医学机能学和医学生物技术考试整合初探

医学机能学和医学生物技术是两门新兴的基础医学课程,既各有其特点又有共通之处。结合以往教学经验针对以上两门课程考试部分整合的初步构想进行探讨和分享。     

医药市场营销专业基础医学教学现状的调查与思考

通过对医药市场营销专业学生进行问卷调查,了解到学生对基础医学课程学习、课程设置、学习方法等的认知情况,发现一些教学中存在的问题,从而提出针对性的教学改革建议和措施。基础医学教学需加强医药市场营销专业相关的教学改革,以体现其营销专业特色。     

从医学成教学生的学习成绩分析谈成人教育改革

摘要对两个年级的医学和护理专业本、专科741名学生的基础医学课和专业课成绩进行分析,结果显示:专业和层次因素对基础医学课成绩均有显著影响;专业课成绩存在本、专科层次间的差异性;掌握基础医学课程知识与学好专业课程密切相关.     

基础医学机能实验中心训练平台和实验教学方法的改革与实践

基础医学机能实验教学经过几年的探索努力,逐渐形成了一门独立、完整、系统的课程.文章介绍了昆明医学院基础机能实验中心通过改革和整合实验教学内容、增加设计性实验、运用多媒体教学设备、增加双语教学内容等教学方法的改革措施,初步建立基础医学机能实验平台,使得机能学的教学优势得到充分的发挥,并取得了明显的教学效果的相关情况.     

某沿海医科大学临床医学一年级学生基础医学课程学业情绪调查分析

目的 探索某沿海医科大学临床医学一年级学生基础医学课程学业情绪主要构成及其影响因?方法 2010年4～5月,第一阶段通过预调查和查阅文献,收集到46个常见学业情绪形容词,计算词语相似度,利用相似性系数构建距离矩阵进行聚类分析;第二阶段通过整群随机抽样,抽取某医科大学临床医学一年级学生230人,使用自填式问卷,调查其基础医学课程学业情绪.结果 系统聚类分析结果将46个形容词先整合为33个后分为4类;临床医学一年级学生基础医学课程学业情绪主要构成为愉快、好奇、满意、充实、喜爱、放松、平静、兴趣、焦虑、抑郁、紧张、厌倦、沉闷、迷茫,总体上系统解剖学以积极高唤醒度学业情绪为主,组织胚胎学以消极高唤醒度学业情绪为主,细胞生物学以积极低唤醒度学业情绪为主.结论 系统聚类分析方法在课程学业情绪的分类中得到良好运用,不同课程学业情绪有较大的差别.     

中医药传承创新视域下中医药院校基础医学课程的思政教学改革探索

分析了中医药专业学生基础医学课程中融入中医理念的必要性，以《生物化学》物质代谢的整合调节一章为例，挖掘梳理了两个方面的思政融合点。旨在通过知识传授和能力培养的教学活动，以培养学生中西医并重的理念，在实现对学生价值塑造的教学目标的同时提高教学效果。     

某高职学院医学生营养教育效果评价

高职医学院学生在通过中小学阶段的健康教育、一些科普书刊、大众传媒等途径以及基础医学相关学科的课程学习后,已经具备一定的营养知识,但在日常生活中他们并未做到平衡膳食,维生素B2缺乏较为多见,营养失衡导致的营养不良率和肥胖率增加、体能达标率降低。另外,医学生毕业后还要拍负传播营养知识的责任,故更需具备正确的营养知识和合理选择食物的能力。为此,笔者于2004年2月～6月月对某高职医学院学生开展营养教育及效果评价。     

“项目驱动+情景模式+真实案例”整合模式在本科生骨科教学中的应用

目的在遵循医学教育的基础医学理论与临床实践相结合的学生认知规律基础上,对"项目驱动+情景模式+真实案例"整合模式在本科生骨科教学中的具体应用进行对比研究,探讨新型教学模式教学实施方法与教学效果。方法以常见骨与关节损伤的临床初步处理为教学研究内容,将平时课程成绩中等的实习阶段学生48人,男女各半,随机分成12单位,其中试验组与对照组每组6个单位。对试验组学生实施整合模式,而对照组实施传统模式。按标准化试题或技能评分方法进行测验,对两组的相关课程理论与临床技能成绩进行统计学对比分析。结果试验组各组的临床技能测验得分为(93.0±4.5)分,项目驱动理论课程考试得分为(89.0±5.5)分;对照组各组的临床技能测验得分为(72.0±5.7)分,理论课程考试得分为(80.0±4.8)分。采用"项目驱动+情景模式+真实案例"整合教学模式的实验组的临床技能测验得分和理论课程成绩与采用传统教学方法的对照组所得的成绩有统计学差异(p<0.01)。结论 "项目驱动+情景模式+案例教学"整合模式下的新型教学方法能明显提高骨科教学效果,值得进一步推广运用与探讨。     

高职病理学实验教学体会

病理学是联系基础医学和临床医学的桥梁课程,通过改革教学方法和手段、加强讲授、实验和复习等教学环节,有助于提高课堂教学效果.     

临床课程整合的探索与实践

哈尔滨医科大学在2005年开始实施基础课程整合以后,成立了临床课程整合教学改革研究组,经过分析、对比、学习和研讨,制定了临床课程整合方案,并于2008年开始实施,目前已完成二轮教学实践,取得了一些成效. 课程整合的方式分为两种模式:以器官系统或疾病为基础的课程模式和以问题为基础的课程模式[1].     

Back to the Future

I attended all 42 hours of classes in the Cardiovascular System Course in order to help the course coordinator set the examination. What makes this unusual is that I am not a physician. As a PhD educator supporting faculty and the educational programs at our medical school I became a learner as well as a co-course co-coordinator. Attending all the classes has led me to discover what might become the future of faculty development and course renewal. I now know who teaches what and how so I can approach them to talk about any changes they may want to make in their teaching. I have also learned what the specific content of the course is which will allow me to connect with coordinators of concurrent and of supporting courses from earlier years in the hope of achieving some higher degree of integration. Taking the course with medical students has been one of the most interesting and professionally valuable tasks that I have ever undertaken, one that will be repeated. This revised version was published online in June 2006 with corrections to the Cover Date.     

An interdisciplinary course unit in basic pharmacology and neuroscience

Summary. A newly developed course unit for second-year medical students entitled ‘Introduction to Pharmacology and Neuroscience’ is described. Novel features of the course relate to its interdisciplinary approach to teaching of topics traditionally taught in separate departmental-based courses. An evaluation of this unit was conducted, in order to provide information to be used for decision-making and improvement and development of the ongoing programme. The evaluation involved a number of interviews with those involved in the course, including course convenors, teachers of the course, students, and members of the Medical Faculty Curriculum Review Committee. A questionnaire was also administered to students. As a result of this evaluation, a set of recommendations for future changes were made. A majority of the students interviewed were in favour of the integration of basic pharmacology and neuroscience, as in this course unit.     

Pliable but not receptive: concerning the marginal influence of a medical psychology course on the socialization process of doctors

Growth into a professional role requires absorption of knowledge, the learning of skills and the adoption of behavioural patterns and values which are part of a particular profession. In sociological literature this is described as the socialization/professionalization process. In this article the research literature which describes the process is reviewed. However, apart from the many positive aspects of adjusting and conforming, there are also more negative developments in the learning behaviour and attitudes of the future doctor. The Department of Medical Psychology in Amsterdam has structured its teaching programme--in part--to overcome or to decrease such tendencies. This article deals with those parts of the course which attempt to influence medical students' interviewing and interpersonal skills. Research into the effects of this teaching points to a marginal influence in both areas. The author looks for explanations for this, in the light of the research literature. In conclusion, the direction is indicated which could further increase the influence of the medical psychology course on future doctors.     

Providing early clinical experience in primary care

Undergraduate courses in British medical schools are changing following recommendations from the General Medical Council. Increasing emphasis has been placed on teaching in the community. Nottingham Medical School has pioneered the teaching of basic clinical skills in primary care during the pre-clinical course to help produce an integrated curriculum. This qualitative study evaluated the first two years of the new early clinical experience course at Nottingham by using interviews with 19 students and their GP tutors. Students claimed to have gained confidence in talking to patients, their understanding of the role of the doctor and the importance of the doctor-patient relationship. Students were less confident about examining patients and some reported having had little opportunity to practice examination skills. Half the students thought that the early clinical visits had helped them to understand and be more motivated to learn their basic medical sciences course. The newly recruited GP teachers were highly motivated, very positive about the early clinical teaching and all wanted to continue to teach the pre-clinical students. Difficulties in providing the course included communication with students and staff, organization of student travel and variation in the quality of teaching. However, the Nottingham early clinical experience course has shown that basic clinical skills can be successfully taught to pre-clinical students in primary care.     

小型多科性高校中人体解剖学课程建设探析

人体解剖学是医学教育的重要基础骨干课程,提高解剖学教学质量对于培养高素质创新型医学人才有至关重要的作用。近年来,我们在小型多科性高校中如何建设人体解剖学课程方面进行了一些探索,在课程建设规划和措施上进行了一系列的探索和努力实践,收到了良好的效果,为提高教育教学质量奠定了扎实的基础。     

小型多科性高校中人体解剖学课程建设探析

人体解剖学是医学教育的重要基础骨干课程,提高解剖学教学质量对于培养高素质创新型医学人才有至关重要的作用。近年来,我们在小型多科性高校中如何建设人体解剖学课程方面进行了一些探索,在课程建设规划和措施上进行了一系列的探索和努力实践,收到了良好的效果,为提高教育教学质量奠定了扎实的基础。     

循证医学课程对科学型研究生循证医学相关知识、态度和行为影响的调查研究

目的 评价循证医学课程对科学型研究生循证医学相关知识、态度和行为的影响.方法 以某大学2018—2019学年第一学期学习循证医学课程的188名研究生为研究对象,通过问卷调查了解课程前后学生的循证医学相关知识、态度和行为,并对比分析前后结果.结果 相比课前,课后学生对常用基本概念的理解明显提升(P<0.001),对文献检...     

PBL与TBL教学法相结合在病理生理学病例教学中的应用

病理生理学是联系基础医学和临床医学的“桥梁”学科,与多学科之间都有着广泛的交叉,学生在学习时普遍反映难学、难懂、难记忆。为解决这一实际问题,在病理生理学病例讨论课教学中尝试采用PBL与TBL相结合教学方法,与传统教学模式进行对比,探索新型教学方法的优缺点。结果表明,采用PBL与TBL相结合教学方法有利于提高教学质量。新的教学方法在一定程度上能够提高学生的学．--j成绩;增强团队协作能力;加深对知识的理解和记忆;以及提高独立思考和解决问题的能力。     

Back to the future — the history and philosophy of medicine experiment at Sydney University

History and Philosophy of Medicine has been a compulsory unit in the first year of the medical curriculum at Sydney University for the past decade. Volunteer tutors are drawn from most clinical and basic science departments, and each year the programme is organized on a theme of current importance in medical practice. This course began as an experiment because no resources were available for specialist staff, but has proved outstandingly successful in generating both student and teaching staff interest and support for the programme. Students present short tutorial papers to their peer group followed by submission of an essay which takes into account the tutorial discussion. The open book examination includes analysis of an unseen piece of primary source material as well as questions derived from the classwork. The Faculties of Arts and Science encouraged this educational experiment and several medical students have now opted to undertake a year of historical research during the intercalated B Sci(Med) programme, and a number of the tutors have enrolled in postgraduate historial or ethical programmes. We suggest that this model may permit introduction of novel courses in times of financial cutback within the Universities, and even allow a foundation to be laid for future development.