基于“院科协同、四阶递进”模式的医学检验技术专业OBE实践教学体系构建研究

Construction of an OBE-Driven, Practice Teaching System for Medical Laboratory Science Based on a Model of “College-Department Collaboration, Four-Stage Progression”

摘要: 随着“新医科”与“健康中国”战略的推进，医学检验技术专业人才培养面临新挑战。本文以成果导向教育(OBE)理念为引领，以学习进阶理论为设计路径，针对新时代人才培养要求与地方院校实践教学现状之间的矛盾，系统构建了以能力递进为核心的改革模式。依托“院科协同”框架，构建管理、师资、资源的“三融合”协同保障机制。遵循从“初学”到“入职”的认知与能力发展规律，反向设计了“岗位认知→单项技能→综合应用→岗位胜任”的“四阶递进”培养路径，完善了基于学习成果的多维度评价体系。该体系将显著提升学生的岗位胜任力与创新能力，为地方医学院校实践教学改革提供了可操作的参考模型。

Abstract: With the advancement of the “New Medical Sciences” and “Healthy China” strategies, the training of medical laboratory science professionals faces new challenges. This paper, guided by the Outcome-Based Education (OBE) philosophy and using learning progression theory as the design path, addresses the contradiction between the requirements of talent cultivation in the new era and the current state of practice teaching in local colleges and universities. It systematically constructs a reform model centered on competency progression. Based on the “college-department collaboration” framework, it establishes a collaborative guarantee mechanism integrating management, faculty, and resources. Following the cognitive and skill development patterns from “beginner” to “entry-level professional,” it reverse-designs a four-stage progressive training path: “job awareness → single skills → comprehensive application → job competence,” and refines a multi-dimensional evaluation system based on learning outcomes. This system will significantly enhance students’ job competence and innovative abilities, providing a practical reference model for practice teaching reform in local medical colleges and universities.