课程思政融入《血液病学》教学的探索与实践——以“慢性髓系白血病”为例

Exploration and Practice on the Integration of Curriculum Ideology and Politics into Hematology Teaching—Taking “Chronic Myeloid Leukemia” as an Example

摘要: 课程思政是新时代医学教育落实“立德树人”根本任务的重要途径。血液病学内容抽象、机制复杂，在住院医师规范化培训(简称“住培”)教学中，传统模式易偏重知识灌输，思政教育融入不足。本文以慢性髓系白血病(CML)为例，构建并实施了一套课程思政教学方案：以临床典型病例为主线，贯穿定义、发病机制、临床表现、诊断、治疗及预防等全部教学环节，综合运用病例情境、动画演示、科学史叙事及启发式提问等多元化手段，将科学精神、家国情怀、医者担当、人文关怀及社会责任等思政元素有机嵌入专业知识传授之中。采用混合式评估方案(含标准化测验、职业素养量表及焦点小组访谈)对教学效果进行验证。初步结果表明，住培医师在CML专题测验中后测成绩较前测显著提升(83.0 ± 7.9 vs 75.0 ± 9.6, P < 0.001)，职业素养各维度(科学精神、家国情怀、人文关怀、社会责任)得分亦显著提高(P < 0.01)，且定性访谈证实思政内容“润物无声”且有助于知识深化。该模式在知识深化、临床决策能力提升与职业价值观塑造三个维度均取得良好成效，为血液病学住培课程思政建设提供了可借鉴的实践路径与理论参考。

Abstract: Curriculum ideology and politics is an important approach for medical education to implement the fundamental task of “fostering virtue and cultivating people” in the new era. Hematology features abstract content and complex pathogenesis. In the teaching of standardized residency training, the traditional teaching model tends to focus on knowledge indoctrination with insufficient integration of ideological and political education. Taking chronic myeloid leukemia (CML) as the research object, this study constructed and implemented a curriculum ideological and political teaching scheme. Guided by typical clinical cases, the scheme covers all teaching links including definition, pathogenesis, clinical manifestations, diagnosis, treatment and prevention. Diversified teaching methods including case situational teaching, animation demonstration, science history narration and heuristic questioning were comprehensively adopted to organically integrate ideological and political elements such as scientific spirit, patriotism, medical responsibility, humanistic care and social responsibility into the teaching of professional knowledge. A mixed evaluation scheme consisting of standardized tests, professional literacy scales and focus group interviews was applied to verify the teaching effect. The preliminary results showed that the post-test scores of resident physicians in the CML special test were significantly higher than the pre-test scores (83.0 ± 7.9 vs 75.0 ± 9.6, P < 0.001). The scores of all dimensions of professional literacy (scientific spirit, patriotism, humanistic care and social responsibility) were also significantly improved (P < 0.01). Qualitative interviews confirmed that the ideological and political content was integrated subtly and conducive to knowledge deepening. This teaching model has achieved favorable results in three dimensions: knowledge deepening, improvement of clinical decision-making ability and shaping of professional values, which provides a referential practical path and theoretical basis for the construction of curriculum ideology and politics in hematology standardized residency training.