding document designed for teachers to implement course teaching activities. It aims to uphold the teaching philosophy of being "student-centered, focused on treating and saving lives, and continuously improving the quality of education." It also serves as the main tool for implementing the OBE (Outcome-Based Education) philosophy, which is a key concern for professional accreditation. The core of the syllabus is to ensure that course coordinators and instructors clearly define the learning objectives and content, learning methods and processes, as well as the corresponding evaluation and assessment requirements according to the professional talent training goals (i.e., the syllabus is the main basis for course assessment and evaluation). Student Responsibilities 1. Course Learning as Primary Responsibility:Listening to lectures and reading are part of "learning." Participating in various teaching activities and assignments is "practice," which truly develops one's abilities. Therefore, in addition to passive learning during lectures, university students should actively engage in self-directed learning and participate in proactive learning. 2. Thoroughly Read the Syllabus: Students should carefully and repeatedly read the course syllabus to understand the learning objectives and evaluation methods. They can also use the syllabus to supervise the instructor's teaching and various teaching activities, ensuring they do not deviate from the syllabus, thereby achieving highquality teaching evaluation and continuous improvement of teaching quality. 3. Proactively Communicate with Instructors:Students should actively (through class representatives if necessary) communicate with course instructors about any issues encountered in their course learning to receive guidance. 4. Follow Instructors' Requirements: Students should learn according to the instructor's requirements and combine this with their own characteristics for personalized and extended learning. Instructor Responsibilities 1. Commitment to Teaching and Character Building:Teachers should take it upon themselves to cultivate moral integrity, leading by example and combining knowledge and action. 2. Clarify Learning Objectives and Importance of Autonomous Learning:Teachers should emphasize the importance of self-directed learning and the achievement of course learning objectives as the purpose, responsibility, and mission of their teaching behavior. 3. Student-Centered Course Design:Teachers should focus on student learning, development, and outcomes, designing the course in reverse based on learning objectives and conducting teaching activities according to the syllabus. 4. Guide, Assist, Promote, and Evaluate Learning: Teachers should take on the responsibilities of guiding, assisting, promoting, and evaluating learning. They should stimulate and guide students through in-class and extracurricular teaching activities

Svllabusfor"ClinicalDiagnostics"Part I: General Information about the Course-.Basic CourseInformationAttribute:TheoreticalCourse(OnlineorOffline)+ExperimentalCourse(Offline)Nature:CompulsoryCourseType: Core Professional CourseAssessmentMethod:ExaminationCourseDuration:FourthandFifthSemestersPrerequisites:Completed general education and foundational courses, such asAnatomy,Microbiology,etc.Follow-up courses includeprofessional clinical medicinecourses like Internal Medicine.Student Analysis:This core course builds on closely related prior courses andprimarily involves diagnosing common clinical diseases and basic treatment skills. It issuitable for the five-year Clinical Medicine program, taught in the second semester ofthe second year,preceding courses like Internal Medicine, and aims to provide essentialclinical knowledge and basic clinical skills for future professional courses and clinicalinternships.Hence,revising and linking relevant knowledge from Anatomy,Microbiology, Pathophysiology, etc., during this course is crucial. Students, living inthe mobile internet era,quickly grasp newknowledge but also forget previously learnedmaterial rapidly. Therefore, continuous interaction with students to understand theirknowledge base and learning status is necessary to adjust the depth of learningaccordingly.Course Nature and Tasks: The "Clinical Diagnostics" course includes clinicalthinking(diagnostic)and internalmedicineskilloperations,beingoneofthemaincourses in the Clinical Medicine program, and is a compulsory and exam-based course.Itsmaintasks areto equip studentswithknowledgepointson commonsymptoms,physical examination,ECG interpretation, the four main punctures, and asepticoperation principles, laying the theoretical foundation for clinical internships and post-graduation work. The course also trains students job competence and leadershipthrough second classrooms,internship classes,and discussion classes,integratesmedical ethics, appropriate selection of examination techniques, and incorporatescourse ideology to cultivate students'comprehensive caseanalysis abilities and aseptictreatment capabilities. It also aims to develop students' ability to utilize information,foster critical thinking, dialectical thinking, and innovation skills through mutualcooperation, self-study, and classroom discussions, as well as participation in studentinnovationprojects.二.CoursePhilosophyandTeachingDesignCourse Philosophy: It is to effectively implement "student-centered, diagnosisand treatment-oriented, continuous improvement, and social harmony" principles

Syllabus for "Clinical Diagnostics" Part I: General Information about the Course 一. Basic Course Information Attribute:Theoretical Course (Online or Offline) + Experimental Course (Offline) Nature: Compulsory Course Type: Core Professional Course Assessment Method: Examination Course Duration: Fourth and Fifth Semesters Prerequisites:Completed general education and foundational courses, such as Anatomy, Microbiology, etc. Follow-up courses include professional clinical medicine courses like Internal Medicine. Student Analysis:This core course builds on closely related prior courses and primarily involves diagnosing common clinical diseases and basic treatment skills. It is suitable for the five-year Clinical Medicine program, taught in the second semester of the second year, preceding courses like Internal Medicine, and aims to provide essential clinical knowledge and basic clinical skills for future professional courses and clinical internships. Hence, revising and linking relevant knowledge from Anatomy, Microbiology, Pathophysiology, etc., during this course is crucial. Students, living in the mobile internet era, quickly grasp new knowledge but also forget previously learned material rapidly. Therefore, continuous interaction with students to understand their knowledge base and learning status is necessary to adjust the depth of learning accordingly. Course Nature and Tasks: The "Clinical Diagnostics" course includes clinical thinking (diagnostic) and internal medicine skill operations, being one of the main courses in the Clinical Medicine program, and is a compulsory and exam-based course. Its main tasks are to equip students with knowledge points on common symptoms, physical examination, ECG interpretation, the four main punctures, and aseptic operation principles, laying the theoretical foundation for clinical internships and postgraduation work. The course also trains students' job competence and leadership through second classrooms, internship classes, and discussion classes, integrates medical ethics, appropriate selection of examination techniques, and incorporates course ideology to cultivate students' comprehensive case analysis abilities and aseptic treatment capabilities. It also aims to develop students' ability to utilize information, foster critical thinking, dialectical thinking, and innovation skills through mutual cooperation, self-study, and classroom discussions, as well as participation in student innovation projects. 二. Course Philosophy and Teaching Design Course Philosophy: It is to effectively implement "student-centered, diagnosis and treatment-oriented, continuous improvement, and social harmony" principles

focusing on the course's knowledge, skills, and emotional goals to ensure a high degreeof goal attainment.The course aims to achieve "advancedness, innovation, andchallenge" as per the Ministry of Education's curriculum requirements; emphasizesmotivating students active learning enthusiasm, and enhances their learningeffectiveness.The course primarily operates offline, supplemented by online resourcesfor self-study.Advancedness: When learning disease diagnosis, students must integrate otherclinical techniques and differential diagnostic thinking skills, not just focusing ondiagnostic points, particularly reflected in complex topics.Innovation: Utilizing blended teaching (online and offline) to train students'problem-finding and problem-solving skills; instructors questions should extendbeyond textbook knowledge, incorporating their research and scientific discoveries toinspire innovation consciousness and achieve course ideology goals.Challenge: Course design includes research, innovative, and comprehensivecontent, increasing student investment and providing scientific "burden" to offer achallenging learning experience. Strict assessment and evaluation enhance the sense ofaccomplishment from hard-earned skills and improved qualities.() Teaching Activities1. Classroom Teaching:Teachers deliver knowledge mainly through case-oriented lectures, combined withheuristic and guiding methods to stimulate students'interest and ensure the achievementof knowledge, skill, and emotional goals.2. Online Self-study on Smart Tree:Based on the provincial online premium course "Clinical Skills," to furtherconsolidate and enrich clinical thinking ability and aseptic operation principles andnorms.3.Discussion-based LearningPBL(Problem-Based Learning):A teaching method led by a complete clinical case,with a series of questions to guide students gradually in-depth. Students read textbooks,search literature, and participate in group discussions to explain issues, guided andevaluated byteachersduringthediscussionTBL (Team-Based Learning): A teaching method characterized by team learningInstructorsgroupstudents(5-7pergroup)basedondifferentconditionsaweekbeforethe class, providing materials and a pre-study outline related to the course content. Eachclass consists ofindividual tests, group tests, and group discussions.4.Research-based Learning:Teaching methods guided by scientific research issues encourage self-learning andactiveparticipation,withtimelyevaluation andfeedback.5. Simulation-based Teaching:Teaching diagnostic interviews, physical exams, and aseptic operations usingsimulationsand standardizedpatients(SPs)toreducepatient-studentconflicts,enhancelearning scenarios, and improvelearning efficiency

focusing on the course's knowledge, skills, and emotional goals to ensure a high degree of goal attainment. The course aims to achieve "advancedness, innovation, and challenge" as per the Ministry of Education's curriculum requirements; emphasizes motivating students' active learning enthusiasm, and enhances their learning effectiveness. The course primarily operates offline, supplemented by online resources for self-study. Advancedness: When learning disease diagnosis, students must integrate other clinical techniques and differential diagnostic thinking skills, not just focusing on diagnostic points, particularly reflected in complex topics. Innovation: Utilizing blended teaching (online and offline) to train students' problem-finding and problem-solving skills; instructors' questions should extend beyond textbook knowledge, incorporating their research and scientific discoveries to inspire innovation consciousness and achieve course ideology goals. Challenge: Course design includes research, innovative, and comprehensive content, increasing student investment and providing scientific "burden" to offer a challenging learning experience. Strict assessment and evaluation enhance the sense of accomplishment from hard-earned skills and improved qualities. (一) Teaching Activities 1. Classroom Teaching: Teachers deliver knowledge mainly through case-oriented lectures, combined with heuristic and guiding methods to stimulate students' interest and ensure the achievement of knowledge, skill, and emotional goals. 2. Online Self-study on Smart Tree: Based on the provincial online premium course "Clinical Skills," to further consolidate and enrich clinical thinking ability and aseptic operation principles and norms. 3. Discussion-based Learning: PBL (Problem-Based Learning):A teaching method led by a complete clinical case, with a series of questions to guide students gradually in-depth. Students read textbooks, search literature, and participate in group discussions to explain issues, guided and evaluated by teachers during the discussion. TBL (Team-Based Learning): A teaching method characterized by team learning. Instructors group students (5-7 per group) based on different conditions a week before the class, providing materials and a pre-study outline related to the course content. Each class consists of individual tests, group tests, and group discussions. 4. Research-based Learning: Teaching methods guided by scientific research issues encourage self-learning and active participation, with timely evaluation and feedback. 5. Simulation-based Teaching: Teaching diagnostic interviews, physical exams, and aseptic operations using simulations and standardized patients (SPs) to reduce patient-student conflicts, enhance learning scenarios, and improve learning efficiency

(二) Teaching Process1. Theoretical Lectures:Including introductions, objectives, explanations, and interactions during thelecture, followed by quizzes and summaries.The course begins with reviewing andinterpreting key self-study knowledge points and issues from students' assignments,presenting learning objectives, systematically explaining key knowledge, reinforcingwith cases, and interactive problem-solving to enhance learning efficiency andcomprehensiveabilities.Lecturesemphasizecoreknowledgetransmission,interaction,and correct knowledge application (ideological and political education). Cases shouldbeused asmuch as possible for heuristic teaching,integrating anatomy,pathophysiology, microbiology, and other foundational knowledge, and reinforcingunderstanding of key and difficult points, aiming for a basic understanding of clinicalthinking.Knowledge explanation focuses on fundamentals but should encourageextended thinking.Discussion-based Teaching Method: Combined with theoretical lectures,integrated with clinical cases, adopting teacher-student interaction and student groupdiscussions to enhance students' active learning and creativity, independent problemanalysis and solving skills, critical thinking, information management, communication,and diagnosticthinkingabilities.Groups of aboutfive students (best with differentactivitylevels)randomly select onerepresentative to speak(30-40 minutes),withteachersprovidingfeedback and grading,and students participatingin mutualevaluation.2.LaboratoryClassesUsingsimulations andstandardized patients forphysical examinations andthefour main puncture experimental teaching. Teaching is organized in four stages: teacherreview or explanation of key knowledge and safety knowledge, demonstration of basicskills, student practice with teacher Q&A, and testing (included in usual grades) withsummarization and animal experiment ethics education.3.After-class Activities:Assign experimental report reflection questions to encourage students tosummarize all aspects of experiments,fostering clinical and logical thinking abilities.Organize an annual knowledge competition for voluntary student participation.4.Self-directedLearning:Utilizing SPOC (Small Private Online Course)-provincial premium onlinecourses, supported by the Smart Tree online course platform, effectively linking onlineand offline courses, with advanced research questions (e.g., student innovation projects)to stimulate learning enthusiasm. Teachers provide clear guided learning tasks forstudents to complete, cultivating self-study ability and independent thinking andsynthesis skills.(三).TeachingEnvironmentandResources

(二) Teaching Process 1. Theoretical Lectures: Including introductions, objectives, explanations, and interactions during the lecture, followed by quizzes and summaries. The course begins with reviewing and interpreting key self-study knowledge points and issues from students' assignments, presenting learning objectives, systematically explaining key knowledge, reinforcing with cases, and interactive problem-solving to enhance learning efficiency and comprehensive abilities. Lectures emphasize core knowledge transmission, interaction, and correct knowledge application (ideological and political education). Cases should be used as much as possible for heuristic teaching, integrating anatomy, pathophysiology, microbiology, and other foundational knowledge, and reinforcing understanding of key and difficult points, aiming for a basic understanding of clinical thinking. Knowledge explanation focuses on fundamentals but should encourage extended thinking. Discussion-based Teaching Method: Combined with theoretical lectures, integrated with clinical cases, adopting teacher-student interaction and student group discussions to enhance students' active learning and creativity, independent problem analysis and solving skills, critical thinking, information management, communication, and diagnostic thinking abilities. Groups of about five students (best with different activity levels) randomly select one representative to speak (30-40 minutes), with teachers providing feedback and grading, and students participating in mutual evaluation. 2. Laboratory Classes: Using simulations and standardized patients for physical examinations and the four main puncture experimental teaching. Teaching is organized in four stages: teacher review or explanation of key knowledge and safety knowledge, demonstration of basic skills, student practice with teacher Q&A, and testing (included in usual grades) with summarization and animal experiment ethics education. 3.After-class Activities: Assign experimental report reflection questions to encourage students to summarize all aspects of experiments, fostering clinical and logical thinking abilities. Organize an annual knowledge competition for voluntary student participation. 4. Self-directed Learning: Utilizing SPOC (Small Private Online Course) - provincial premium online courses, supported by the Smart Tree online course platform, effectively linking online and offline courses, with advanced research questions (e.g., student innovation projects) to stimulate learning enthusiasm. Teachers provide clear guided learning tasks for students to complete, cultivating self-study ability and independent thinking and synthesis skills. （三）. Teaching Environment and Resources