护理学基础实验课中反思性教学的应用体会

总结了16名护理学基础实验课教师在2005—2008学年进行反思性教学的体会，探讨反思性教学在护理学基础实验课中的应用。组织教师学习反思性教学理论，讨论进行反思性教学的实际方法并融入实践。在2005-2008年3届学生的教学过程中，有计划地采取了写反思日记、教学日记，组织教师间的交流与讨论，录像、录音回放，邀请专家点评听课等反思方式。通过反思性教学的应用，教师提高了职业成就感与教学经验，学生护理学基础实验课的成绩与满意度得到了提高，教学水平明显提高，取得较好的效果。     

A Curriculum in Agricultural Medicine for Medical Students

A variety of educational programs in occupational medicine are available for medical students. This paper describes a two-day program that emphasizes agricultural medicine for senior medical students during their rotation in the Department of Family Medicine at the Medical University of South Carolina. The program uses interactive case discussions and farm visits as tools for motivating students to pursue further experience in the field.     

Education and Practice: Connecting with Research

This paper discusses a faculty project that explored community research needs to guide and shape the research curriculum and class assignments for a master of occupational therapy education program. Thirteen community partners were identified and interviewed. Eleven of 13 valued or greatly valued research. Those same 11 expressed an interest in collaborating with the Department of Occupational Therapy. The community partners identified 86 potential future topics for research covering many areas of practice; the majority of them focused on pediatrics. The community partners also identified several research supports already in place such as team work, administrative support, and access to clients. They identified barriers to implementing research including lack of time and assistance for the research process. This information will be incorporated in student research projects, course assignments, and faculty research agendas to provide students with an authentic learning experience while meeting community partners' needs.     

试论高等医学院校的课程规划

课程规划是学校最为核心的职责之一,医学院校课程规划需要遵循国家政策、行业准则、培养目标、科学信息和整体统筹的原则.广西医科大学在课程规划实践中,注重树立全局意识,把握兼顾局部的尺度,制定科学、合理和有效的课程计划,使课程资源的整体利用达到了最优化.     

Beyond barriers: The challenge of cultural diversity for nurse academics in the Australian context

In spite of the increasing significance of cultural diversity for nursing, some Australian nurse teachers are not well prepared for the challenges they face, nor have nursing curricula been re-conceptualized to meet the changing needs of society and more specifically nursing students.Although numerous teaching and learning programmes for inclusion of diversity are reported in the literature, both within Australia and overseas, there appears to be little commitment to the adoption of a more fundamental change in curricula and teaching and learning practices. In particular there appears to be little attention to how teachers negotiate meaningful social dynamics within multicultural learning contexts.This article reports on the findings of a study carried out across two Schools of Nursing in Australia. The purpose of the study was to explore why schools have been reluctant to move to more culturally diverse models of teaching and learning. This paper reports on the findings of focus groups with teachers about their experiences of teaching in the context of cultural diversity.Study findings explore teachers’ perceptions of cultural diversity and its impact on teaching and learning nursing. Teachers reported a range of tensions arising from lack of a shared philosophical view about curricula generally, lack of consideration of diversity as a significant issue for both teachers and students, limited perceptions of community as a key driver of curricula and a reluctance to address the difficult and contentious issues arising from diversity in the classroom.     

Curriculum development: a strategy for change

It is generally accepted that educational methods have a lot to offer to the development of teaching and learning in medical colleges. However, it is frequently reiterated that these offerings are theoretical and are either not feasible or have little impact in most settings. This conclusion comes as an inevitable result of frustrations associated with well-meaning attempts to introduce change in the teaching and learning environment. The main purpose of this article is to share with the reader some of the experiences of one medical college in the introduction of change. In this article the decisions and implementation of change in the teaching programme are described. An evaluation of curriculum development was based on the impact or outcome of these strategies. The criteria used in this evaluation were student orientation, problem-solving, integration and community orientation. In the early stages of this experience the main strategy focused on teacher-training, which aimed at 'critical mass development'. A cohesive core group of teachers was formed. Further strategies for the introduction of change were used and modified according to need. Utilization of sources of power and influence was resorted to so as to draw attention to issues and to expedite academic decisions. In many instances group activities utilized emotionally detached 'academic' settings to resolve curriculum issues. Conflicts were mainly dealt with in this setting. The advantages and disadvantages of these strategies for change are discussed.     

Modellversuch: Einsatz und Evaluierung eines problemorientierten Lernprogrammes in der inneren Medizin

Zusammenfassung □ Hintergrund  Problemorientiertes Lernen ist ein neuer Ansatz im Medizinstudium. Wesentlich ist hierbei die aktive Bearbeitung authentischer Lernf?lle. Die Nutzung moderner Software eignet sich für die interaktive und multimediale Aufarbeitung von Fallbeobachtungen und den Einsatz im Studentenunterricht. Die curriculare Integration dieser Lernform ist bisher gering. □ Methode  In einer modellhaften Anwendung wurde das Computerlernprogramm CASUS zum Fall Makroprolaktinom im Seminargruppenunterricht der inneren Medizin eingesetzt, an dem 287 Studierende teilnahmen. □ Ergebnis  Bei einer Rücklaufquote von 78% der eingesetzten Frageb?gen war für 96% der Studierenden die Bedienung des Programms leicht erlernbar. Als kritisch erwies sich die zielgruppengerechte inhaltliche Gestaltung der Lernf?lle. Die Bewertung des Programms war unabh?ngig von der individuellen Computervorerfahrung. 82% der Studierenden würden das Lernsystem gern weiter nutzen. □ Schlu?folgerung  Problemorientiertes computergestütztes Lernen anhand authentischer F?lle führt zu einer Motivationssteigerung und m?glicherweise zu einer nachhaltigen Verbesserung der Ausbildung. Zur Beurteilung des erzielbaren Lernerfolgs und der „Aufwand-Nutzen”-Relation im Vergleich zu herk?mmlichen Lemmethoden müssen weitere kontrollierte Studien durchgeführt werden.      

构建《护理学基础》精品课程的实践教学体系

为培养高素质、具有创新意识，适应21世纪需要的高层次护理人才，构建《护理学基础》精品课程实践教学体系，在《护理学基础实践》课程教学过程中，改变传统的教师示范，学生模仿练习，教师考核达标的传统方法，实施培养学生“小老师”，实训达标一体化教学模式，注重学生实践能力与综合素质的培养，增强学生的自我学习、自我管理能力和创新能力，取得了较好的教学效果。通过2届学生的实践，收到良好的效果。