加拿大麦克马斯特大学小组合作学习模式的探索及实践

鲁子越; 王文涛; 吕发金

doi:10.3760/cma.j.cn116021-20250711-02262

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加拿大麦克马斯特大学小组合作学习模式的探索及实践

教学改革 | 更新时间：2026-05-02

- 加拿大麦克马斯特大学小组合作学习模式的探索及实践
- Exploration and practice of the group collaborative learning model at McMaster University, Canada
- 中华医学教育探索杂志 2026年25卷第4期页码：452-459
- 作者机构：
  
  1.重庆医科大学国际医学院，重庆 400016
  2.重庆医科大学附属第一医院放射科，重庆 400016
- 作者简介：
  
  吕发金，Email：fajinlv@163.com
- 基金信息：
- DOI：10.3760/cma.j.cn116021-20250711-02262
  中图分类号： R-05
- 收稿：2025-07-11，
  
  纸质出版：2026-04-20
- 稿件说明：
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鲁子越, 王文涛, 吕发金. 加拿大麦克马斯特大学小组合作学习模式的探索及实践[J]. 中华医学教育探索杂志, 2026, 25(4): 452-459.

Lu Ziyue, Wang Wentao, Lü Fajin. Exploration and practice of the group collaborative learning model at McMaster University, Canada[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 452-459.
鲁子越, 王文涛, 吕发金. 加拿大麦克马斯特大学小组合作学习模式的探索及实践[J]. 中华医学教育探索杂志, 2026, 25(4): 452-459. DOI： 10.3760/cma.j.cn116021-20250711-02262.

Lu Ziyue, Wang Wentao, Lü Fajin. Exploration and practice of the group collaborative learning model at McMaster University, Canada[J]. Chinese Journal of Medical Education Research, 2026, 25(4): 452-459. DOI： 10.3760/cma.j.cn116021-20250711-02262.

摘要

本研究系统阐述了加拿大麦克马斯特大学医学教育中的小组合作学习模式，分析其以学生为中心、问题为导向、团队协作为核心的教育理念与实践机制。在此基础上，以重庆医科大学的本土化探索为例，深入探讨了该模式在中国医学教育语境中的实施路径与创新实践。研究显示，通过融合PBL/CBL双轨教学、临床情境模拟、角色扮演训练、自主学习支持及多学科整合课程等多元形式，小组合作教学模式在提升学生临床思维、团队协作与自主学习能力方面取得显著成效，并获得学生积极反馈。尽管在师资转型、课程系统整合与文化适应性等方面仍面临挑战，小组合作学习模式在推动医学教育内涵式发展、培养具备临床胜任力的复合型医学人才方面展现出重要价值与持续发展的潜力。

Abstract

This study systematically elaborated on the group collaborative learning model in medical education at McMaster University in Canada

and analyzed its student-centered

problem-oriented

and teamwork-grounded educational philosophy and practical mechanisms. Building on this foundation

the localized exploration at Chongqing Medical University was used as a case to investigate the implementation pathways and innovative practices of this model in the context of Chinese medical education. The research demonstrated that by integrating diverse approaches such as problem-based learning/case-based learning dual-track teaching

clinical scenario simulations

role-playing training

autonomous learning support

and multidisciplinary integrated curricula

the group collaborative learning model proved effective in enhancing student clinical thinking

teamwork

and self-directed learning abilities

and received positive feedback from students. Despite ongoing challenges in faculty transformation

curriculum system integration

and cultural adaptability

the group collaborative learning model exhibited substantial value and sustainable potential in advancing the connotative development of medical education and cultivating clinically competent

interdisciplinary medical professionals.

关键词

Keywords

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