循证医学与临床医学教育

循证医学作为20世纪90年代引入临床医学领域的新概念，不仅对医生的临床实践活动产生了影响，对医学教育模式也有着深远的影响。本文简述了循证医学的概念以及如何在医学教育中引入循证医学。     

因特网循证医学信息资源的分布与检索

在简单回顾循证医学产生与发展历史的基础上,从电子期刊、网上循证医学资源中心、循证医学图书馆、循证医学元搜索引擎和临床实践指南等方面探讨了因特网循证医学资源的分布,提出了循证医学网络信息资源的检索方法与检索策略。     

循证医学中医学信息服务的探讨

概述了循证医学的概念、临床实践步骤以及与信息服务的关系，并进一步说明我国循证医学面临的机遇和挑战。在此基础上，重点阐述信息服务机构和工作人员应如何采取切实措施以适应循证医学的快速发展。     

循证医学:从观念变迁看临床医学发展

循证医学的观念从新生正走向风华正茂,观念推进临床医学的进展是显而易见的.观念改变优化着我们的临床实践,施益于我们的患者.据此,本文从循证医学与传统医学两种医学模式的差异入手,阐述了循证医学对我国临床医学发展的作用和影响.     

论医学期刊编辑的循证医学教育

循证医学是20世纪90年代迅速发展起来的一种以证据为基础的新的医学模式.循证医学最新证据的主要来源是医学期刊,这对医学期刊编辑提出了更高的要求.本文就医学期Tq编辑开展循证医学教育的必要性进行了探讨,并介绍了实施循证医学教育的主要内容及其方式途径.     

开展儿科多中心研究和临床流行病学调查的倡议

随着20世纪80年代循证医学的开创和发展，为临床医学的进一步科学化提供了方法上的可行性。循证医学的核心是证据，证据的创造、提供和应用是临床实践循证医学的关键。多中心临床研究和试验结果作为循证医学中的强力证据，为临床诊断、治疗以及预后判断等提供了很好的规范与指导。     

循证医学及其医学信息资源分布

循证医学是20世纪80年代在国际上迅速发展起来的一种新的临床医学模式。循证医学强调证据及质量是其基础，提倡用可得到最佳证据指导临床实践。文章就循证医学的概念、起源和发展等方面进行阐述，并介绍了循证医学的信息资源分布。     

循证医学给医学信息工作带来的机遇和挑战

循证医学的发展十分迅速,已深入临床和医学教育中。循证医学研究的热潮给医学信息工作带来了大好机遇,同时也使医学信息工作面临新的挑战。面对这一现状,本文略述了医学信息工作的一些应对措施。     

2011年循证医学与临床实践指南制定、评价和解读方法学研讨会通知

由中国医师协会循证医学专业委员会主办,北京大学循证医学中心、亚太循证医学联盟（Asia Pacific EBM Network）协办的“循证医学与临床实践指南制定、评价和解读方法学研讨会”将于2011年9月1～3日在北京召开。     

基于整合医学理念的心解剖教学设计构想

<正>生物-心理-社会医学模式不仅为医学发展带来新的变化,也对医学教育提出了新的要求。2001年6月世界医学教育联合会制定的本科生医学教育标准中指出"课程计划应该将基础学科与临床学科整合包括课程组成部分的横向整合"。而近几年心血管疾病诊治领域循证医学的发展也体现了医学整合的趋势。因此,在整合医学发展的背景下,心血管疾病教学设计也应体现这种"整合"的理念。笔者根据自己的求学、教学和临床工作实践并结合本校教学的实际情况,对心解剖教学过程中如何灌输整合医学理念进行了探讨。     

Education in laboratory medicine for undergraduates--laboratory medicine in core curriculum

A model core curriculum for medical education was proposed in March 2001. This guideline is meant to serve as the essential basis of material to be mastered at present and as a reference for curricula to be constructed by individual medical schools. Laboratory medicine plays an important role in this guideline, not only as an essential component of diagnosis and laboratory testing in various diseases but also in consultation. In the Department of Clinical Pathology, Showa University School of Medicine, we revised the curriculum of lectures and clinical training in laboratory medicine according to the guideline. This revision is expected to improve education and result in better doctors. We also will modify the method for education from lectures to a tutorial system, in which laboratory medicine should play an important role in devising tasks for tutorials.     

Are we serious about teaching professionalism in medicine?

Medical professionalism is an increasingly common topic of discussion in the medical education literature. Much of the recent literature on this subject addresses areas of weakness in the educational curricula of medical schools and residency programs. But students are living a world in which professional behavior is being redefined, often in ways that run contrary to the medical education curriculum. This article outlines three fundamental challenges that powerfully affect the ability to promote professionalism in students and young physicians. To overcome these challenges, the author suggests four steps that can be taken in the medical education community. First, medical schools should address cost and access to care as first-order intellectual problems and should encourage research programs in these areas. Second, schools should develop programs to humanize science and restore scientific integrity beyond the requirements of compliance programs. Next, medical school leaders should celebrate those who best embody moral leadership in the profession. Finally, the medical education community should acknowledge that the availability of affordable health care to the public depends on the practice choices of medical school graduates and should accept greater responsibility for this outcome.     

Genetic privacy and academic medicine: the Oregon experience.

Legislators are considering the conflicting concerns of consumers, researchers, health care providers, and business in the rapidly developing area of genetics. The Oregon Genetic Privacy Act of 1995 was written to protect the individual's right to genetic privacy by providing legal protection for medical information, tissue samples, and DNA samples. This legislation has had an impact on the academic medical center of Oregon Health Sciences University (OHSU) with its teaching hospital and associated clinics, both in providing medical services and in research. This impact has occurred in several areas: (1) informed consent, (2) ownership of genetic information, and (3) security of medical information. It affects both patient care and research. OHSU and other academic medical centers have a mandate to provide leadership in the education of medical students, residents, and physicians about genetic privacy and the issues and areas affected by it. As genetic privacy legislation is developed and enacted at state and federal levels, the needs of individuals must be balanced with the needs of institutions and of research in the larger context of societal needs.     

Holistic medicine or the humane doctor?

The holistic doctor is sometimes proposed as an ideal. However, holism involves an expansion of medical categories to encompass most of 'normal' life as well as sickness. The humane doctor is suggested as a better ideal. He or she is wise, compassionate and liberally educated; and knows that there is more to life than medicine-both for doctors and their patients. Humane practice is promoted by a broad and rigorous education but inhibited by excessive busyness and pressurized conditions of work. This has implications for medical training and work practices.     

Preventing the decline of academic medicine.

Academic medicine in North America has been highly successful in many ways in the last 50 years, including being able to resist change while unprecedented and fundamental changes are taking place in the practice, technology, and financing of medicine. This stance places academic medicine at risk of being bypassed by events. To prevent this, what balance between rigidity and flexibility should be sought? The author addresses this question by first reviewing the history of academic medicine and then defining in detail three current problems in medical education and two in biomedical research, two of academic medicine's domains. All these problems have in common some form of harmful dissociation of endeavors: for example, in education, there is a dissociation between both the teaching and academic clinical practice of medicine and the health care needs of the public. The author then proposes solutions to the problems, based on his examination of three major principles that motivate academic medicine. For example, he maintains that the teaching of all the medical sciences should be part of, and equal in quality to, the overall program of sciences in a university, and that the interdependence of medical schools and universities should be nurtured. He also maintains that the narrow conceptual framework of medicine that focuses on mechanisms of disease must be expanded to include rigorous attention to such areas as prevention, technology assessment, and organization of care.(ABSTRACT TRUNCATED AT 250 WORDS)     

Academic medicine and quality of medical care

Academic medicine comprises education, research, and medical care, respectively provided by medical schools, research institutions, and teaching hospitals. Thus far, academic medicine has been unsuccessful in establishing, protecting, promoting, and improving the quality of care. Its role in that area should therefore be reconsidered. Quality improvement activities require constant planning and perseverance, explicit standards of good practice, quantitative measurement, and comparison with previous performance or the performance of others. Preparedness and willingness to change attitude, approach, and behavior are pivotal to the success of such activities. Early exposure of medical students to the principles and practices of quality of care improvement would be a starting point for a life long process of experience-based learning that allows physicians to change and improve practice through the application of relevant knowledge and skills. It is essential that changes in graduate and postgraduate education and training be introduced, to improve an understanding of the importance of focusing on the care process from the patient's perspective as well as on the need for interdisciplinary cooperation and team performance as prerequisites for good medical care. Their education should also emphasize the measurement of the quality of delivered care, provide an understanding of the demand of society for accountability and how to meet it, as well as competence in using the principles and practice of quality improvement to provide, document, and improve the quality of care in institutions of academic medicine.     

Impact of molecular medicine on pathophysiology,medical practice,and medical education

This article brings an overview of the influence of molecular medicine on pathophysiology, medical practice, and medical education. Various aspects of the growing impact of molecular medicine on clinical practice are discussed: diagnostic and predictive testing, gene and targeted therapy, and pharmacogenomics. Insufficient data from appropriate clinical studies and evidence-based medicine presently limit the applications of molecular medicine in clinical practice. Incorporation of conceptual and clinical aspects of molecular medicine in undergraduate and postgraduate curricula and a continuing education of medical professionals is an urgent imperative for the demands of medical care quality to be met in near future. The emphasis should be put on bedside-orientated molecular medicine. The prerequisite is translational research aimed to translate basic information into the improvement of healthcare of individual patients and the population as a whole.     

Physicians' attitudes and practices regarding complementary and alternative medicine

This article offers a review of the research literature on complementary and alternative medicine (CAM) and presents the findings from an exploratory survey of the beliefs, attitudes, intentions, and behaviors of conventionally trained physicians toward CAM. Earlier studies of CAM focused primarily on patients' attitudes and behaviors rather than those of physicians. Physicians play a crucial role in moderating patients' beliefs about and use of CAM treatments. Accordingly, this study focused on physicians' knowledge of medical efficacy and their impressions of CAM treatments. The findings from a survey mailed to a random sample of California physicians revealed that physicians' use or recommendations of CAM in their practices are limited by concerns about medical professional norms, yet are positively associated with their use of computer technology for self-education and communication with peers. Sixty-one percent of physicians do not feel sufficiently knowledgeable about CAM safety or efficacy, and 81% would like to receive more education on CAM modalities. The findings raise important issues for medical education and patient care.     

The role of austrian physicians and prof. Joseph Hyrtl (1810–1894) on modernization of Ottoman-Turkish medicine

Medical schools have a long history in Ottoman-Turkish medical education. At Ottoman medical schools (medreses), education has been given to students regularly. But because of social dogma and oppression of religion on the science of human anatomy they could not get a chance to improve for centuries. Traditionally, Ottoman-Turkish medical education was shaped under the influence of Galenos (129–200) and Avicenna (980–1037). These influences continued until the beginning of the 19^th century. In this period, Avicenna's most famous medical book “Kanun-ı fit-tıp” was a main anatomy textbook in medical education of the eleventh century. Modernization of educational systems in the Ottoman Empire started during the reign of Sultan Selim the 3^rd (1789–1807) and modern anatomy in Ottoman-Turkish Medicine has flourished following the Austrian physicians. Today's Department of Anatomy at Istanbul Medical School of the Istanbul University is a continuation of Galatasaray Medical School which was the first medical school achieving the western educational level.     

浅析急诊医学专业人才的培养（医学教育）

急诊医学发展的关键在于专业人才的培养。我们需要培养的是"理论扎实、技术全面的急诊专业人员",而不是"有急救能力的内科医生",这是急诊医学教育的目标。然而,实现这样的目标需要我们在培训基地、培训内容、培训人员和培训方法上的不断改进,需要平衡培训的有效性和安全性。"四阶梯"教学方法是急诊医学教育的重要手段。