生物学杂志

生物学杂志 ›› 2026, Vol. 43 ›› Issue (2): 126-.doi: 10.3969/j.issn.2095-1736.2026.02.126

• 教学研究 • 上一篇    

OBE框架下胃肠道肿瘤分子诊疗技术的教学研究

李　娜， 陈婷婷， 黄　琦， 张明军   

  1. 安徽医科大学第二附属医院肿瘤科， 合肥 230601
  • 出版日期:2026-04-18 发布日期:2026-04-23
  • 通讯作者: 张明军，硕士，主任医师，教授，研究方向为消化道肿瘤的综合治疗，E-mail：754386488@qq.com
  • 作者简介:李娜，博士研究生，副主任医师，研究方向为消化道肿瘤的综合治疗，E-mail：27801308@qq.com
  • 基金资助:
    安徽省教育厅省级质量工程项目（2023jyxm1144）

Teaching research on molecular diagnosis and treatment technology of gastrointestinal tumors under the outcome-based education framework

LI Na, CHEN Tingting, HUANG Qi, ZHANG Mingjun   

  1. Department of Oncology, The Second Affiliated Hospital of Anhui Medical University, Hefei 230601, China
  • Online:2026-04-18 Published:2026-04-23

摘要： 胃肠道肿瘤分子诊疗技术是精准医疗核心手段，但其临床教学存在目标模糊、重理论轻实操、评价单一等问题，难以适配“新医科”人才培养要求。本研究以成果导向教育（OBE）为核心，锚定临床岗位胜任力，从四维度改革：定位知识—能力—素质三维预期成果；逆向构建“基础理论—临床技术—案例分析—科研创新”四层教学内容；融合案例教学、虚拟仿真、MDT联合教学等6种模式；搭建“过程性评价（60%）+结果性评价（30%）+能力认证（10%）”的闭环考核体系。以2020级100名医学本科生为对象，随机分为研究组（OBE教学法）与对照组（传统教学法）。教学实践显示，研究组理论考核成绩（89.64±12.54）分、操作考核成绩（91.24±12.85）分，均显著高于对照组的（84.26±12.12）分、（63.58±8.88）分，差异有统计学意义（P<0.05）；研究组教学满意度总分（90.34±12.15）分，显著高于对照组（68.74±8.55）分（P＜0.01）。超95%的研究组学生认可该模式对自主学习、临床思维及科研创新能力的提升作用。该模式实现“知识—能力—素质”协同培养，为“新医科”背景下胃肠道肿瘤分子诊疗相关人才培养提供新范式，也为肿瘤学临床教学改革提供参考。

关键词: 成果导向教育, 胃肠道肿瘤, 分子诊疗技术, 教学改革, 多元化教学模式

Abstract: Molecular diagnosis and treatment technology for gastrointestinal tumors is a core tool in precision medicine; however, its clinical teaching faces issues such as vague objectives, overemphasis on theory over practical skills, and a single evaluation method, failing to meet the talent development requirements of the “New Medical Science” initiative. Centered on the concept of outcome-based education （OBE） and aligned with core clinical competency requirements, this study implemented teaching reforms from four dimensions: defining three-dimensional expected outcomes （knowledge, skills, and professional qualities）, reverse-engineering a four-tier progressive teaching content system （“basic theory-clinical technology-case analysis-scientific innovation”）, integrating six teaching models （including case-based teaching, virtual simulation, and multidisciplinary team （MDT） collaborative teaching）, and establishing a closed-loop assessment system （“process evaluation （60%） + outcome evaluation （30%） + competence certification （10%）”）. A total of 100 undergraduate medical students from the 2020 cohort were randomly divided into the study group （OBE teaching method） and the control group （traditional teaching method）. The results showed that the theoretical score （89.64±12.54） and practical score （91.24±12.85） of the study group were significantly higher than those of the control group （84.26±12.12 and 63.58±8.88, respectively） （P<0.05）. The total satisfaction score of the study group （90.34±12.15） was significantly higher than that of the control group （68.74±8.55） （P<0.01）. Over 95% of students in the study group acknowledged the model’s effectiveness in improving autonomous learning, clinical thinking, and awareness of scientific innovation. This model facilitated the coordinated development of knowledge, skills, and professional qualities; provided a new paradigm for cultivating talents in gastrointestinal tumor molecular diagnosis and treatment in the context of “New Medical Science”; and offers a reference for clinical teaching reform in oncology.

Key words: outcome-based education; gastrointestinal tumors, molecular diagnosis and treatment technologies, teaching reform, diversified teaching modes

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