结合第一课堂和第二课堂 培养大学生创新精神

作为医学院校教师,对其大学生创新精神的培养有着不可推卸的责任。从抓好第一课堂的教学改革和发挥第二课堂的育人功能两大方面探讨如何培养学生的创新精神。即一方面要树立创新教育新观念、改革传统教学模式、优化课程结构、完善教学内容及改革考核评价方式;另一方面要营造创新氛围境、提供创新平台等。     

Medical ethics and the clinical curriculum: a case study.

There are very few medical ethics courses in British medical schools which are a formal part of the clinical curriculum. Such a programme is described in the following, along with the way in which the long-term curriculum committee of the University College and Middlesex Hospital Joint Medical School was persuaded to make it compulsory for first-year students. Pedagogical lessons which have been learned in its planning and implementation are outlined and teaching materials are included concerning student and course assessment which should be useful for others engaged in similar work. Finally, some of the institutional obstacles facing such attempts are discussed, particularly problems concerning timetabling, different types of opposition and the consequent importance of building alliances among clinical teaching staff.     

关于医学专业学位研究生课程教学体系建设分析

作为医学专业学位研究生培养的重要环节,课程教学体系建设是一个长期的、系统的工程,其将培养应用型高层次临床医疗人才作为目标,强调在教学中注重对研究生医学理论知识的培养,并在此基础上强化临床技能。课程教学体系建设与医疗人才培养质量息息相关。此次研究分析了医学专业学位研究生课程教学体系现状,探究了课程教学体系中存在的问题,并提出了医学专业学位研究生课程教学体系建设对策,以期培养出符合现代医学所需的具有专业技能及理论基础的优秀医学人才。     

医科院校研究生卫生法学课程学习现状调查

通过调查山西医科大学研究生卫生法学课程学习现状,分析研究生卫生法学学习过程及考核中存在的问题,为研究生法律素质培养、卫生法学高质量教学提供参考建议。随机抽取选修卫生法学课程的研究生280例,采用问卷调查的方法对卫生法学课程必要性认识、设置合理性认识、自身学习情况、考核方式等进行调查,利用epidata3.1软件录入数据,经SPSS17.0软件进行数据整理分析。37.7%的研究生在之前的教育经历中没有学习过相关课程,但是认为课程必要的却达到了98%的比例,而只有57.8%的学生认为课程设置合理,认同传统语言传递信息教学的仅占半数(54.5%),认为教学评估有助于教学的比例达到95.5%。虽然医科院校研究生认识到卫生法学的必要性,但是由于多方面的影响,导致卫生法学课程学习现状并不乐观,需要合理有效,真正适合医科院校研究生的教学手段、策略。     

An effective integrated learning programme in the first year of the medical course

BACKGROUND: An integrated approach to teaching medical subjects is an effective educational strategy. Yet, this has not become popular in medical colleges in India. We describe an integrated learning programme to teach the gastrointestinal system in the first year of the medical course. METHODS: The integrated learning programme was conducted for 3 years (2003-2005). It incorporated elements of problem-based learning, early clinical exposure, lectures and small group laboratory work. Student assessment was formative (for problem-based learning sessions) and summative (using problem-based learning and knowledge tests). Evaluation of the programme was based on feedback from the students and faculty members. RESULTS: Ninety-six per cent of the students obtained more than 60% marks in the problem-based learning test. The mean (SD) score in the knowledge test was 62 (0.89)%. The majority of students received satisfactory and more than satisfactory grades for their performance in the problem-based learning sessions. The feedback from faculty members and students was positive, which highlighted benefits such as integrated learning of the basic sciences, their application to clinical cases and active student learning. The challenges encountered included the higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. CONCLUSION: An integrated learning programme is feasible within a conventional medical curriculum of an Indian medical college.     

全球化背景下的医学教育国际化探析

在世界经济全球化的影响下,医学教育国际化已经成为一种趋势.本文从学生、教师、教材和教学模式上对国际化的医学教育进行了全面的探索和分析,对现有的评估方法 进行了剖析,并提出多层面、全方位的评估方法 ,以培养出视野广阔、具备跨文化诊治能力和国际竞争能力的医学生.     

医学机能学课程体系改革的初步尝试

医学机能实验学教学改革近年来一直是医学教育改革的热点。其课程体系的设置和调整是教学改革极为重要的一步,是医学教育必须深入研究和探讨的重大问题。在此,从医学院校机能实验学课程内容的优化、教学方法及手段的改革、学生成绩考评体系的完善等方面探讨了医学机能实验学课程体系改革的初步设想,以促进医学机能学课程建设的发展和完善。     

成人学历教育中全科医学概论课程设置合理性分析及教学效果调查

目的分析成人学历教育中全科医学概论课程设置的合理性,并评价其教学效果。方法对2005级各专业三年制成人教育的学生展开问卷调查。结果大多数学生对课时、课程内容安排比较认可;对多数章节内容感兴趣,特别是人际交流部分;但对总论、伦理学内容表示兴趣不大;多数学生对授课方式比较满意;来自专科医院的学生与来自基层服务机构的学生相比,他们认为通过学习对全科医学有了更深入的了解并产生兴趣（P〈0·05）。结论针对成人教育开展的全科医学概论课程内容、学时安排较合理,但部分章节有待于充实;授课方式应当更加多样化;考虑日后进行小班授课、基层医疗机构和专科医院学生分班授课的可能性。     

生物化学课程现状分析与改革方向

生物化学是医学重要的基础课。为加强学生素质教育，加强语文、数学等文化课学习，为高职专输送人才，在教育主管部门指导下，在课程改革方面作了大量的工作。但是经过几年的课程改革实验过程也慢慢出现了很多的问题如课程合并的不合理性、轻视医学基础课教学、课程学时分配不合理等，作者就本校的生化教学一些情况，结合中专卫校课程现状，对中专生物化学改革中出现的一些问题做粗略分析，在今后课程改革方向应向重新整合课程、强调“淡化学科”意识思想、实现医学教学模式转变、优化教学手段方法等方面发展。     

三年制临床医学专业人才培养方案现状调查

对国内部分院校三年制临床医学专业人才培养方案现状分析表明,各院校人才培养目标一致;课程体系相似,仍普遍采用以学科为基础的课程模式;课程设置较混乱、教学时数不均衡;实践课程和医学人文社会科学课程薄弱.本文提出,应当根据实际工作岗位的需求改革三年制临床医学专业人才培养模式,创新和重构课程体系,合理安排课程顺序和学时分配,重视实践教学环节与学生成绩评定,使三年制临床医学专业人才培养方案成为培养高素质医学人才的内在需求.     

地方医学院校通识课程设置满意度调查分析

目的了解学生对通识课程设置的满意度现况,分析地方医学院校综合性通识课程设置中存在的问题,为通识课程设置改革提供依据和参考。方法采用分层随机抽样的方法,利用自行设计调查问卷对某地方医学院校不同专业的575名学生进行问卷调查。问卷内容涉及对象基本情况、对现有通识课程的认知与满意程度、对通识课程的需求、现阶段通识课程设置存在的问题以及意见和建议四大方面,共设计题目54道。调查数据使用SPSS19．0软件进行分析,结果采用相对数（率和百分比）表示,通过秩和检验分析不同专业、不同年级学生满意度之间的差异．P〈0．05为差异具有统计学意义。结果调查显示医学生对现阶段通识课程设置的总体满意度不高,仅有219人（38％）对现有通识课程设置比较满意;认为没有感觉、开不开设无所谓的学生有256人（45％）;认为不满意的学生有100人（17％）。此外,不同年级的学生对通识课程开设的满意度差别无统计学意义（P=0．798）,但不同专业的学生其满意度差异具有统计学意义（P=0．007）。结论医学院校通识课程的设置不能盲目追求广而全,应从打造核心课程体系、灵活授课方式、改革教学方法三方面入手,全面提升通识课程授课效果。     

Health and human rights: an area of neglect in the core curriculum?

Medical ethics and law education in the UK is undergoing continuous transformation. In parallel, human rights teaching with respect to health is expanding as a distinct field. Yet a resistance to the inclusion of human rights in the medical ethics and law curriculum persists. In response to Stirrat and colleagues, this article seeks to highlight the mutual benefit that could be derived from an integration of human rights into the already established medical ethics and law teaching in medical schools. It proposes that incorporating human rights into the curriculum would add value to traditional medical ethics and law teaching and provide a promising opportunity to enhance the interest from the student body.     

临床医学八年制PBL课程教务运行模式与质量评价体系的构建与应用

西安交通大学临床医学专业八年制正在进行人才培养方案和课程体系改革,其主要特色为按照人体器官系统将传统生物医学和临床医学课程进行有机整合,推行PBL教学。由于PBL教学法与传统教学法有很大不同,传统的教务运行管理模式及质量评价体系已不能满足需要。为解决这一问题,我们积极探索,创建符合临床医学八年制培养思路及PBL教学特色的"以学生为中心"的教务管理运行模式,并建立与之配套的学生成绩考核评价体系以及教师授课质量评价体系,使之能更加全面、科学、公平的考核学生、评价教师,经过近三年的实践已初见成效。     

法医病理学PBL教学的课程设计与教案编制

死亡原因分析是法医学实践中最常面对也是最基础的工作内容。在以问题为基础的学习（problem-based learning,PBL）教学目标问题设计时,应以死亡原因分析为主线,兼顾其他相关问题。PBL课程案例选择要以目标问题为中心;同时考虑解决这些问题所用的法医病理专业理论知识点,使学生通过解决案例的问题切实学到专业理论知识;此外,还应考虑案例难易度、资料的趣味性、结论的明确性等。法医病理学PBL课程的环节包括通过案例提出目标问题,学生自主学习和探索解决问题,共同讨论获得目标问题答案。可根据每环节中的问题或知识点分成几幕,每幕以一个小问题引出一个或几个知识点,充分引导学生在解决问题中学习知识。教师的工作重点是把控学生工作方向,掌握学生能力状态,平衡学生机会等,以推动课程顺利实施并达到教学目的。     

实验课程PBL教学实施方式的探讨

实验课程具有学生规模小、教学形式多样和教学场景适宜等特点,对开展以问题为基础的学习(PBL)十分有利。在实施了实验教学的课程化改革之后,根据课程的教学内容和进程,提出实验教学采用传统教学模式-传统教学+PBL模式-PBL模式的三段式非典型性的PBL教学模式,以探索实验课程实施PBL教学的方式。并提出注重解决对"问题"的认识、教材与辅导材料、评价方法和教学资源等问题。     

The teaching of medical ethics at Southampton University Medical School.

For centuries medical schools in Britain and elsewhere had a fairly static curriculum based on what might be called the 'three Rs' of medicine, and consequently had to make room for new subjects as the need arose in a fashion which was sometimes makeshift. However, Southampton University has only had a medical school for six years, and therefore their course on medical ethics and legal medicine was carefully integrated into the curriculum after some preliminary experiments carried out by a subcommittee which is continually reviewing the situation. Medical ethics has now a definite place in the fourth year, preceded by an introduction to ethical problems encountered in medicine in the first year. Not only do members of the medical faculty participate in this teaching but also members of the faculties of law and the arts.     

医学院校在《思想道德修养与法律基础》课程改革中应当融合医学人文精神

医学院校中医学人文教育不是开设单个或几个课程就可以完成的,而是应融入到医学教育的所有环节当中去。《思想道德修养与法律基础》课程是国家规定面向全校新生开设的公共必修课,医学院校的《思想道德修养与法律基础》课程改革应当结合医学院校医学环境的特殊性,在教学过程中融合医学人文精神,使其成为医学人文教育体系的重要平台之一。     

医学检验技术专业“五改四”后课程改革的思考

为了适应医学检验技术专业“五改四”的学制改革和“以技术为主线”的新专业要求,广东医学院医学检验专业进行了专业课程体系的综合改革。在此分析了目前医学检验办学存在的问题,从课程重组与融合、调整专业课程和实施模块化教学、打造特色和强化实践教学环节三个方面改革课程体系。同时优化传统的一站式考核,探索全程考核模式。     

Management of a learning resource center: a seven-year study.

Data compiled over seven years present evidence that small-group or "cluster" carrels are successfully utilized by medical students in a learning resource center (LRC) and, therefore, should be considered to be an efficient method of managing space, software, and hardware. Three management concepts account for high utilization of an LRC operated as a service in support of a medical school curriculum. Of special importance is the interaction of LRC staff with faculty, which directly accounts for a collection relevant to the curriculum. The other management concepts are responsiveness to students and delivery of services that support production and distribution of print and audiovisual resources for student learning.