Research On The Work Thinking-based Basic Medical Curriculum Organization Mode Of Medical And Health Major In Higher Vocational Education

Basic medical curriculum is an important basic curriculum for medical education which is both basic and professional. It is not only the foundation for students’ professional learning, but a bridge linking to the following curriculum as well. With different categories and various subjects, basic medical curriculum features large amounts of information, confusable contents and great difficulties in learning and memorizing.The basic medical curriculum of medical and health major in higher vocational education mainly consists of human anatomy, physiology, pathology and pharmacology. After learning it, students can fully grasp the normal morphology and function of human body, understand the mechanism of human disease and drug action and master the necessary basic medical knowledge and skills, which directly influences students’learning of professional curriculum, their development of professional competencies and future careers. Therefore, in order to reach the aim of producing medical and health talents in higher vocational education, it is essential to determine the logical organization on which the curriculum is based as well as the paths and methods by which the courses will be delivered to the students, for it exerts influence on students’ enthusiasm and interest in learning, and the solid and firm master of professional foundation will ultimately have effect on the development of students’ professional qualities and competencies.The traditional mode of subject-centered basic medical curriculum provides students with merely exterior, static and independent academic knowledge, which is difficult for students to digest or apply to their future work. With the development of medical science, the continuous expansion of academic knowledge and the emergence of derivative curriculum result in exposing more and more deficiencies of subject-centered mode, such as the intersection and repetition in content, the poor cohesion of knowledge and the disjointed vertical and horizontal linkages, which lacks practical effectiveness in developing students’ ability of independent thinking, analysis and comprehensive application. All these put forward the practical requirements for the reform of basic medical curriculum.In terms of status quo mentioned above, this paper concentrates on studying the integration and reorganization of the basic medical curriculum of medical majors in higher vocational colleges from the perspective of the organization of vocational education curriculum, by combing the current situation of the organization of basic medical curriculum at home and abroad. It looks for the logical starting point of integration and reorganization, induces the mode of curriculum organization and analyzes the work-based thinking process. In addition, this paper also probes the basic medical curriculum organization mode based on the thinking process of clinical work and evaluates the effect from students, teachers and reformers, combined with the example from the institute the researcher is working at, which provides theoretical and practical support for the reform of basic medical curriculum organization mode in higher vocational education.This study shows the reform of curriculum organization mode based on practical and professional competencies is one of the most important and urgent tasks of vocational education curriculum reform. The essence of vocational education determines that the curriculum organization mode of higher vocational education is not a copy or miniature of undergraduate education, neither is it just the tinkering or local adjustment for the subject-centered mode of traditional curriculum organization. Especially for some theoretical basic curriculum, the thinking process based on the static job skills provides the curriculum organization with technical directions. The curriculum organization according to the logic of work thinking not only conforms to the occupational requirements of vocational education curriculum organization but also solves the problem of how to organize the theoretical curriculum of vocational education.With the thought of health-disease-recovery, the work thinking-based basic medical curriculum organization starts from learning normal human morphology. Following the logical order of "understanding normal human-identifying abnormal body-checking against drug to back to normal", it takes account of both working process and law of cognitive development, and organizes the contents of the curriculum according to the order of working activities. By breaking the boundaries of disciplines, the mode makes up for the deficiency of traditional basic medical curriculum and has it improved to a large extent. On one hand, it reflects the role work plays in the curriculum. On the other hand, it pays attention to students’ experience. Additionally, it lays emphasis on students’ capabilities of comprehensive induction and independent thinking. In short, it is totally accord with the training targets of medical technician’s comprehensive qualities.