Anatomy teaching: ghosts of the past, present and future

INTRODUCTION: Anatomy teaching has perhaps the longest history of any component of formalised medical education. In this article we briefly consider the history of dissection, but also review the neglected topic of the history of the use of living anatomy. CURRENT DEBATES: The current debates about the advantages and disadvantages of cadavers, prosection versus dissection, and the use of living anatomy and radiology instead of cadavers are discussed. THE FUTURE: Future prospects are considered, along with some of the factors that might inhibit change.     

正常人体学课堂教学方法探究

本文就如何改进正常人体学课堂教学方法,提高教学质量进行了初步探讨.在课堂教学中,可通过突出重点、讲透难点、纵向对比、横向联系、启发思维、理论与实际相结合的方法培养学生分析问题、解决问题及创新的能力.通过以上教学方法的改革激发了学生的学习兴趣,提高了教学效果.可见,课堂教学方法的不断更新是提高教学质量的关键.     

Evaluation of statistics teaching given to medical undergraduates

Medical undergraduates in all United Kingdom medical schools receive statistics teaching, but attempts to establish the efficacy of this teaching have been scanty. Establishment of clear educational objectives is a prerequisite to meaningful evaluation. Most medical schools have attempted to obtain feedback from their students by administering questionnaires. Examination performance can provide very pertinent information if a finely detailed marking scheme is developed, identifying issues that are generally poorly grasped. Controlled trials may be carried out within an institution but encounter problems of contamination and low power. It should eventually be possible to develop multi-institutional evaluation methods.     

浅谈做好人体解剖学实验教学工作的体会

人体解剖学是一门形态科学,实验教学环节十分重要,实验技术人员要提高自身的业务素质,帮助学生认真上好每堂实验课,打好学习人体解剖学及其他相关学科的基础。     

预防医学专业本科生实践教学效果评价

目的 对预防医学专业本科生的实践教学效果及模式进行评价,为指导今后的预防医学实践教学提供依据.方法 使用统一的问卷,对166名预防医学专业学生的科研能力和综合素质进行调查,评价预防医学实践教学(A模式:在学校进行实践;B模式:在疾病预防控制中心进行实践;C模式:先在学校后在疾病预防控制中心进行实践)的效果.结果 实践教学后,3种模式在完成课题设计、掌握论文写作方法、掌握文献查阅方法、熟练掌握计算机操作方面的差异均无统计学意义(均有P＞0.05),在完成综述和译文、熟练掌握实验操作方面的差异均有统计学意义(均有P＜0.05);所有学生的综合素质在实践教学前后的差异均有统计学意义(均有P＜0.05);实践教学后,3种模式在预防为主的观念、正确收集资料、数据处理及统计分析、知识面拓宽、自学能力、创造性思维能力、人际关系协调能力、组织调查能力、分析和解决问题能力方面的差异均无统计学意义(均有P＞0.05),在心理等整体素质、口头表达能力、综合运用知识方面的差异均有统计学意义(均有P＜0.05).结论 经预防医学实践教学,所有学生的综合素质都有显著的提升,在完成综述和译文、熟练掌握实验操作方面,在学校实践的学生优于在疾病预防控制中心实践的学生,而心理等整体素质、口头表达能力、综合运用知识方面,在疾病预防控制中心实践的学生要优于在学校实践的学生.     

Survey of the teaching of disability and rehabilitation to medical undergraduates in the UK

The objective of the following survey was to attempt to establish to what extent the undergraduates in medical schools in the UK were being exposed to structured teaching of disability and rehabilitation (i.e. seminars, lectures, group discussions). A questionnaire and covering letter were sent to 25 medical schools exploring how the teaching was performed and whether it utilized the active involvement of disabled people and/or their carers. It also attempted to ascertain the degree of interdisciplinary teaching occurring. Results showed that rheumatology, general practice and geriatrics were predominantly responsible for this teaching, with little structured teaching in ENT and ophthalmology. Five schools (25%) reported back that no structured teaching was occurring in any department. As expected, there was a larger proportion of positive responses on opportunistic teaching (ward rounds, outpatients). Additional invited comments on the questionnaire revealed a variety of innovative activities taking place in different medical schools. It is recognized that a questionnaire of this nature has limitations; nevertheless, it did reveal gaps in the teaching of disability and rehabilitation, with several responses indicating that excess pressure on the curriculum from other subjects left little or no space at the present time. Our survey suggests that disability and rehabilitation are given insufficient emphasis in undergraduate teaching. In particular, more active involvement of patients and their carers should be encouraged. The small proportion of schools which teach rehabilitation as a defined specialty no doubt reflects the inadequate academic structure at present in this field.     

Intensive bedside teaching of physical examination to medical undergraduates: evaluation including the effect of group size

The effectiveness of intensive bedside teaching of techniques of physical examination of the alimentary system to students commencing their clinical training was assessed. All students viewed a videotape demonstrating these techniques and then participated in a morning practice examination session but only half of the class received afternoon bedside teaching of physical examination in addition. Teaching in history taking was used as a 'placebo' for the control group, and half the students in each of the study and control groups were taught in units of four, the other half in units of eight. Thus the effect of group size could also be estimated. After 1 week, the Students' performance of a physical examination was assessed using a standardized scoring chart which demonstrated good reliability. The study group performed significantly better than the control and within the study group there was a trend for the students taught in smaller units to perform better.     

五年制临床医学专业院校开设临床营养教学的探讨

临床营养是疾病综合治疗的重要组成部分,对疾病的预防、治疗和康复起着关键的作用。营养治疗甚至是一些疾病,如肥胖、糖尿病、高血压病的首选治疗方法。目前,我校在护理本科生中开设了《临床营养学》并作为一门必修课。然而,未来医疗行业的主力军——五年制临床医学本科生却未开设这门课程。以下我们就五年制医学生中开设临床营养教学的重要性和可行性做一些探讨,并期待《临床营养学》能在五年制医学生中作为必修课开设。教学相长,同时也促进临床营养专业的健康发展。     

护理专业解剖学教学方法改革的探讨

针对人体解剖学对护理专业的重要作用和人体解剖学课程特点,对授课内容和教学方法进行研究,改进教学手段,丰富教学模式,以培养和提高护理专业学生的学习热情,提高课堂教学质量及学生的自学能力。     

卫生事业管理专业人力资源管理教学探讨

人力资源管理是卫生事业管理专业的一门重要课程,该文结合卫生事业管理专业的特点,分析目前人力资源管理教学中存在的问题,并从教学内容、教学方法、考核方式、师生交流、教材开发、师资队伍建设等方面提出改进对策,以提高教学效果,达到教学目标要求。     

基础护理学实训教改对高校护生自主学习能力的影响研究

目的探讨基础护理学实训教改对高校护生自主学习能力的影响。方法采用类实验研究中自身前后对照的设计方案,对110名某高校护生的基础护理学实训课程进行教改。采用护理学生自主学习能力量表、一般自我效能感量表(GSES)评价护生教改前后自主学习能力、自我效能感水平的变化。结果通过教改提高了护生自主学习能力、自我效能感水平,差异有统计学意义(P<0.05)。且自我效能感水平与自主学习能力呈正相关(r=0.566,P<0.05)。结论通过对基护实训教改有助于增强护生自我效能感,提高其自主学习能力。     

Anatomy: the bodily order

In this essay I try to show the source of the knowledge that determines a certain view that the healthcare team, particularly the nursing team, has developed on the body, especially the sick body. I understand that this knowledge determines ways of caring for the hospitalized bodies. Based on texts by Foucault I analyze the subject of Anatomy. I present a brief history of its construction as a field of knowledge since Versalius until today, when we find plastinated and digitized bodies. I highlight the cadaver as the student's first contact with a human body and observe that the illustrations contained in Anatomy books privilege male and white bodies. I characterize the body as a radically historical invention and observe that we are culturally trained to perceive it, in an organized way, from given viewpoints and by using certain lenses.