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Citation: Chunxia Tan, Yifu Zhang, Hongxia Dai, Xiaoning Shi, Lili Xu. Construction and Practice of “Module-Topics” Teaching Strategy for Medical Basic Chemistry Course[J]. University Chemistry, ;2023, 38(3): 197-203. doi: 10.3866/PKU.DXHX202202070 shu

Construction and Practice of “Module-Topics” Teaching Strategy for Medical Basic Chemistry Course

1.
College of Pharmacy, Gansu University of Chinese Medicine, Lanzhou 730000, China;
2.
The First Clinical Medical College, Gansu University of Chinese Medicine, Lanzhou 730000, China

Corresponding author: Chunxia Tan, tancx@sina.com
Received Date: 8 February 2022

Basic chemistry is the first basic course for medical students. Most students still believe that basic chemistry course is only an extension and expansion of the high school, and there is no real established relationship between basic chemistry and clinical medicine. Therefore, they are not interested in what they have learned for lacking the initiative. “Module-topics” teaching is proposed in this study to integrate the basic chemistry course of clinical medicine with the follow-up professional courses. The construction and practice of the “modules-topics” teaching mode for the basic chemistry course were reported based on four aspects: content, method, feedback, and evaluation. The contents were divided into seven teaching modules: solution, colloid, thermodynamics and kinetics, electrochemistry, material structure and force, coordination compounds, and ultraviolet spectroscopy. Each module proposes several “topics”. Different teaching modes were cooperated with different modules and topics. The students’ learning status was tracked through feedback, and the evaluation mode will, in turn, improve the content and teaching mode. The teaching of basic chemistry can be adapted to the development of modern medical science and serve medicine better by integrating medical courses and basic chemistry courses.
- Clinical medicine,
- Basic chemistry,
- Module,
- Topics,
- Teaching strategy
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