新医科视域下有机化学案例库构建方法的初步探索——以羧酸为例

A Preliminary Exploration of the Construction Method of an Organic Chemistry Case Library from the Perspective of New Medical Science—Taking Carboxylic Acid as an Example

摘要: 新医科建设要求医学教育打破学科壁垒，推动医理深度融合。然而当前医学院校有机化学课堂导入案例多采用通用化叙事，难以匹配不同专业的差异化需求，导致化学理论与医学应用之间出现认知断层。本文以“羧酸及其衍生物”教学为切入点，遵循专业性、差异性与趣味性原则，系统梳理临床医学、药学、口腔医学、护理学、医学检验技术五个专业的培养导向，从临床病理、药物构效、口腔微生态及护理应用等真实场景中提取素材，构建了一套面向多专业的差异化导入案例库设计方法。研究形成了五大典型案例：临床医学的“乳酸酸中毒生化机制”、药学的“非甾体抗炎药羧基修饰与前药设计”、口腔医学的“牙菌斑产酸与牙釉质脱矿”、护理学的“羧酸类消毒剂安全应用”及检验医学的“酮症酸中毒血酮体检测原理”。该设计方法以“专业差异化”为核心策略，为不同专业学生精准匹配最贴近职业语境的导入素材，可有效激活学习动机、促进知识迁移，为新医科背景下“医理融合”教学改革提供了一个基于特定章节的示范性案例资源建设范式，其跨章节、跨课程的普适性有待进一步验证与拓展。

Abstract: The construction of New Medical Science calls for the breaking down of disciplinary barriers and the deep integration of medicine and science. However, introductory cases in organic chemistry classrooms of medical colleges currently tend to follow a generic narrative, failing to address the differentiated needs of various majors and creating a cognitive gap between chemical theory and medical application. Taking the teaching of “carboxylic acids and their derivatives” as an entry point, this paper systematically examines the training orientations of five majors—Clinical Medicine, Pharmacy, Stomatology, Nursing, and Medical Laboratory Technology—and extracts materials from authentic scenarios including clinical pathology, drug structure-activity relationships, oral microecology, and nursing practice. Guided by the principles of professionalism, differentiation, and engagement, a construction method for a differentiated introductory case library oriented to multiple majors is developed. The study yields five representative cases: “Biochemical mechanisms of lactic acidosis” for Clinical Medicine, “Carboxyl group modification and prodrug design of NSAIDs” for Pharmacy, “Acid production in dental plaque and enamel demineralization” for Stomatology, “Safe application of carboxylic acid disinfectants” for Nursing, and “Blood ketone body detection in ketoacidosis” for Medical Laboratory Technology. Centered on the core strategy of “major differentiation”, this construction method precisely matches introductory materials with the professional contexts most relevant to each group of students. It is expected to effectively activate learning motivation and facilitate knowledge transfer, thereby offering a demonstrative resource development paradigm based on a specific chapter for the “integration of medicine and science” teaching reform under the background of New Medical Science. Its generalizability across chapters and courses requires further validation.