共查询到19条相似文献,搜索用时 140 毫秒
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医学微生物学兼具理论性与临床实践性,在基础医学理论课程与临床实践中起着至关重要的连接作用。目前,统观我国高等院校医学教学,医学微生物学教学片面重视理论知识的传授,教学效率偏低。根据医学微生物学的学科性质,临床知识在医学微生物学中的应用能够有效地提高教学的有效性,然而在我国高校医学教学中一直处于薄弱环节。因此,本文主要探讨如何在医学理论教学中有效运用临床知识。 相似文献
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医学微生物学兼具理论性与临床实践性,在基础医学理论课程与临床实践中起着至关重要的连接作用。目前,统观我国高等院校医学教学,医学微生物学教学片面重视理论知识的传授,教学效率偏低。根据医学微生物学的学科性质,临床知识在医学微生物学中的应用能够有效地提高教学的有效性,然而在我国高校医学教学中一直处于薄弱环节。因此,本文主要探讨如何在医学理论教学中有效运用临床知识。 相似文献
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医学留学生教育是我国高等教育的重要组成部分。留学生急救医学教学要从适应留学生需求出发,在传授知识的同时,还应该注重利用双语及互动的教学模式,注重利用多媒体及见习等教学形式,注重理论知识和临床实践能力的培养,努力提高教学质量。 相似文献
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目的:探讨PBL教学法医学应用于微生物学教学改革实践的教学效果。方法:以我校2009级临床医学专业的两个教学班的108个学生为研究对象,随机分为两组,实验班和对照班,每班54人,实验班采用PBL教学法,对照班采用传统讲授法,由同一个教师担任教学任务,对比分析两组的不同的教学法教学效果。结果:PBL教学法在医学微生物学中的教学效果明显优于传统教学法。结论:PBL教学法更加符合现代教育的主张和医学教学的实际需求,在PBL实践过程中有多重影响因素且教学法的考核方式不完善。由此,提出相应的对策,以获得更好的教学效果。 相似文献
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范引光潘发明邹延峰潘贵霞王斌王静叶冬青 《中国卫生统计》2016,(3):453-455
目的了解临床专业留学生对医学统计学课程内容的掌握情况、满意度及需求。方法选取刚刚结束医学统计学课程的本科和硕士留学生为调查对象,采用问卷调查的方式收集留学生对医学统计学课程的掌握情况、满意度及需求。结果超过3/4的留学生能正确运用医学统计学基础知识,但统计软件的正确运用率只有30.9%,其中硕士留学生略高于本科留学生。有12.3%的留学生对教学效果不满意,85.2%的留学生希望老师年龄在40岁以下,60.5%的留学生希望老师学历在研究生及以上水平,61.7%的学生希望授课老师的职称为副教授及以上,75.3%的留学生希望授课老师数量不超过2个,半数以上的留学生认为课时数、课程中的实例分析及课堂互动较少。结论学校及授课老师应进一步完善课程设置,加强师资培养,探索适合临床专业留学生特点的教学模式和方法,提高留学生医学统计学教学质量。 相似文献
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目的 了解医学生对医学统计学实验课教学的需求及满意度.方法 选取某医科大学325名学生为调查对象,通过一个学期的医学统计学实验课程的学习,调查医学生对医学统计学实验教学的需求及满意度.结果 对于带教老师,68.3%的学生希望学历在硕士及以上,80.0%的学生希望职称在副教授及以上,75.4%的学生希望年龄在30~50岁之间;对于教学方法,86.5%的学生要求采用多媒体与传统教学结合的方式,86.8%的学生希望多开展相互讨论,96.9%的学生希望采用案例教学;对于时间和内容,70.7%的学生认为每次安排三节课最合适,72.4%的学生对30~40 min的理论讲解时间最认可,89.8%的学生要求增加先进统计技术和知识,72.9%的学生希望增加软件操作;96.9%的学生认识到实验课的重要性,94.4%的学生认为实验课需要老师的指导;56.3%的学生对目前带教老师感到满意.结论 医学统计学实验课教学水平有待进一步提高,需要不断提高带教老师的执教水平,完善实验课程设置,改革实验教学方法. 相似文献
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刘晶 《安徽卫生职业技术学院学报》2011,10(3):95-96
多媒体教学作为一种现代化的教学手段,对原有医学教学模式的转变有着深刻的影响,在教学过程中应该充分利用多媒体教学的优势,使传统教学和多媒体教学相辅相成创造更好的教学效果。 相似文献
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唐传奇 《安徽卫生职业技术学院学报》2008,7(4):103-103,100
生理学是医学教育一门重要的基础学科,与医学临床有着十分密切的关系。要让学生学好生理学教师必须加强职业道德修朱提高自身的综合素质,精心备课,采用多媒体教术和启发式教学的方法,培养学生学习兴趣,从而提高教学质量。 相似文献
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通过比较国内外微生物学教学方法,学习国外先进的教学方式,改革微生物学理论课授课模式,收到良好效果。 相似文献
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探讨多媒体技术在西医院中医教学在的优缺点及改进措施。多媒体教学在西医院中医教学中具有良好的直观性、交互性、信息量大、易于理解、乐于接受等特点,给中医学教学带来教学效果;由于中医具有抽象性,内容知识点多,教学时间短,西医院学生难于理解。通过改革教学方法,培养学生创新思维能力,使其教学方式和教学内容更为科学合理,更好地为培养适合社会和医学学科发展的人才服务。 相似文献
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江伟敏 《安徽卫生职业技术学院学报》2012,11(4):92-93,95
探讨临床微生物学的教学策略。在临床微生物学教学实践中,通过改进教学方法,调整教学内容,增强学生学习兴趣,明确培养目标,提高了学生的综合素质和动手能力。认为通过优化教学策略有利于培养出高质量、有能力的综合型检验人才。 相似文献
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I. A. SHIKARA 《Medical education》1978,12(4):297-299
Since the introduction 5 years ago of the full-time scheme for medical teachers in Iraq, it became possible to apply many methods of group teaching, including 'Seminars', 'Tutorials' and 'Student Clinical Meetings', as well as the usual 'Bedside Teaching', especially for final year students. The results of these innovations, based on answers of recent graduates to a questionnaire, indicated that approximately 80% of students found them of value.
The nature of medical education, and especially the clinical aspect, makes group teaching a particularly appropriate method, and the Department of Medicine in Mosul started to concentrate on different methods of group teaching after the establishment of the full-time scheme for medical teachers in 1972.
Group teaching, in general, constitutes those teaching methods that aim at generating free communication between the teacher and his students on the one hand, and among the students themselves on the other. There is now a general feeling among medical educators that students are being over-lectured, and that an alternative method to formal lectures should be established. Group teaching encourages independent activity on the part of the student, fosters critical thinking, promotes independent reading, develops the ability to speak fluently to a small or large audience, makes students more active in organizing their own studies, evokes greater independence and respect for their own powers and, lastly, makes teachers understand their students' needs better than before ( Walton, 1973 ).
The purpose of this paper is to illustrate some of the procedures adopted in Mosul for teaching final year students, and to analyse the students' reaction to various methods throughout the last 3 years of their teaching. 相似文献
The nature of medical education, and especially the clinical aspect, makes group teaching a particularly appropriate method, and the Department of Medicine in Mosul started to concentrate on different methods of group teaching after the establishment of the full-time scheme for medical teachers in 1972.
Group teaching, in general, constitutes those teaching methods that aim at generating free communication between the teacher and his students on the one hand, and among the students themselves on the other. There is now a general feeling among medical educators that students are being over-lectured, and that an alternative method to formal lectures should be established. Group teaching encourages independent activity on the part of the student, fosters critical thinking, promotes independent reading, develops the ability to speak fluently to a small or large audience, makes students more active in organizing their own studies, evokes greater independence and respect for their own powers and, lastly, makes teachers understand their students' needs better than before ( Walton, 1973 ).
The purpose of this paper is to illustrate some of the procedures adopted in Mosul for teaching final year students, and to analyse the students' reaction to various methods throughout the last 3 years of their teaching. 相似文献
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In July 1975 clinical students at the Royal Free Hospital School of Medicine were asked to complete a questionnaire, including questions on medical records. Full and accurate recording of clinical information was considered an important characteristic of the good physician, but less important for success as a medical student. Students felt they should be given more instruction on the writing of medical records and that teachers should pay more attention to students' notes. Review of students' notes is a valuable method of teaching clinical medicine; teachers can ensure that patients are the focus of learning and can encourage students to simulate real clinical practice. 相似文献