成人高等医学院校教学医院在继续医学教育中的地位

继续医学教育(Continuing medicaleducation简称CME)作为医学教育全过程的重要组成部分,近几十年来在国际上已得到了很大发展,我国近年来也已引起重视,目前我国成人高等医学院校办学方向是:以学历教育为基础,以岗位培训为重点,大力发展中专及大学后的继续教育,使成人高等医学院校尽快成为本地区CME中心。目前我国共有成人高等医学院校44所,每年招生近5000人,其基础和基础医学教学已达到一定水平,然而各院校的临床医学教学水平较差,与当前CME发展不相适应,其主要原因是     

乡村医生学历教育教学的现状与对策

乡村医生学历教育教学中在培训方式和教学管理体制、课程设置、教学方法等方面存在着诸多问题．面向乡村医生的学历教育要注意研究乡村医生的特点，适应他们的需求，采取灵活多样的形式，提高教学效果和他们的实际工作能力及综合素质。     

医学伦理教育：理论思考与教学改革的探索

医学伦理教育是高等医学教育的重要组成部分，也是医学发展、医学人才培养的内在要 求，它有助于全面提升医学生对生命的尊重和关爱。为此，我们从教学的具体实际情况出发，注重 内涵建设，在教学内容与方法等方面进行了有益的探索与改革，以提高教学的针对性和实效性，实 现教学效果的最大化。     

规范管理确保电大成人医学教学质量--云南电大医学教育"三认证"工作解析

对全省开办电大成人高等医学教育的办学点进行了办学资格、面授辅导教师资格、实习医院资格等进行认证的基本内容、标准、方法及其意义作一简要陈述，为促进成人高等医学教育健康、有序、规范地发展提供新的思路和办法。     

高职医用化学教学内容改革探讨

化学课程教学是医学教育的一门重要课程.原有的教学内容部分内容陈旧、理论性强,与职业教育基础课必需、够用相背,已不适应高职教育的培养目标,本文从教学课程内容的设置入手,探讨医用化学课程教学内容的改革和构建.     

高职高专全科医学和临床专业《医学微生物学》教学改革的探索

比较分析高等医学专科教育中全科医学和临床医学专业学生对《医学微生物学》教学改革效果。旨在形成合理的教学过程,提高教学质量。认为不同专业的课程设置和教学内容对教学模式有不同的要求。     

探讨基层卫生人员预防医学科研式教学模式

我校是河南省豫北地区基层卫生人员学历教育培训基地之一,提高医学理论水平和临床治疗水平是基层卫生人员培训的目的所在。而预防医学教材和课程设置主要针对群体预防,内容多,其中流行病学、卫生统计学等是医学生感到较难较深的课程,且与医疗实践相脱节,基层卫生人员培训中感觉更是如此。加之时间有限,若仍然延用传统的教学方法,在教学安排上偏重于理论教学及课堂实习,教学内容对于以临床各专业为专业技术岗位的基层卫生人员不具有针对性,势必造成学员往往只是应付了事,学过、考过即忘得一干二净,仅仅是为了获取学历而学习,教学效果不理想,失去了培训本身的意义。     

浅析医疗美容技术专业《医学美学》课程教学

目的：按照美容行业岗位需求，探讨《医学美学》课程教学，实现“能力为本位，以就业为导向”的高职教育理念。方法：主要进行教学内容的设计，实训项目的设计，教学方法的设计以及考核方案的设计。结果：根据美容行业岗位需求设计的医学美学教学内容、实训项目、教学方法和考核方案教学效果较好。结论：实现理论与实践无缝对接教学提高了医学美学课程的教学效果。     

基层医疗机构临床医学人才继续教育研究

为了满足基层医疗人才在职培养需求,许多医学高校开设了临床医学专升本成人教育。通过对9所医学院校成人临床医学专升本课程设置进行比较分析,发现9所高校成教临床医学专升本课程结构中公共课、医学基础课、医学专业课的学时数和课程门数存在较大差异;基础课程比重较高;实践课程课时较少,实践性教学内容缺乏。根据医学教育的发展趋势和国家卫生事业发展方向,结合调查结果,提出临床医学专升本教育应加强临床专业技能和全科医学、社区卫生保健服务等基本理论和技能培训,从而满足成教学员职业发展的需要。     

高等医学院校师生对人文课程认识的研究分析

高等医学院校人文课程已越来越受到重视，然而无论是学生还是教师对人文课程的认识还不够全面。文章通过调查问卷和访谈的方法对部分高等医学院校师生对人文课程的认识进行调查，结果表明：高等医学院校开设人文课程已成共识；高等医学院校人文课程需要宏观调控合理优化；高等医学院校人文课程需要灵活的教学形式与方法。     

Teaching public health to medical students in the United Kingdom--are the General Medical Council's recommendations being implemented?

BACKGROUND: Despite frequent calls to improve undergraduate medical public health teaching, little is known about whether curricula have changed. We report a survey of undergraduate public health teaching in UK medical schools in 1996. The survey aimed to assess whether the General Medical Council's 1993 recommendations to strengthen undergraduate medical education in public health have been implemented. METHODS: We asked heads of academic departments of public health at all 26 UK medical schools to complete a questionnaire and provide supporting documentation for each undergraduate public health course or module. We compared results from the 1996 survey with those from a similar survey in 1992. RESULTS: Twenty-one out of 26 (81 per cent) medical schools responded. All responding medical schools included public health teaching within their curriculum. The median number of public health courses per medical school was unchanged since 1992. A wide variety of topics were taught. Core public health subjects were taught at most schools, though over a quarter of medical schools did not cover some core topics. Between 1992 and 1996 the proportion of time devoted to teaching by lectures decreased, whereas the following all increased: teaching by small group methods; the proportion of courses using methods of assessment encouraging active learning; and the contribution of public health courses to the final degree assessment. CONCLUSION: The findings suggest that many of the General Medical Council's recommendations for improving the delivery of undergraduate education are being addressed by public health teaching in UK medical schools. However, addressing the gaps in undergraduate public health teaching revealed in this survey is a continuing challenge for academic public health departments. Medical schools should review the content of their undergraduate public health teaching to ensure that tomorrow's doctors are adequately equipped with public health knowledge and skills.     

医学院校学生的中医药健康文化素养水平及影响因素分析

目的 了解某医学院校学生的中医药健康文化素养水平并探索其影响因素,为有针对性地提升医学生中医药健康文化素养水平提供参考依据.方法 采取分层整群抽样方法 ,对某医科大学的2600名学生采用《2017年中国公民中医药健康文化素养调查问卷》进行问卷调查,并采用Logistic回归模型探讨影响医学生中医药健康文化素养水平的因素...     

Undergraduate training in occupational health at Kocaeli University Medical School: a Turkish experience

Processes and conditions of production may produce unhealthy effects. Both must therefore be included in the education of health care personnel. Vocational training in occupational health at Kocaeli University Medical School, Turkey aims to demonstrate students that occupational health is a specific and important area of work within the context of primary health care. This research is a cross-sectional study. It was planned as a three stage study: 1- reviewing literature and grouping of countries according to their occupational health curricula; 2- reviewing the occupational health programs of medical schools in Turkey, and 3- recommendations for an occupational health curriculum to include an occupational health vocational training period of one week in the two month public health education program for medical interns. During this experience, senior students would be assigned to workplace health units. Of 283 medical schools found on the web, with occupational health teaching, only 20 have a curriculum that includes training in workplace health care units. In Turkey, there is no structured practical education on occupational health. In the third part of this study, we initiated at Kocaeli University School of Medicine's curriculum, a new occupational health education model applied in the workplace health units of factories. Practical experience of occupational health in the workplace is useful in introducing the community-based approach to occupational health in undergraduate medical education and understanding the determinants of health in industry.     

Ethics instruction at schools of public health in the United States. Association of Schools of Public Health Education Committee

OBJECTIVES: A survey of US schools of public health was undertaken in 1996 and 1997 to obtain a general picture of public health ethics curricula. METHODS: An explanatory letter with a list of questions for discussion was sent to the deans of the accredited US schools of public health. The deans were asked that at least 1 individual at their school who "is most knowledgeable about ethics curricula" review the list of questions and complete an ethics survey contact form. RESULTS: Ethics instruction was required for all students at only 1 (4%) of the 24 schools surveyed, while 7 schools required ethics instruction for some students. Two of the schools had no ethics courses. Ethics instruction was required for all MPH students at 9 (38%) of the schools and for all doctoral students at 4 (17%) of the schools. Most of the schools (19 of 24, or 79%) offered short courses, seminar series, or invited lectures on ethical topics, and 23 (96%) included lectures on ethics topics in other courses such as health law. CONCLUSIONS: Training programs at US schools of public health vary greatly in how much attention is given to ethics instruction. Model curricula in public health ethics should be developed to help fill this gap.     

Medical education

In theory, the Medical Council of India (MCI) determines the standards and qualifications of medical schools. It also sanctions curricula and ensures standards. Yet no standards exist on the mode of selection in medical schools, duration of study, course content, student stipends or period of internship. It takes 4.5 years to finish medical school. Students undergo preclinical, paraclinical, and clinical training. Most courses are in English which tends to favor the urban elite. Students cannot always communicate with patients in local languages. Textbooks often provide medical examples unrelated to India. Pedagogy consists mainly of lectures and rote learning predominates. Curricula tend not to provide courses in community health. Students pick up on the elitist attitudes of the faculty. For example, faculty do not put much emphasis on community health, individual health, equity in health care delivery, and teamwork. Further the education system is not patient oriented, but hospital or disease oriented. Faculty should train students in creating sanitation programs, knowing local nutritious foods, and in making community diagnoses. Yet they tend to be practitioners 1st then educators. Further faculty are not paid well and are not always invited to take part in improving curriculum, so morale is often low. Moreover experience in health planning and management issues is not required for administrators. In addition, medical schools are not well equipped with learning aids, libraries, or teaching staff. Tax revenues finance medical education. 75% of graduating physicians set up a private practice. Further many physicians go to urban areas. 34-57% emigrate to other countries. The problems of medical education will not be solved until the political and economic system becomes more responsive to the health needs of the people.     

HIV/AIDS in the visual arts: applying discipline-based art education (DBAE) to medical humanities

CONTEXT AND RATIONALE: Health professions educators have been systematically attempting to insert the humanities into health professions curricula for over 4 decades, with various degrees of success. Among the several medical humanities, the visual arts seem particularly adequate for the teaching/learning of crucial aspects of medicine. Educational efforts in the arts require, however, a sound pedagogical philosophy of art education. Health professions educators need therefore to be aware of educational frameworks in the arts. Discipline-based art education (DBAE) is a recognised contemporary educational framework for the teaching/learning of the arts, which may be adapted to medical humanities. OBJECTIVE: It is the ultimate objective of this essay to share the experience of applying this educational framework to a course in a medical curriculum. METHODS: The author describes a course on the representations of HIV/AIDS in the visual arts, with explicit reference to its objectives, content, instructional features and student assessment in the light of DBAE, whose principles and characteristics are described in detail. RESULTS AND CONCLUSION: Discipline-based art education may be applied to medical humanities courses in a medical curriculum. This essay throws light on how this structure may be particularly useful for designing other pedagogically sound art courses in health professions curricula.     

医学生对健康教育学课程的认识和评价

目的了解健康教育学教学方法、教学内容和教学效果及影响因素状况,为教学改革提供依据。方法在广东药学院公共卫生学院整群抽取计划生育专业五年级学生46人,护理学专业二年级学生130人,共176名医学生进行问卷调查。结果开课前,近60%的学生对健康教育了解一些,约30%的学生不太了解,1.1%的学生完全不了解。46.0%的学生认为学时数应达到36学时。学习后收获最大的内容是健康传播方法与技巧、健康行为改变理论、社区和控烟健康教育等。78.4%的学生喜欢＂情景教学-以问题为中心的小组讨论-实习基地见习＂的教学方法;有69.4%的学生认为教学效果较好。护理专业学生对健康教育课程更为重视,评价更高。不同专业学生对本课程应开设的课时数的多少和毕业后本课程对自己工作的影响的认识存在显著性差异。结论开课后学生对健康教育的认知和兴趣提高。应根据不同专业调整学时,教学手段应多样化。     

从美国高校的卫生管理课程看该领域的学术内涵

目的 为了探讨医院管理学科的学科体系及其成熟性。方法 在北卡大学学习时机，利用因特网查询了北美地区的开设卫生管理专业的课程，选择１９９９年卫生管理教育排序的前１０名大学课程内容为研究对象。结果 共分出工具性学科、经济学、法学、管理学、社会中的卫生体制、医疗机构外部战略、医疗机构内部战略、总结性课程、学习课程和研究课程等１０大类。结论 分类展现了北美地区的卫生管理教育内容轮廓，说明卫生管理已是一个成