加强人文素质的自我培养有利于医学人才的创新与发展

当前的医学教育中提倡科学精神与人文精神并重,开设相关的一些课程和讲座加强人文知识的学习,提高人文素质.但在实际的教学和实践过程中,效果并不理想.笔者认为,要想真正的提高医学人才的人文素质,必须要加强人文素质的自我培养,这是钱学森院士提出的"大成智慧学"的一个重要方面.我们在进行医学知识学习研究过程中,加强人文知识的学习和自我培养,提高人文素质,促进个人全面发展,不断提高创新能力.     

基于 Web3.0的未来知识交流平台对医学研究生培养的影响

随着信息技术和网络教育的飞速发展,学习已不再局限于传统教育模式,教育理念及教育形式越来越偏向个性化学习,自主学习显得日益重要.医学研究生的培养分为学术型和专业型硕士,专业型硕士又与住院医师规范化培训并轨,两种培养模式各有侧重点,对医学研究生的综合能力提高有所欠缺.因此本研究结合Web3.0个性化、智能化、精准化、人性化等特点,探讨构建个性化的自主学习知识交流平台对研究生的临床技能和科研能力培养的必要性和独特优势.     

实习期间医学生完成角色转换的思考

职业道德、综合素质、临床思维、临床知识、技能养成教育是培养一名高素质合格实用型医学生必备的内容.在阐述医学生存在的自身问题,患者信任的缺失,带教教师的责任感等影响因素基础上,提出加强医学生实习前培训和学习能力培养,提高带教教师队伍的综合素质,引导实习生正确处理就业、考研与实习的关系等几点建议.     

中药制剂分析案例教学的探索

通过典型案例介绍,引导学生参与案例剖析,加深学生对基础知识的理解,进一步掌握中药制剂质量研究的科学方法.案例教学可有效地调动学生学习的主动性和积极性,提高沟通能力,培养创新思维,促进综合素质的全面提高.     

“自主-创新”教学模式在内科护理实践教学中的运用研究

将"自主-创新"教学模式运用于内科护理实践教学中。教学设计以护生为中心,采用三级指导法教学,运用生成性教学模式,以旧促新,以旧启新,新旧整合,培养护生的创新素质。让护生主动寻找需要的知识,引导发现、探究创新,使护生获得非预期的发展,有效促进护理专业人才创新素质的提高,对实现护理教育培养"实用型、技能型、创新型"人才的目标具有重要意义。     

PBL教学法在口腔正畸临床教学中的应用

目的引导学生解决复杂的、实际的问题,拓展其学习空间,提高同学们的自主学习能力。方法采用PBL教学法,由带教老师讲授专业知识,实习同学在学习中提问题,根据所提问题的学习,培养其自学和解决问题的能力。结果 PBL是一种有效果和高效率的教学模式。结论 PBL教学方式,即调动了同学们主动学习的积极性,又提高了带教老师的综合素质。     

论研究生教育中的课程体系改革

课程学习是研究生培养最重要的环节之一。在课程设置上按照"教学目标明、课程设置精、教学内容新"的要求,以鲜明的教学目标引导研究生的业务发展,以精练的课程设置节约研究生的课程学习时间,以富有时代性的教学内容最大限度地把研究生带入学科前沿。针对不同层次不同专业研究生的培养特点,课程设置坚持"学科为本"、"层次分明"的原则。研究生的课程设置注重基础性、系统性和实用性,强调知识运用与实践能力培养。     

药学专业研究性实验教学的探索与实践

实验教学是药学专业知识的重要补充。为了使药学专业本科生成为教学科研型人才,在药学专业课程实验教学中,建立以学生探究性学习为主体,教师引导,以学生自主设计性实验为核心,以培养学生的科研素质为目标的研究性实验教学模式,使实验教学达到新的层次。     

自主学习理论在社区护理教学中的应用

本文基于自主学习理论,以护理专业社区护理学习状况为研究对象,探讨自主学习理论在护理教学过程中的应用和实践,以利于促进护理专业学生研究性学习能力和建立自主学习的个性化模式,从而为提高教学质量和学生综合素质提供一种教学方法.     

创建“三型机关” 推进科学监管

深入开展学习型、服务型、创新型机关的创建活动,是整体推进食品药品科学监管必然要求和客观需要。一、以提高党员干部素质为着力点,增强综合能力,着力推进学习型机关建设紧紧围绕提高党员干部综合素质、提升办事效率和服务水平为目标,引导干部职工树立"与时俱进、终身学习、全面发展、不     

以中药质量为核心的中药学专业课程群模式构建

构建以中药质量为核心的中药学专业课程群的模式。实现课程群建设的创新,形成以"一个中心、两个基本点、三步递进"的实施方案,并付诸实践;实现教学团队建设的创新,使新的教学团队消除学科界限,营造教师之间互相学习的风气;开展多元化改革模式,调动学生学习的主观能动性,通过正确的专业性引导为国家培养优秀的专业技术人才。     

药学类专业无机化学教学实践与思考

为了适应高等医药专业教育的发展形势,培养综合素质高的药学专业的学生,本文从教师和学生两个角度,针对药学类专业无机化学理论和实验课教学,提出以下几点体会：一是在教学方法上,基础课讲授过程中也可以结合实施PBL教学法;二是注重课程过程设计,将理论知识与药学专业知识结合起来,激发学生学习兴趣;三是培养学生自主学习能力,可以采取发动学生自己组织上习题课等措施,师生互动,教学相长;四是要与时俱进,不断进行实验教学改革。     

兴趣在大学生学习中的作用与培养

在大学教学和学习中,学习兴趣是引导学生追求知识的最关键非智力因素之一,兴趣在目前的教育教学中受到越来越多的重视。本文主要论述了兴趣在大学生学习生活中的作用、个人应如何对待自身的兴趣以及作为教育工作者该如何引导和培养学生的学习兴趣,从而改善学习效果。     

医药学基础课程思政教学实践

充分发挥专业课的思政功能,是对传统思政教育的补充,也是实现专业课育人功能的必要手段。在医药学基础课程教学中融入思想政治教育,帮助学生运用哲学思维指导学习,接受情感和思想上的熏陶与感染,培养受益终身的良好品质。     

Pharmacy from the perspectives of other health professions: An intervention to foster professional identity among freshmen pharmacy students

BackgroundProfessional identity is crucial for the development of pharmacy students’ professional confidence, learning motivation and future career choices. However, how to develop students’ professional identity in pharmacy education is an underdeveloped field of research. The critical component of professional identity has been considered formed as a result of stepwise socialization. Therefore, pharmacy professional identity might be influenced by associations with other health care professionals, such as physicians and nurses, who are involved in health care collaboration with pharmacists.ObjectivesThis work aimed to investigate the effect of a student-led interview intervention called “Pharmacy from the perspectives of other health professions” as an intervention on pharmacy freshmen’s perceptions and positivity toward the pharmacy profession.MethodsIn this prospective pre/postintervention study, the effect of the interview intervention on students’ job preferences as well as attitudes toward the pharmacy profession and pharmacists’ role in health care was evaluated among 70 first-year pharmacy undergraduates equally divided into intervention and control groups using a self-developed questionnaire.ResultsCompared with the controls, the numbers of respondents reporting no specific reasons for selecting the pharmacy profession and stating that they were unclear about their preferred post-graduation work sector were significantly reduced after the intervention. Participating in the intervention increased the number of students who agreed or strongly agreed that they would have a fulfilling and socially respectable career. Significantly more students in the intervention group agreed with the pharmacists’ role in health care as well as the current situation of pharmacy human resources than in the control group.ConclusionThis student-led interview intervention could be applied as an effective tool for improving students’ professional identity and positivity in pharmacy education.     

《药剂学》课程“片剂”的说课设计

说课是推动教师职业素质发展的动力,是提高教师备课质量的有效方法。片剂是药剂学固体剂型中应用最为广泛的剂型之一,为提高该章节的授课效果,笔者分别从说教材、说教学方法、说学法、说教学反思等方面进行说课设计,以达到利用学生已掌握的知识,调动其学习兴趣,培养学生自主学习的能力,加深学生对知识的全面理解和掌握的教学目的 。     

大学生创新人才培养模式的探索

“本科生创新实践班”项目的人才培养模式体现了以“研”促“学”的基本教育思想,强化了本科生专业知识中“教”与“学”的互动。完整指导教师梯队,学生自主选题立项,学生科研能力及自主立项能力,涉及整个专业领域的多形式项目类型是探索实施大学生创新人才培养模式的关键环节。学校及院系也要加强大学生创新实践的宣传与资助力度,营造更好的科研氛围。     

Using learning outcomes for undergraduate pharmacy education to assess final‐year students' perceptions of their preparedness for pharmacy practice

Objective Using learning outcomes for undergraduate pharmacy education in Great Britain, this study explored the extent to which final‐year students perceived their education had prepared them for various aspects of practice. Fifteen learning outcomes were evaluated, encompassing competencies necessary for both the performance of pharmacists' tasks and for a professional approach to those tasks. Methods Final‐year students studying at 14 British pharmacy schools completed a questionnaire evaluating perceptions of the extent to which their course had met learning outcomes defined by the profession's regulatory body ‘for and of pharmacy graduates’. Learning outcomes were divided into two groups: those related to preparedness for competence in the performance of pharmacist‐role tasks (Group 1 learning outcomes) and those related to how tasks are approached (Group 2 learning outcomes). Univariate analysis explored associations between contextual/demographic variables and learning outcomes; multivariate analysis was used to determine whether the pharmacy school attended independently predicted learning outcomes once ethnicity and gender had been controlled for. Key findings A response rate of 67.8% was achieved. Respondents were more likely to have felt prepared for broad areas than for specific competencies (Group 1 learning outcomes). Marginally fewer felt prepared for a professional approach to tasks (Group 2 learning outcomes). Females and respondents from minority ethnic groups were significantly more likely to have felt prepared for many outcomes; significant variation between pharmacy school attended and outcomes were also found. After controlling for student characteristics, multivariate analysis demonstrated that the pharmacy school attended predicted variation in 11 out of 15 learning outcomes. Conclusions In the main, students perceived that the learning outcomes of curricula had been met. However, differences between school attended and students' perceptions suggest that either some schools are providing insufficient opportunities for their students to develop skills or that students at some schools have unrealistic expectations of the skills they will need.     

直观教学法在教学中的运用

直观教学法是指在教学中通过学生观察所学事物或教师语言的形象描述,引导学生形成所学事物、过程的清晰表象,丰富他们的感性知识,从而使他们能够正确理解课本知识,增强认识能力。将这种方法应用于药用医学基础教学中,能够极大地丰富课堂教学,激发学生的学习兴趣,提高学生理解与记忆能力,同时拓展教师的视野,提高教学质量。     

自主学习模式在中药化学课程教学中的应用

中药化学传统教学模式与学生在学习活动中个性差异形成冲突,中药化学的学习也存在着"教师为中心"和"学生为中心"的教学模式矛盾。依据中药化学课程和学生专业学习特征,及中药化学课学习的实现条件,探索和实践自主学习的教学模式,解决系统知识传授和学生学习个性差异的矛盾。