产教融合视角下基层慢病管理系统架构的项目化教学设计

摘 要：从产教融合视角，把基层慢病管理辅助系统的系统架构作为教学要达成的实现目标，设计面向医学信息与人工智能专业的项目化教学路径。以该辅助系统的模块划分、质控规则、任务处理、药品与药库、大模型辅助输出、角色权限与操作日志等系统材料为任务素材，按“任务—输入—活动—成果物—复核边界—退出条件”六要素，把开发测试任务改写为学生可完成、可复核的学习任务，并设计任务进入、分组实践、人工复核、版本修订与证据归档环节。形成以学生为学习主体，教师负责课程目标与过程评价、临床人员负责医学语义与使用边界、技术指导人员负责功能事实与测试约束的路径；配套字段字典与数据字典、质控规则说明、模块测试记录、药品目录与导入预警记录、大模型输出复核记录、权限与日志核查记录和版本记录等成果物，并给出一个字段理解任务的完整示例。该设计把系统架构中的模块、规则与流程转化为具有明确输入、成果物和复核安排的训练任务，使跨系统取数、状态变化和失败处理等实际约束进入学习过程，学生可在受控输入下完成从架构理解到测试、文档与复核应答的完整训练。

关键词：产教融合；基层慢性病管理；项目化教学；医学信息与人工智能；人工复核

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Design of Project-Based Teaching on the System Architecture of a Primary Care Chronic Disease Management System from an Industry-Education Integration Perspective

Abstract: Objective To design, from an industry-education integration perspective, a project-based teaching pathway for medical informatics and artificial intelligence that takes the system architecture of a primary care chronic disease management support system as the implementation goal. Methods The support system's module structure, quality-control rules, task processing, medication and pharmacy module, large language model assistance, role permissions and operation logs were used as task materials. Following six elements—task, input, activity, deliverable, review boundary and exit condition—development and testing tasks were rewritten into learning tasks that students can complete and have reviewed, and the pathway was organised into task entry, group practice, human review, revision and evidence archiving. Results The design places students at the centre of learning, with teachers defining objectives and process assessment, clinical personnel reviewing medical semantics and use boundaries, and technical advisers checking functional facts and test constraints. It provides deliverables including field and data dictionaries, quality-control rule specifications, module test records, medication catalogue and stock-alert records, model-output review records, permission and log review records, and version records, together with a complete worked example of a field-interpretation task. Conclusion The design converts modules, rules and workflows of the system architecture into training tasks with explicit inputs, deliverables and review arrangements, bringing cross-system data retrieval, state changes and failure handling into the learning process; students can complete the full cycle from architecture comprehension to testing, documentation and responding to review.

Keywords: Industry-Education Integration; Primary Care Chronic Disease Management; Project-Based Teaching; Medical Informatics and Artificial Intelligence; Human Review

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