Education of dentists in China

China is geographically located in the east of Asia and its population exceeds 1.3 billion. An understanding of dental education in China is thus of interest. However, as there is little published information on this topic, this paper provides information about China regarding its dental history, dental school system including curriculum and dental licensure. High school graduates take a nationwide entrance examination to apply for dental school, of which there are more than 50 in China. A five year dental education leads to the BDS degree. Dental school graduates must then pass the nationwide licensure examination to practise dentistry. Currently, there are not adequate numbers of dentists to provide the necessary oral health care for people living outside metropolitan areas.     

Placement and Restoration of Implants by Predoctoral Students: The Creighton Experience

Teaching of implant dentistry in the predoctoral dental curriculum has evolved dramatically over the past 20 years. In 1974, only one third of American dental schools addressed the topic of implants. Today, 48 of the 54 American dental schools have predoctoral curricula. The Creighton University experience offers some unique and instructive insights into a 10-year process of developing and implementing a predoctoral implant dentistry curriculum. All interested students may perform both the surgical placement and restoration of implant prostheses. Clinical instruction involves all restorative and surgical faculty members. Favorable 3-year (91%) and 5-year (87%) surgical success rates have been maintained. This article presents one university's program for examination and discussion.     

Vertical and horizontal integration of knowledge and skills – a working model

The new integrated outcomes-based curriculum for dentistry was introduced at the University of Pretoria in 1997. The first participants graduated at the end of 2001. Educational principles that underpin the new innovative dental curriculum include vertical and horizontal integration, problem-oriented learning, student-centred learning, a holistic attitude to patient care and the promotion of oral health. The aim of this research project was to develop and assay a model to facilitate vertical integration of knowledge and skills thereby justifying the above mentioned action. The learning methodology proposed for the specific outcome of the Odontology module, namely the diagnosis of dental caries and the design of a primary preventive programme, included problem-solving as the driving force for the facilitation of vertical and horizontal integration, and an instructional design for the integration of the basic knowledge and clinical skills into a single learning programme. The paper describes the methodology of problem-oriented learning as applied in this study together with the detail of the programme. The consensus of those teachers who represent the basic and clinical sciences and who participate in this learning programme is that this model is practical and can assist vertical as well as horizontal integration of knowledge.     

Teaching of all-ceramic restorations in central European dental schools: a survey

The teaching of all-ceramic restorations in Central European dental schools in the mid 1990s has been surveyed. Based on a 65% response, the findings indicate that the majority of undergraduate (pre-doctoral) students receive instruction in all-ceramic restorations with >75% gaining clinical experience in the use of such restorations prior to graduation. When clinical experience was not received, formal instruction, either in the regular curriculum or in elective studies was generally available. All the schools, with one exception, anticipated that the importance of teaching all-ceramic restorations would increase or at least stay the same. In general, the findings were similar to those reported in studies of the teaching of all-ceramic restorations in North America, Scandinavia, and the UK and Ireland, especially in relation to luting systems, contraindications and finishing instrumentation. However, clinical requirements for all-ceramic restorations in Central European dental schools were more common than in dental schools in North America, Scandinavia and the UK and Ireland.     

CPPT教学模式应用于消化系统疾病教学

目的探讨临床病理、病理生理学及治疗学(CPPT)教学模式在消化系统疾病教学中的应用,回顾分析某大学学生采用不同教学模式后的成绩情况,并针对CPPT模式试行过程中暴露的问题予以修正。方法选取2015年和2019年学习消化系统疾病相关课程的某校临床医学专业的学生285人为研究对象。2015年采用传统的讲授式教学,作为对照组;2019年采用CPPT教学模式,作为实验组。课程结束后进行理论考核并发放自我评价问卷及满意度调查问卷,统计并分析两组成绩及问卷结果。结果实验组的理论考核、病例分析及切片识读成绩均明显高于对照组,差异均有统计学意义(P<0.05)。实验组学生的课堂氛围、理论知识掌握情况、学习兴趣、自主学习能力、知识运用能力、切片识读能力、临床思维能力、沟通交流能力和团队协作能力均高于对照组,差异具有统计学意义(P<0.05)。实验组学生对于病例讨论、切片识读、教学流程、助教安排、复习串讲及测试试题难易度较为满意(满意度>80%),但理论课讲解、课时分配及配套教材方面有待进一步提高(满意度<80%)。结论CPPT教学改革模式优于传统模式,既考虑医学发展的需求,又关注学生能力的发展,利于培养高水平、高素质的医学人才。     

TBL教学法在呼吸系统整合课程教学中的应用

目的:探讨以团队为基础的教学(TBL)在基础医学呼吸系统整合课程教学中的应用。方法:以临床医学专业学生为研究对象,比较采用TBL教学的实验组和采用讲授法的对照组的教学效果。结果:实验组平时成绩显著提高(P<0.01),期末总评中等学生的得分更高(P<0.05)。问卷调查显示,实验组在促进学习兴趣、提高知识掌握程度和应用能力等方面优于对照组(P<0.001)。结论:TBL可提高基础医学整合课程学习效果,尤其对学习能力中等学生的促进作用较明显。     

内外科整合教学在消化系统见习带教中的实践与思考

上海交通大学医学院已全面推广面向医学专业的整合课程。本学期首次采用内外科整合带教模式进行消化系统见习带教,打破了传统见习以科室为单位的带教模式,使见习课程的内容更丰富,结构更合理,更好地培养学生对疾病全貌的认识,有助于临床思维能力的提高。     

术德兼修视角下医学院校专业课程思政的探索与实践

高校立身之本在于立德树人。以钟南山院士为首的广医人在抗击“非典”、防控“新冠”等重大公共事件中体现的人文情怀是我校课程思政的重要基石。该文以临床药学专业药物毒理学为例,阐述了在医学院校中对于专业课程开展课程思政的教学理念、教学策略以及在实践中的运用方法与反思。     

以医学院校学生需求为导向的大学英语课程体系设置研究

目的了解医学院校学生对大学英语课程设置、教学方式的看法以及对后续英语课程的需求,为大学英语课程体系设置提供参考。方法2018年1月,以西安医学院2013至2017级2000名非英语专业本科生为调查对象,通过问卷星网络平台发布《西安医学院大学英语课程设置调查问卷》,对问卷数据进行实时统计与分析。结果回收有效问卷1815份,有效回收率90.75%。结果显示,排在前三位的英语学习目的为"通过四六级考试或其他英语考试,获取证书(1366人,75.26%)""为以后工作考虑(1093人,60.22%)""为考研做准备(1060人,58.4%)"。学生期待"阅读、写作、翻译等技能训练"以及"口语操练和跨文化知识学习"的比例较高,分别占78.51%(1425人)和65.84%(1195人)。68.76%(1248人)的学生认为有必要"开设人文英语或医学通用学术英语"课程。结论目前单一的大学英语课程设置和教学方式不能满足医学生学习需求,应以《大学英语教学指南》为指导,探讨构建突出医学院校特色、满足不同专业学生需求的多类别与多层次大学英语课程体系。     

基于课程整合的中药学专业设计性、综合性、开放性大实验初探

在充分研究各专业课程知识体系的基础上,我们将药用植物生理生态学、药用植物栽培学、中药炮制与中药药理综合实践、中药分析及毕业设计或大学生创新创业计划进行有机结合,引导学生根据所学知识查阅文献并结合实验目的设计综合性、设计性、开放性大实验,各试验阶段由教师进行指导并记录过程性考核成绩,各实验模块既相互独立又有机结合,既能培养实验技能及学生科研能力,也能促进学生德智体美劳全面发展。