浅谈教学档案与提高教学质量

教学档案是教学实践活动中直接形成的具有保存价值的文字、图表、声像载体材料等，是教学过程及其质量的客观记录。既是评价以往教学的重要资料，又可为后来者提供极有参考价值的信息，使之从中学习、借鉴。经过数十年的教学积累，我们已建立起一套完整的教学档案，但以往的教学资料为文字或图片形式保存，易磨损、变色，而目前的教学多采用多媒体教学，不能直接利用以往的教学档案，随着科学技术的发展，采用微机管理教学档案，使教学档案的管理简便、存储方便、检索快捷，资料永久保存，使用方便，提高了教学档案的利用率，在原教学档案的基础上，我科建立起了完整的电子教学档案，并逐年完善。     

生物化学《氨的代谢》教学设计案例

教学设计是根据教学对象和教学目标，以教学效果最优化为目的，以解决教学问题为宗旨，确定合适的教学起点与终点，将教学诸要素有序融合形成教学方案的过程。本文教学设计案例以三年制英语护理专业为教学对象，通过讲授、启发、任务驱动、病例分析、情境教学、小组协作，小组对弈等形式，焕发了生物化学课堂教学的活力。生命化课堂的提倡让教学内涵更加关注学生的个性培养和才华绽放，圆满达成了知识目标、能力目标及德育目标的具体要求。     

麻醉科疼痛诊疗教学中面临的问题与对策

麻醉科疼痛诊疗临床教学面临教学时间短、内容繁杂、涉及学科面广等问题，为此在教学中必须提高教学效率、用足用好教学时间；抓住知识点，纲举目张，让学员全面了解疼痛诊疗概况；教学并举，处理好主观能动性与临床实践的关系，激发学习兴趣；遵循学员思维规律和知识结构特点，扬长避短。     

网络共享平台在医学专科《人体解剖学》课程教学中的应用

医学专科《人体解剖学》课程教学中使用网络共享平台，可以对人体解剖标本图库、教学课件、教学大纲、习题库和视频资源等实现网络共享，可成为教学交流和探讨的网络途径，为人体解剖学教学提供多元化的教学模式，并且可以为教学和科研提供便捷的信息获取途径，从而可以提升人体解剖学的教学质量。     

提高和巩固教学在附属医院工作中地位的实践与思考

附属医院在高等医学教育中有着特殊的地位与作用，本文结合笔者所在医院的具体做法和认识，就如何提高和巩固教学的地位进行探讨。从领导重视教学，政策和制度倾向教学，经费保障教学，医疗、教学与科研协调发展，本科教育与研究生教育协调发展促进教学，管理服务教学，舆论围绕教学等几个方面进行论述。     

医院图书馆数字化资源建设与检索教学改革

本文介绍通过建立医学信息网，实现医院图书信息资源数字化及资源共享，从而带动医学检索教学的改革。具体表现在改革教学模式，采取互动式教学、直观式教学、体验式教学以及灵活机动的考试方式等，收到较好效果。     

多媒体教育技术在社区儿科护理教学中的应用

计算机多媒体辅助教学（CAI）已逐渐成为社区护理教学的重要途径。该文总结实践，认为利用计算机多媒体教育技术辅助教学，使教学条件落后的社区儿科护理教学变得更直观、易懂，并解决了教学过程中一些疑难杂症和教学资源不足的问题，既节省了时间又节省了人力、物力和财力，也提高了护生实习过程中学习儿科护理知识的兴趣，提高了教学质量，收到了好的教学效果。     

幼儿园集体教学存在的问题及研究

开展集体教学，是促进幼儿健康成长、确保幼儿更好发展的有效途径之一。在高效的集体教学作用下，幼儿的主体地位得到尊重，师幼互动得到切实保障，教学效能也获得了全面提升。但是，纵观诸多幼儿园集体教学可以发现，由于教师组织不到位，预设欠科学，规划不合理，使得集体教学中幼儿的需要常常被忽略，教学预期与实际效果相去甚远。面对这些问题，教师应该加强研究和剖析，针对问题实际，探寻出具有针对性的变革策略，以确保幼儿园集体教学的效率得到切实彰显，教学瓶颈得到更好突破，进而为幼儿更好发展、更好成长而奠基铺路。     

新医科背景下协同创新开放性实践教学理论在边疆公共卫生人才培养中的思考

从云南省公共卫生工作实际入手，阐述了新医科背景下协同创新开放性实践教学应用于边疆公共卫生人才培养的理论。公共卫生实践教学中存在预防为主和治病救人的矛盾、理论教学与实践教学的矛盾、实践教学与学生岗位胜任力的矛盾。并指出了未来实践教学改革的走向，通过不断强化实践教学研究与改革的系统性，构建公共卫生实践教育系统，建立完善的公共卫生实践教学评估制度，以期推动公共卫生教学改革和持续发展。     

多媒体技术在人体解剖教学中的应用

随着计算机的普及，多媒体技术越来越多的应用到了医疗、科研、教学等诸多领域。人体解剖学作为医学基础学科，是从人体器官的形态、结构等方面向学生阐明医学知识。多媒体技术一改传统教育的单一模式，将文字、动画与图画有机结合在一起，使解剖理论教学形象、生动、直观，显著提高了教学效果。通过近几年的教学实践，我们把多媒体技术应用于解剖理论教学，并在教学实践过程中不断完善、总结，现将我们的体会和经验介绍如下：     

医院外科临床实习医生的带教体会

外科临床带教质量将直接影响到医学生专业素质与技能的培养,外科带教医生的素质及教学能力是保证外科带教质量的关键。     

Professionalism and the basic sciences: an untapped resource

CONTEXT: Medical, technological and societal developments influence doctors' professional responsibilities and present challenges to educating medical students about professionalism. Medical education about professionalism generally focuses on behaviours and competencies which are taught primarily by clinicians in clinical courses and settings. DISCUSSION: Many professional competencies in medicine parallel those in science. We consider here whether medical professionalism can also be taught through the basic science courses which often initiate medical education, and which are typically taught by scientists. CONCLUSIONS: Like doctors, basic science faculty staff can teach professional competencies to medical students. Science faculty are well situated to teach professional competencies and should do so. They can model how to pursue evidence and manage conflicting information. They can also provide explicit messages to students about professional competencies and their value, and create learning objectives that reinforce those messages.     

Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students

Introduction: Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. Objective: To identify whether an online DM approach, combining digital pathology software, Web‐based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. Methods: An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five‐point Likert survey. Results: Fifty‐three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as ‘very important’ or ‘extremely important’ by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self‐paced learning out‐of‐hours and for collaborative learning in class. Challenges of online DM rated as ‘very important’ or ‘extremely important’ by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Conclusions: Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements.     

Teaching the quality improvement process to junior medical students: the Nebraska experience

To teach the continuous quality improvement (CQI) process to junior medical students at the University of Nebraska during their rural family medicine preceptorship, we designed and implemented a population health project in 1998. This project requires students to select a problem affecting a population in their preceptor's practice, analyze that problem, and suggest a solution or remediation using CQI principles. Support for the students during their project includes Web-based examples and readings. Results of this project have included national presentations and changes in several preceptors' practice patterns. This project has been well accepted by preceptors and students.     

妇产科男实习学员的教学方法探索

本文分析了男学员在妇产科实习中存在的问题,并建议从引导学员树立正确的观念、加强与患者的沟通、采取多样化教学形式、选择优秀的带教老师等方面进行教学改革,充分调动男学员的学习积极性,保证妇产科临床教学工作的顺利进行。     

Validation of the University of Rochester Risk Factor Interview Scale

We report here on the reliability and validity of the University of Rochester Risk Factor Interview Scale (URRFIS). This scale was developed as an educational measure to characterize and quantify the skills required of physicians and medical students for counseling patients beginning coronary disease risk-factor modification. When used by trained "patient-instructors" to evaluate the interview skills of third-year medical students, we found the URRFIS to have high degrees of interrater reliability (r = .88) and internal consistency (alpha = .76). We also present evidence of content and construct validity. The URRFIS provides a systematic way to teach medical students a set of general counseling skills for health promotion and may increase enthusiasm for the clinical practice of risk-factor modification.     

Building experiential learning about quality improvement into a medical school curriculum: the Dartmouth experience

Educators have struggled with the best ways to teach the knowledge and skills of quality improvement to medical students. Dartmouth Medical School has a decade of experience incorporating this material into its curriculum. Working with faculty coaches, twenty-two second-year students have completed nine clinical improvement projects over the past four years. Students' input has improved processes in our clinics for the collection of samples and scheduling of appointments. Instituting these changes is complex and requires a careful evaluation that describes and understands the educational context in order to establish successful and enduring curricular reform.     

Anatomy: the future teaching of undergraduates

The time devoted to the teaching of anatomy to medical students has long been under pressure. Much work has been devoted to how best to teach anatomy in both a time-efficient and cost-effective manner. This article discusses the main methods of teaching anatomy and their respective advantages and disadvantages as evidenced in the literature. Suggestions are made as to how best to teach anatomy to medical students in the future.     

某医学院校大学生睡眠-觉醒昼夜节律类型与生活质量的相关性

  目的  了解医学生的生活质量现况,探讨昼夜节律类型与生活质量的关系,为提高医学院校学生的健康水平提供科学依据。  方法  采用清晨-夜晚型量表(Morningness-Eveningness Questionnaire 19, MEQ-19)和36题简明健康量表(Short Form 36, SF-36)对某医学院校2 400名医学生进行现场问卷调查。  结果  医学生生活质量总得分为(75.20±14.54)分。其中,躯体健康(physical component summary, PCS)和心理健康(mental component summary, MCS)得分分别为(81.19 ±15.50)分和(69.21±16.82)分,精神健康维度(mental health, MH)得分最低[(64.61±16.06)分]。多重线性回归分析发现,昼夜节律倾向于夜晚型的医学生PCS (校正后:β=-3.478,t=-5.169,P < 0.001)和MCS(校正后:β=-4.357,t=-6.030,P < 0.001)领域得分低于中间型的医学生。  结论  医学生的生活质量不高,特别是心理健康领域;睡眠节律倾向于夜晚型的医学生生活质量低,学校应加强对医学生作息时间的管理, 提高他们的生活质量。     

Family medicine: a medical care alternative for Latin America

This paper presents the experience of a residency in family medicine organized 7 years ago by the medical school of the Universidad Autónoma de Nuevo León, Mexico. The residency aims to prepare physicians to provide primary health care. In efforts to teach graduate students the social as well as the biological causes of diseases most commonly reported at the primary care level, graduate students take courses in clinical disciplines, social and behavioral sciences and public health. In its training methodology the program combines teaching, service and research. By now, the department of family medicine has graduated five classes of specialists, all of whom are working in the field of family medicine at the primary level. This fact is particularly worth noticing in a country where there are thousands of unemployed/underemployed physicians. It is suggested that family physicians are satisfying an unmet medical demand of many thousands of Mexicans, and that the care provided by them is less expensive and of better quality than the same care provided by other specialists.