共查询到20条相似文献,搜索用时 562 毫秒
1.
目前,我国研究生教育呈现出明显的转型特征,表现为由扩大规模转向提高质量。为了提高药理学研究生的整体水平和科研创新能力,个体化教学实践应运而生。针对当前药理学研究生培养中存在的问题、导师指导方式等方面进行个体化教学探索:结合学生不同的专业背景、知识结构因材施教,旨在调动学生学习的主动性、创造性,以期培养出综合素质较高、具有国际竞争力的科研工作者。个体化教学作为对主体培养的补充,必将为药理学研究生的培养开拓新的途径。 相似文献
2.
目的 探讨翻转教学在高职高专药理学教学中的应用可能。方法 分析高职高专药理学教学和课程的特点,总结现存问题,结合翻转课堂的特点及其在高职高专学校的应用经验,分析其应用方法及应用前景。结果 翻转课堂能增强师生互动,有效激发学生自主学习的积极性和主观能动性,培养学生的创新思维能力,并让教师更全面地掌握学生学习中的不足及其课前准备和知识掌握情况,便于因材施教,提高教学效果。结论 翻转课堂与高职高专药理学教学能很好地结合,相较传统教学法优势明显,应用前景广阔。 相似文献
3.
“因材施教”在药理学中的实施 总被引:2,自引:0,他引:2
药理学对于药学来说是一门非常重要的学科。但是不少学生觉得其内容枯燥乏味。缺乏学习兴趣。而兴趣是学生学习的最好老师,是知识入门的向导,缺乏兴趣的学习无疑不是最佳的学习状态。而因材施教能大大提高学生对药理学的兴趣。 相似文献
4.
5.
目的 为了完成医学高职高专学生人才培养目标,探讨药理学实验一体化教学的方法和手段,为基层、社区培养“下得去、留得住、用得上”的药理学复合型和技能型人才。方法 在2012级临床医学专业中随机选取1~3班,共计186名学生作为实验组,采用药理学实验改革教学模式教学:把现代化教学手段引入药理学实验;把设计性实验引入药理学实验教学中;在药理学实验教学中引入改良PBL(基于问题的学习)教学方法;将双盲法引入药理学实验课教学中;优化药理学实验考核方式和内容。护理1~3班302名学生为对照组,采用传统药理学实验方法教学。结果 两组学生考试成绩用t检验,两组学生的药理学实验考核成绩和药理学总评成绩比较,差异有统计学意义(P〈0.05),药理学理论考试成绩差异无统计学意义。结论 药理学实验教学方法和手段的改革与实践,提高了学生的学习兴趣和成绩,也提高了学生推理和处理多种问题的能力,改变了药理学实验的传统教学模式。 相似文献
6.
目的:在药理学教学中进行传统教学的同时,开展以问题为基础的学习(problem based learning,PBL)的教学,对比传统教学和PBL教学在药理学教学中的应用效果,为培养创新型、复合型人才开辟新的教学模式。方法:将我校224名本科生随机分成药理学PBL教学组(124名学生)和药理学传统教学组(100名学生)。两组学生均已修完人体解剖学、组织胚胎学、生理学和生物化学等医学基础课程,具有一定的自学能力和医学基础知识。传统教学组以教师教授药理学理论知识、学生们被动听课记录为主的讲课方式进行; 相似文献
7.
目的:为制药工程专业药理学教学实践提供参考。方法:根据药理学课程的特点与专业培养目标,探索药理学教学的新思路,从学生学习态度、教师自身业务素质、教学内容、教学方式与方法等诸多方面入手,进行改革与探索。结果与结论:通过以上措施,提高了学生学习药理学课程的积极性,取得了良好的教学效果。根据专业和学生特点,有针对性地进行课程教学的改革,可显著提高药理学教学质量。 相似文献
8.
9.
根据从事药理学教学的实践,提出目前在药理学教学方面存在的一些问题。从剖析历届学生成绩不高的原因出发,解决教学过程当中存在的这些问题(如某些学生不重视药理学、对深奥繁杂的药理学内容失去信心和兴趣、对容易混淆的知识点理解不够透彻,往往模棱两可或是混为一谈等),这样,对提高教学水平和激发学生对药理学的学习兴趣具有重要的意义。 相似文献
10.
目的探讨互动式教学方法应用于药理学课堂教学中的教学效果。方法将互动式教学法引入药理学理论教学实践中,分别采用互动式教学方法和传统式教学方法对2009级临床药学专业本科50名学生(实验班)和2009级护理专业本科57名学生(对照班)的药理学理论课进行教学实践。结果通过对2个班的期末考试成绩进行统计分析,对实验班教学方法的实施效果进行调查分析,2个班的教学效果有明显差异。结论互动式教学可明显提高学生成绩,激发学生的学习兴趣,提高学生自学能力,增加师生情感交流。互动式教学法比较适宜于药理学理论教学,是一种值得推广的教学方法。 相似文献
11.
12.
Bin Zhang Zi-ying Wang Hui-qing Liu Xiu-mei Zhang 《中国药理通讯》2006,23(2):31-32
Medical treatment level is related with rise and fall of nation. Medical education is one of the most important education. Pharmacology, as the main subject of medical science, is the bridge of medical and pharmaceutical sciences, as well as the bridge of preclinical and clinical medicine. With the elucidation of pathogenesis of some serious disease, new drug exploitation, research of mechanism of action and reasonable application become more and more important. As a pharmacological teacher, whether we can impart these essence to our students and whether these medical students will use very well in the future what they have learned, are l~oth challenge to battle we are facing with. Through years of teaching work, I have some comprehends about pharmacology teaching. In my opinion, we should try our best to make students grasp basic knowledge firstly because it is the basic requirements to be a qualified physician. 相似文献
13.
Neuroimmune Pharmacology: An Elective Course for Molecular and Cellular Bioscience Graduate Programs
Neuroimmune pharmacology is an interdisciplinary field which integrates neuroscience, immunology, and pharmacology. This new discipline has developed over the last two decades in order to study the etiology and treatment of disorders involving both the immune and nervous systems. The proposed Neuroimmune Pharmacology course is a semester-long elective course for students in molecular and cellular biology graduate programs. It is designed to introduce these students to basic principles and practices of neuroimmune pharmacology as well as to the application of molecular and cellular biological techniques in the study of neuroimmune disorders. The goal of this elective course is to help prepare future molecular and cellular biologists to undertake research initiatives in the field of neuroimmunity in health and disease. 相似文献
14.
中国民族院校是为少数民族和民族地区培养高素质人才的重要基地,然而,当前普遍存在的学生生源质量较差、学生层次参差不齐、基础薄弱、知识背景欠缺、学习和动手能力较差等特点,限制了民族院校专业课教学质量的提高。本文针对这些突出问题,对症下药,结合近几年笔者在民族院校教授《药理学》取得的一些经验和体会,综合CAI、CPT、PBL、UTST、EL等国际先进教育理念和教学方法,积极寻找适合民族院校特点的《药理学》教学规律和手段.探讨改变传统教学中填鸭式的教学模式,充分调动民族院校学生的积极性和主动性,提高学生学习兴趣,培养学生自主性能力及创新思维和意识的教学改革思路,最终达到保证和提高民族院校的《药理学》教学质量和教学效果的目的。 相似文献
15.
16.
17.
18.
Franson KL Dubois EA de Kam ML Cohen AF 《British journal of clinical pharmacology》2008,66(1):135-141
AIM
Clinical pharmacology at the Leiden University Medical Centre is primarily taught by the Teaching Resource Centre''s (TRC) Pharmacology database. The TRC program contains schematic graphics using a unique icon language, explanation texts and feedback questions to explain pharmacology as it pertains to pathophysiology. Nearly each course of the curriculum has a chapter in the TRC database offered for self-study. Since using the TRC program is not compulsory, the question remains whether students benefit from using it.METHODS
We compared the parameters of log-in attempts and time spent at each topic with students'' final exam grades. Instead of looking at the regression of time spent on TRC on grade for one course, we looked at the individual student regression of time spent on TRC for different courses on grades. Spending more time using the TRC being associated with higher grades within an individual is a more powerful result than between students within a course, as better students are likely to spend more time using the TRC.RESULTS
Students increasingly used the program throughout the curriculum. More importantly, the time spent using the program showed that increased TRC use by an individual student is associated with a (small) increase in grade. As expected for a noncompulsory activity, better students (those with higher than average exam scores) logged in to the TRC more frequently, but poorer students appeared to have a larger benefit.CONCLUSIONS
An increase in TRC use by an individual student correlates with an increase in course grades.WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT
- E-Learning is increasingly used to provide medical education
- Visualizing mechanisms appears to be a handy method for students to learn pharmacology
WHAT THIS STUDY ADDS
- E-learning tools seem to improve individual grades in pharmacology courses. The statistical information provided by the E-learning tools gives precise insight into the relationship between effort and learning
19.