浅谈医学研究生人文素质的培养

随着社会的进步、医学的发展，如何提高研究生的人文素质成为医学研究生教育的重要课题。首都医科大学研究生院在近几年的研究生培养工作中采取了一系列有力措施，为培养具有良好人文素质的全面的医学人才不断努力。     

医学生临床阶段素质教育的实践与探索

本文结合北京大学医学部多年来医学生临床阶段开展素质教育的相关实践，针对临床教育的特点，阐述了素质教育的原则和途径，特别讨论了：①改进考核方法，调动教师和学生的积极性；②建立导师制，强化个别指导；③开展社会实践，进行相关的社会调查；④举办讲座、开设选修课等具体做法，并对素质教育进行了反思。     

医学生临床阶段素质教育的实践与探索

本文结合北京大学医学部多年来医学生临床阶段开展素质教育的相关实践,针对临床教育的特点,阐述了素质教育的原则和途径,特别讨论了:①改进考核方法,调动教师和学生的积极性;②建立导师制,强化个别指导;③开展社会实践,进行相关的社会调查;④举办讲座、开设选修课等具体做法,并对素质教育进行了反思。     

The new MCAT and medical student performance

The "old" Medical College Admission Test (MCAT) has been replaced by the "new" MCAT. For many years the University of California, Irvine, has included the old MCAT in a prediction index as part of its admissions procedure. The use of the New MCAT has required this index to be recalculated. Since the predictive power of the new MCAT is unknown, it has been necessary to wait until the first class admitted completed its freshman year. This paper is an analysis of the new MCAT and its relationship to the criterion of class standing achieved in the school year ending in the spring of 1979.     

关于高等医学院校学生职业核心能力培养的思考

随着我国经济社会的进步,在新的发展形势下,职业岗位对人才的要求日益发生变化,要求高等医学院校必须全面创新人才培养模式,提高毕业生的岗位“适配性”,将学生职业核心能力的培养作为人才培养的重要任务,在应用型人才职业核心能力培养上有所作为,使高等医学院校在激烈的市场竞争中闯出一条自我发展的创新之路。     

Impact of undergraduate courses on medical student performance in basic sciences

Many students planning to apply to medical school take undergraduate courses (for example, biochemistry, embryology, histology, and vertebrate anatomy) covering concepts that are taught within the medical school curriculum. Do these students perform better in similar courses in medical school than students without prior exposure? In the study reported here of 310 medical students, approximately 50 percent had taken biochemistry, 50 percent had taken a course dealing with vertebrate anatomy, 25 percent had taken embryology, and 25 percent had taken histology as undergraduates. In comparisons of the students with prior exposure to these courses and those without prior exposure, no statistical difference was noted in cumulative grade-point averages for the first year in medical school or in the students' scores in three of the four individual medical courses examined. In addition, there was no significant difference in the academic performances in the four courses between the students in the upper and the lower quartiles of the class. Implications regarding undergraduate preparation of medical school applicants are discussed.     

Short- and long-term academic predictors of medical student performance

The relationship between entry qualifications and performance throughout the medical course was studied in individual cohorts of students admitted in the years 1977 to 1981. A modest but significant relationship with overall initial qualifications was found throughout the course. Students without biology showed a marked disadvantage in the first year but the effect did not persist. There were quite marked variations in all these effects between cohorts; studying only a single cohort could lead to inappropriate conclusions.     

PBL式学生骨干培训效果评价

为探索学生骨干培训的新形式,提升教育效果,将PBL的教学理念和形式引入学生骨干培训,应用定性研究焦点小组访谈法,对某高校基层学院PBL式学生骨干培训的效果进行调查,结果显示:PBL式学生骨干培训取得了良好的效果,参加培训的学生均有所收获,提高了多种能力,但学生希望在培训中加入实践环节.     

Costs and benefits of medical student training to a health maintenance organization

As health maintenance organizations (HMOs) and managed health care systems expand, they represent an increasing potential as sites for medical student teaching. Considerable difference of opinion exists about the impact of medical training on these prepaid delivery systems. This study presents a methodology for estimating the subjective and objective costs and benefits of medical student training to an independent staff model HMO with a long-standing training program. Data are derived from a provider survey, a consumer survey, and patient visit logs. Principal subjective benefits include increased perceived quality of care, improved patient satisfaction, and enhanced provider education and joy of practice. Objective impacts include a decrease in productivity of 1.1 patient visits per half day and direct physician teaching labor of 46.8 minutes per half day. Applying this methodology to the specific program of ten courses gives rise to a figure of $180 000 ($16 900 per full-time equivalent student per year) for the "opportunity cost" of medical student training to the HMO. Rules of thumb are developed for application of this method prospectively to new programs in similar relationships between staff model HMOs and academic medical centers.     

项目驱动法在医学本科生临床能力辅助教学中的应用

"项目驱动教学法"为临床医学能力教学提供了新思路。笔者以"自我康复及手法推拿防治颈椎病的社区保健应用"课题为基础,尝试在医学本科生能力教学中应用项目驱动教学法。此法对扩大学生的知识面,提高学生对知识的融会贯通能力、动手能力和交流沟通能力都有独到之处。非常适合于实践性和操作性很强的医科教学,为培养创新型高级医学人才提供了新的途径。