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当前位置：国际临床研究杂志 > 2026年 10卷 (7)期

Open Access Article

International Journal of Clinical Research. 2026; 10: (7) ; 1-5 ; DOI: 10.12208/j.ijcr.20260320.

Innovation and Practice of a Three‑Stage Progressive Clinical Teaching Model
基于三阶递进的临床教学模式创新探索与实践

作者： 袁湘蕾¹, 曾宪晖², 牟一¹, 王贯¹ *

1 四川大学华西临床医学院、华西医院，消化内镜医工研究室，消化内科，党委学生工作部四川成都;

2 四川大学华西公共卫生学院、华西第四医院消化内科四川成都;

*通讯作者：王贯,单位：四川大学华西临床医学院、华西医院，消化内镜医工研究室，消化内科，党委学生工作部四川成都；

四川大学高等教育教学改革工程（第十一期）研究项目（项目编号：SCU11201）四川大学华西临床医学院2025医学人文学术创新研究项目（项目编号：HXYXRW2025B006）四川大学华西临床医学院研究生教育教学改革研究项目（项目编号：HXYJS202433）

发布时间: 2026-07-15 总浏览量: 21

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摘要

近年来，随着医学教育从知识传授向胜任力培养的提升转型，传统师徒制在临床带教中存在资源分配不均、评价标准主观、反馈滞后等问题，难以满足学生的技能和能力学习需求。本文基于新医科人才需求，从“需求牵引-教学支撑-实践贯通”的三阶递进教学模式出发，以消化内科的胆胰超声内镜教学为切入点，探索临床技能学习的标准化、规模化育人路径。本文围绕消化内科代表性胆胰超声内镜临床教学中的关键挑战，探讨临床教学模式的创新与实践，尤其注重使用模拟训练设备、建立规范化培训流程与模块化课程、应用人工智能辅助技术以及特定场景下的教学实践，并分析这些方法如何缩短临床学员的培训周期并显著增强效果的一致性。本文提出的创新教学模式，不仅有望解决临床教学中资源需求与质量不均的问题，更探索出一条可复制、可推广的复杂临床教学育人的新路径。通过将人工智能技术转化为教育赋能工具，将模拟训练转化为能力建构平台，实现了从工匠式传帮带向科学化、体系化育人的范式转型，为医学拔尖创新人才培养提供了重要基础。

关键词： 三阶递进；临床教学；教学模式；人工智能

Abstract

In recent years, as medical education has shifted from knowledge-based instruction toward competency development, the traditional apprenticeship model in clinical teaching has shown clear limitations. These include uneven resource allocation, subjective evaluation criteria, and delayed feedback-issues that make it difficult to meet students’ actual needs for skill and ability acquisition. To address these challenges, this study introduces a three-stage progressive teaching model based on the logic of “demand-driven, teaching-supported, and practice-integrated”. Taking biliary and pancreatic endoscopic ultrasound (EUS) training in gastroenterology as a case study, we explore a standardized and scalable pathway for learning clinical skills. Our approach focuses on key challenges in EUS instruction and innovates clinical teaching practices in several ways: by using simulation equipment, establishing standardized training procedures and modular curricula, applying AI-assisted technologies, and implementing teaching strategies tailored to specific clinical scenarios. We then analyze how these methods shorten training cycles and improve the consistency of training outcomes. The proposed teaching model not only alleviates the problems of uneven resource distribution and variable teaching quality but also provides a replicable and scalable pathway for complex clinical education. By turning AI into a tool for educational empowerment and simulation into a platform for competency building, we have achieved a paradigm shift-from craft-style mentoring toward a scientific, systematic approach to clinical training. This transformation lays an important foundation for cultivating outstanding medical innovation talents.

Key words： Three‑stage progressive; Clinical teaching; Teaching model; Artificial intelligence

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引用本文

袁湘蕾, 曾宪晖, 牟一, 王贯, 基于三阶递进的临床教学模式创新探索与实践[J]. 国际临床研究杂志, 2026; 10: (7) : 1-5.

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