对香港大学牙医学本科教育的观察与思考

我国目前口腔医学教育仍以五年制本科为主。文章主要介绍香港大学牙医学院的管理体制,与大陆口腔医学本科教育相比港大在课程设置、教学方法、临床实践、考核方式等方面的特点,并探讨给予我们的启示,以期能对提高大陆口腔医学本科教学质量,培养更多高质量口腔医学专门人才提供帮助。     

Relieving medical officers in Queensland country hospitals.

OBJECTIVE: Evaluation of training and preparedness of Queensland country hospital relieving staff to perform their duties. DESIGN: A postal survey of 208 medical graduates who graduated in 1983 and were first enrolled on the Queensland Medical Register in 1985. RESULTS: Among the problems described was a lack of practical training in obstetrics, anaesthetics, paediatrics and emergency services. Most respondents (83%) stated that their total experience had been inadequate to provide the services required of them as relievers. Unsupervised services were provided by inexperienced junior doctors. Seventy-two per cent of all obstetric relievers, and 57% of all anaesthetic relievers, had completed three months or less of supervised postgraduate training at the time of the survey. This was reflected in poor levels of confidence to perform basic procedures, despite the fact that a high percentage of respondents had been called upon to do this. Both undergraduate and postgraduate training was felt to be inadequate. Suggestions made by respondents focused primarily on the provision of supervised "hands-on" clinical experience, with longer and more practically oriented training at both levels, decentralisation of teaching, and more readily available formal non-specialist qualifications in obstetrics and anaesthetics. CONCLUSIONS: Most respondents claimed that they were inadequately prepared for the relieving experience. The provision of supervised hands-on basic clinical training and that of competent country relievers might both be achieved by longer rotations to provincial centres on a regular basis in the early postgraduate years.     

Teaching medical ethics to undergraduate students in post-apartheid South Africa, 2003 2006

The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country.     

See one, do one, then what? Faculty development in postgraduate medical education

Interest in the development of medical educators working in the postgraduate sector is running high. Driven by three interlinked trends--the professionalization of medical education, increasing accountability, and the pursuit of educational excellence--there is a growing need for high quality and sustained faculty development programmes across the network of education providers. Postgraduate medical education has a number of unique features that set it apart from undergraduate medicine, to which faculty development programmes need to cater. The key issue for the future will be how to engage the service in the business of education. Widespread cultural change is required and this will require effective and sympathetic leadership from postgraduate training institutions, hospitals and health authorities.     

英国牙医学对中国口腔医学教育的比较与借鉴

口腔医学教育制度和口腔医师的培养模式对口腔医疗体系有重要影响,英国的牙医学教育经过多年的探索与发展,已经较为成熟,对中国的口腔医学教育有积极的借鉴意义。英国牙医学教育由英国牙科委员会（General Dental Council, GDC）统一规划和监管,形成了牙医学5年本科、2-3年硕士、3-5年博士的学历教育体系。毕业后职业教育以2年毕业后执业医师基础培训（Dental foundation training,DFT）为基础,包括3-5年二级学科专科培养和强调终身学习的继续教育培养。中英两国口腔医学／牙医学在院校教育和继续教育教学内容设计上有可比性,在住院医培训和专科医师的培训制度等方面,值得我国口腔医学教育所借鉴。     

Medical education in the USA--adult-friendly?

In the United States of America, the Area Health Education Center (AHEC) system of training residents has allowed high-quality postgraduate education to flourish. This paper describes the evolution of the AHECs in the context of medical education over the past 50 years. The arrangements for programme administration and design, resident assessment and appraisal, training of trainers in educational methods, and the accreditation of training programmes are discussed. The fast-evolving UK postgraduate education scene can learn some useful lessons from the US system.     

中国、美国护理本科教育课程设置的比较及启示

文章对中美护理本科课程设置在设置内容、课程类型、课时安排、设置模式以及课程评估等方面进行了比较,以期达到借鉴和吸收美国护理本科课程设置的先进经验,构建符合我国国情的护理本科课程体系的目的。     

关于医学专业学位研究生课程教学体系建设分析

作为医学专业学位研究生培养的重要环节,课程教学体系建设是一个长期的、系统的工程,其将培养应用型高层次临床医疗人才作为目标,强调在教学中注重对研究生医学理论知识的培养,并在此基础上强化临床技能。课程教学体系建设与医疗人才培养质量息息相关。此次研究分析了医学专业学位研究生课程教学体系现状,探究了课程教学体系中存在的问题,并提出了医学专业学位研究生课程教学体系建设对策,以期培养出符合现代医学所需的具有专业技能及理论基础的优秀医学人才。     

台湾作业治疗硕士研究生教育模式对大陆作业治疗高等教育的启示

作业治疗作为康复治疗亚专业之一,以作业活动作为治疗媒介或目的,以生活参与为治疗目标,满足了日渐增长的康复需求。多个国家和地区根据世界作业治疗师联盟（World Federation of Occupational Therapists,WFOT）制定的《作业治疗师培养教育最低标准》（minimum standards for the education of occupational therapists）制订了符合自己国家或地区特色的教育标准,并因应当地文化与制度进行人才培养。相比较而言,我国大陆地区作业治疗师数量严重不足,人才培养相对滞后,受教育程度参差不齐,康复治疗学硕士于2017年被设立,2019年正式招生,在此之前大陆地区的治疗师教育以本科、专科为主,而中国香港、台湾地区,作业治疗学已经有独立的教育体系,人才培养模式相对成熟。本文在总结实践经历和检阅相关文献的基础上,从学制与认证、招生对象、课程设置及授课方式对中国大陆和台湾的作业治疗硕士研究生教育进行比较分析,为大陆作业治疗人才培养制度的完善提供参考。     

英国医师培养制度和课程概况

英国医学教育体系包括医学本科教育、毕业后医学教育和继续医学教育。其具有课程设置重点突出、重视早期临床实践、采用小组教学制等优势。通过分析英国医学教育的优势,结合我国医学教育实际,建议完善教育体制、重视临床实践与技能训练、普及毕业后与继续教育、实行多科轮转以及发展全科医学教育。     

Are the bigger hospitals better: DREEM on?

Background  

Clinical teaching in the undergraduate medical curriculum occurs at diverse sites. Analysis of the quality or effectiveness of such sites centres on student feedback. The Dundee Ready Education Environment Measure (DREEM) is a standardised instrument used internationally to analyse the educational environment.     

临床医学专业留学生学历生的教学实践与探索

临床医学专业留学生本科教育（英语授课）应按照医学本科生的培养目标趋同培养,同时也应考虑留学生毕业后需参加本国或第三国职业医生资格认证。南京医科大学的教学实践证明：组建具有先进教育理念、较高专业外语水平的教学团队,改革课程设置和教学模式,建立与国际接轨的医学教育体系,已成为留学生教育的迫切需要。     

Endodontic treatment of the pregnant patient: Knowledge,attitude and practices of dental residents

Introduction:

In order to control serious pulpal pain following odontogenic infections in pregnant women, endodontic treatment may become necessary. The aim of this study was to assess the perception of dentists about rendering endodontic treatment to pregnant women.

Materials and Methods:

This was a cross-sectional study of resident doctors in the different dental specialties in Nigeria preparing for the various levels of the fellowship examinations of the West Africa College of Surgeons and the National Postgraduate Medical College of Nigeria. Data were collected by the means of a 17-itemed questionnaire which sought information on respondents'' demography, their considerations while rendering endodontic treatment to the pregnant patients and their perceptions of the safety of endodontic treatment in pregnancy. The data collected were analyzed using the Statistical Package for Social Science version 21.0.

Results:

With regards to the safety of endodontic treatment during pregnancy, 91.8% considered it safe, and this was not statistically significant in relation to the specialty or status of the respondent. Majority (77.0%) agreed they would undertake a root canal treatment on a pregnant patient with all respondents in restorative dentistry, prosthodontics, periodontics, and pedodontics in the affirmative while all in oral pathology would refuse to do such (P = 0.0001).

Conclusion:

Dental residents are aware of the safety of endodontic treatment in pregnant women. However, gaps exist in their knowledge, bringing to the fore, the need for inclusion of pregnancy-specific training in the dental postgraduate curriculum.     

Canadian undergraduate medical education: family physician involvement.

A questionnaire designed to determine the nature and extent of family physicians' involvement in Canadian undergraduate medical education was sent in the fall of 1985 to the person in each department of family medicine in the 16 Canadian medical schools who was responsible for the undergraduate program. The questionnaires were followed up by visits to each school. The findings revealed that approximately 1200 family physicians were teaching 7400 Canadian medical students. There was considerable variation in the total curriculum time devoted to family medicine and in the content of and support for an undergraduate curriculum in family medicine across the country. In order to achieve nationally acceptable standards and greater continuity between undergraduate and postgraduate training, the College of Family Physicians of Canada and the Association of Canadian Medical Colleges should develop objectives and program requirements.     

高职本科护理学专业与普通本科护理学专业课程设置的比较

目的探讨目前高职本科护理学专业课程设置中存在的问题,并提出改进建议。方法对现行的高职本科护理学专业和普通本科护理学专业的教学计划进行比较分析。结果高职本科护理学专业课程设置未能完全与普通本科护理学专业课程设置相区别,同时,还存在着人文社会科学课程比例不足、专业基础课程比例过大、专业课程知识广度不够、实践教学环节薄弱等问题。结论高职本科护理学专业应当尽快改革课程设置,包括建设整合课程、增设选修课程、构建新的实践教学体系等。     

Training of postgraduates in anatomy

It is recognized that training methods differ among the various medical colleges; however, trained specialists should be competent to discharge their duties independently in any part of the country. Therefore, to maintain uniform standards of education, there is a need to harmonize postgraduate training in anatomy. It is proposed that a structured training programme should be drawn up and monitored regularly at specified intervals, spelling out some clearly defined targets that need to be achieved. The ultimate goal of the postgraduate training programme should be to produce anatomists with sufficient knowledge and practical skills to undertake undergraduate teaching and evaluation in all branches of anatomy, as well as to pursue research independently.     

An experimental case-conference programme for obstetrics and gynaecology clinical students.

Since the founding of the University of Limburg (1974), in The Netherlands, an innovative medical curriculum has been guided by educational principles of problem-orientation, continuous assessment, student initiative and attitude development. The teaching of medical ethics was built into the preclinical curriculum from the start. However, the clinical years remained largely unaffected, and only recently has an effort been made to extend the educational philosophy to this more or less traditional part of medical education. Within this context, an experiment of clinical ethics teaching was introduced in the Obstetrics and Gynaecology (Ob/Gyn) clerkships. The objectives, methods and results of this experimental programme are described in this paper. The success of the teaching is based on three features of the programme: 1) its student-centred approach; 2) the programme is designed in a way similar to regular patient conferences; 3) the programme is taught by a team consisting of both clinician and ethicist. Before starting a longitudinal programme of ethics teaching during the clinical years, it proved very helpful to experiment with a well designed and evaluated pilot programme.     

口腔正畸学研究生临床前理论课程中实施TBL的实践

通过在中山大学附属口腔医院正畸科研究生中试行“以团队为基础的学习”（Team．based learning,TBL）,并与传统的以讲授为主的教学方式进行对比,探讨TBL在口腔正畸学研究生临床前理论课程设置中的应用经验。TBL可明显提升学生的学习积极性和团队协作精神,从而提高教学质量;但尚需继续探索完善。     

以体验为主导的护理学专业本科生培养模式的构建

目的构建以体验为主导的护理学专业本科生培养模式,为护理教育改革提供参考依据。方法综合运用头脑风暴法、专家深度访谈法、问卷调查法、数理统计法及实证研究等,对护理学专业本科生培养模式的四大要素（培养目标、课程设置、教学方法、考核评价）进行探索。结果形成护理学专业培养目标、确定适合以体验式学习方式的课程体系、探索了适用于护理学专业特色的体验式教学方法、尝试了多种考核评价方式,最终构建了以体验为主导的护理学专业本科生培养模式。结论从人才培养模式四要素（培养目标、课程设置、教学方法、考核评价）出发,构建了以体验式学习理念为主导,以培养高素质应用型护理人才为目标,以提高护理学专业学生综合素质为核心的三阶段螺旋式上升型（认知、发展、成熟）护理学专业本科生培养模式。     

牙体牙髓病学分层教学方法的实施

在牙体牙髓病学的教学中,采用分层教学、专业化教育的方法,总体分为基础教学和专业化教学两个层次,课程体系设置两套,使教学目的明确,培养方法规范。