A national survey of undergraduate teaching in obstetrics and gynecology.

Representatives of 114 academic departments of obstetrics and gynecology in North America completed a written questionnaire in 1977 designed to assess undergraduate educational programs. Respondents reported increases in numbers of departments and faculty per department and decreases in the length and number of students per clerkship in comparison with a 1968 survey. Small-group discussion, lecture, and professional patients were preferred instructional modalities of faculty and students. Evaluation procedures and faculty development activities are reported and discussed in relation to prior surveys of departments of obstetrics and gynecology.     

A model for the improvement of medical faculty lecturing.

The development of a program designed to improve the teaching effectiveness of faculty members of a new Introductory Psychopathology course at the University of Washington School of Medicine is described. Two consultants from the Office of Research in Medical Education worked closely with the faculty in designing the evaluation program during the preparation of the course. The literature on lecture effectiveness is reviewed, as are existing instructional evaluation instruments. The integration of this information and the needs of the involved faculty produced a lecture observation schedule designed to facilitate the observation of a lecture and the immediate feedback which followed each of the 15 lectures evaluated. The process of using this instrument to assist the faculty in self-improvement is discussed. While the specific evaluation method described may not be appropriate for all situations, it may serve as a model for the development of similar programs in other settings.     

Educational materials reviewed for AVLINE.

The need for a central source of information regarding the availability, suitability, and quality of educational materials has led to the development of AVLINE. AVLINE is a computer information service available through the MEDLARS system of the National Library of Medicine. The Association of American Medical Colleges is gathering information from faculty members concerning useful materials and is bringing together content specialists, instructional designers, and technical specialists to review these materials. Information on materials that are recommended is provided to the National Library of Medicine to be cataloged, indexed, and abstracted for ultimate listing in AVLINE. Twenty-eight percent of the material has not been recommended; the many reasons for low ratings are categorized under content quality, instructional design, and technical quality.     

Faculty development practices in Canadian medical schools.

Twelve Canadian medical schools that had an organized faculty development program were surveyed to evaluate the extent to which such programs were used and to estimate their effectiveness. Common practices included sabbaticals and programs designed to improve instructional skills. The main problems included underfunding, poor participation and inadequate instructor evaluation.     

Medical student instructional costs in a primary care clerkship.

Using a variety of techniques, such as logs kept daily by the faculty, direct observation, and on-site interviews, the authors determined the instructional costs of a required third-year primary care clerkship based in an ambulatory care setting. Included in the analysis were labor costs of both faculty members and nonfaculty personnel, space and materials, and general university overhead. Total instructional costs were $54.20/student/day. If other third-year clinical clerkships generate equivalent costs, the direct instructional costs of clerkships for third-year medical students would be in excess of $11,500/student/year. The study results imply that ambulatory-based teaching of medical students generates considerable costs and thus requires support from student tuition, federal or state government, or other sources.     

Instructional improvement: how to overcome the barriers?

This is no easy way to improve teaching. Not one or even two activities are right or best for all instructions. The improvement of instruction requires a multi directional approach. When faculty members, departmental heads or interested administrator come across an idea they find appealing, they often tend to be converted and start proselytizing. The way to better teaching lies in review of videotaped teaching samples or diagnostic student evaluation with consultation, or seminars on course design, or monitoring with master teachers, peer assessment or whatever the favored strategy happens to be. All of these are possible ways to better teaching, made right or best only after they have been carefully matched with their instructional needs of the teacher, course content & instructional setting.     

Basic Training Program in Medical Pedagogy: a 1-year program for medical faculty.

In 1979 université de Montréal developed the Basic Training Program in Medical Pedagogy; the program has since been offered at two other Canadian medical schools. The learning activities are spread over an academic year so that the teachers are able to continue their clinical or research duties. The program, which follows a model of systematic instruction, comprises 17 self-instructional modules on basic educational topics adapted to medical teaching. The topics are related to four components of an integrated system: student needs and learning objectives, instructional methods, student evaluation and program evaluation. The instructional format is aimed at three levels--understanding, analysis and application--to which assignments and assessments are related. In addition to the modules, the program offers 15 half-day sessions for small groups (five participants and one instructor) to discuss aspects of the program, especially home assignments and the application of personal educational projects. A minimum of 100 hours of personal time is requested. The program's main goal is that students be placed at the centre of the educational process. Of 215 participants since 1979, 171 (80%) have completed the program and reported high satisfaction. Issues related to any faculty development program are discussed.     

综合性大学医科PBL教学改革的实践与探索

文章从华中科技大学医科实施PBL教学改革的必要性入手，详细介绍了实施PBL四个阶段的主要工作和各阶段的重点工作以及存在的问题，提出了PBL的顺利实施，思想观念是先导，师资培训是关键，教案编写是核心，评价方法是导向。     

Educational programs in US medical schools

One noteworthy finding for the 1990-1991 academic year is the increasing number of applicants to medical school, coupled with stabilization in the credentials of accepted applicants. This increase appears to be reversing the downward trend of the 1980s. The percentages of women and total minority students in the entering class increased from the previous year. The prevalence of instructional formats such as problem-based learning and computer-assisted instruction illustrates that medical schools are willing to experiment with educational innovation. A number of schools are in the process of curriculum review, which may lead to important changes. The financial support offered by private foundations interested in curriculum innovation, for some, will be an added stimulus for change. While the majority of medical schools continue to require that students take the examinations and the subject tests of the NBME, evaluation formats that test clinical skills are receiving increased attention. The number of schools using multiple station examinations (often with standardized patients) is rising. The impact of the new US Medical Licensing Examination on medical school curricula should be analyzed in the future. Although steady increases have been reported in the number of medical school faculty members, especially clinical faculty, there is little information about how these faculty members apportion their time between teaching, research, and patient care. The assumption is that the increases are primarily driven by medical schools' need to provide clinical services, which are a source of income. Another explanation for faculty increases could relate to the need for more faculty involvement in educational innovations such as problem-based learning and new methods of clinical skills evaluation, which are relatively more faculty-intensive. Continued monitoring of the growth in clinical faculty will be necessary, as will more careful analysis of how medical school faculty spend their time. Since medical school faculty who have heavy involvements in teaching frequently do not receive appropriate recognition or reward, it will also be interesting to examine the effectiveness of diverse incentives used by the schools to reward teaching faculty. An appropriate reward system for teaching is important if undergraduate medical education is to command a high priority in institutions awarding the doctor of medicine degree.     

对教师进行专业素养教学和评价的培训——从教学计划设计到课程改革

专业素养的传统教学和评价方法已不能适应需要,但许多教师尚未掌握必需的新的教学和评价方法。本研究设计了一套系统完整的教师培训教学计划以适应专业素养的教学和评价,并用CIPP(背景、输入、过程和结果)分析评价了该教学计划。该教学计划能引发教学改革,以及教学和实践的自我报告的转变,同时还能帮助储备更多的有丰富知识的教师,起到示范作用。     

Undergraduate medical education

The number of applicants to US medical schools, which declined steadily between 1985 and 1988, increased slightly for the class entering in 1989. The profile of entering students showed a small decline from last year in the percentage of students with grade point averages categorized as "A" (3.5 or above on a 4-point scale) and slight declines in four of the six MCAT subtest scores. The percentage of both women and minority students in the entering class increased from the previous year. An interesting observation is the large percentage increase this year in students transferring to LCME medical schools from graduate and professional degree programs and from osteopathic medical schools. While the number of full-time faculty members in medical schools continues to increase, significant vacancy rates exist in some departments. More than 5% of full-time faculty positions are vacant in genetics, pathology, dermatology, family medicine, neurology, obstetrics-gynecology, orthopedics, otolaryngology, pediatrics, and surgery departments. Along with faculty vacancies, there has been a considerable turnover of medical school deans. The curriculum in most medical schools includes some innovative instructional formats, such as problem-based learning and computer-assisted instruction. However, current data do not allow a generalization about the extent to which these are being utilized. It seems that, at least in some institutions, multiple methods are being used to assess the clinical competence of medical students (observation by faculty members and residents, written and oral examinations, and multiple station examinations), including the use of standardized patients. About half of the medical schools require students to pass the NBME Part I examination and about one third require passage of Part II. The subject examinations provided by the NBME seem to be used widely, at least in the clinical disciplines. Within the past year, about 14% of medical schools have reported the presence of students or residents who have been diagnosed with human immunodeficiency virus infection, and 12% have had students or residents diagnosed with hepatitis B virus infection. It is critical that medical schools teach students how to prevent occupational exposure to these infections, as well as ensuring that adequate health insurance coverage be provided for these conditions.     

口腔医学本科生《口腔微生物学》课程教学改革与实践

口腔微生物学是口腔基础医学的重要组成部分,主要研究口腔微生物微生态、口腔感染性疾病发病机制、口腔微生物与全身健康的关系,是口腔医学本科生重要的必修课。本教学团队近年来针对《口腔微生物学》课程的理论教学与实验室教学进行了改革,将“三全育人”引入课堂实践,通过分章节提炼核心知识点,并以核心知识点为基础,融入临床问题进行探究性教学,结合实验操作启发学生以科学研究解决临床问题的思维,提高了本科生学习的积极性。通过问卷调查方法评价教学效果,表明学生学习兴趣、对新教学模式的满意度较高,同时课程考核成绩也显著提升。说明《口腔微生物学》教学改革方案有利于学生对知识的理解和掌握,提升了学习兴趣和成绩,得到学生的好评。本文将从三方面介绍课程改革内容与体会,深入探讨课程思政、创新教材、教学模式等对口腔医学生培养的重要性,为进一步全面提升《口腔微生物学》课程建设提供思路。     

1994～2007年我国教学设计的研究现状及其发展趋势

利用内容分析法，从理论和实践研究两个维度，对1994～2007年间我国公开发表的935篇教学设计论文进行统计分析，以了解我国教学设计研究的现状和趋势，为我国教学设计的进一步研究和发展提供参考。     

A voice-activated, interactive videodisc case study for use in the medical school classroom

The instructional technology of voice recognition, interactive videodisc, and microcomputer offers new opportunities in medical education. The TIME Project is using this technology to create engaging, believable clinical situations that promote experiential learning, discovery learning, and contextual instruction in the medical school classroom. The TIME Project will conduct a field test of three interactive case studies as part of the introduction to clinical medicine curriculum at five medical schools to determine the educational effectiveness of the prototype design and its acceptance by faculty members and students.     

Using patient instructors to teach behavioral counseling skills

The authors developed an exercise to teach medical students counseling skills for promoting change in health-related behaviors using trained patient instructors (PIs) who enact the patient role, perform a standardized evaluation of the interview, and provide instructional feedback. Third-year medical students in two consecutive academic years at the University of Rochester School of Medicine and Dentistry received either feedback from a faculty member on a videotaped interview between the students and a simulated patient (SP) or direct feedback from a PI immediately following the students' interview with the PI. The students in the PI group gave higher ratings to the realism and effectiveness of the interview session than did students in the SP group. Students in both groups rated PI feedback as more helpful than videotaped review, even though they had experienced only one of these two methods. This exercise represents a new use of patient instructors that may also be applicable to teaching counseling skills in other areas of behavioral medicine.     

A student-centred, problem-based curriculum: 5 years' experience.

In 1987, the University of Sherbrooke's school of medicine implemented a student-centred, problem-based learning (PBL) curriculum. The experience of the first 5 years is reviewed; program goals, the schedule of learning activities, the instructional format and assessment of student learning are described. The new program is more demanding of teachers and requires better faculty training in pedagogy. No new financial resources have been available. The preclinical reform has led to revision of the clerkship, where sessions on clinical reasoning are now based on the PBL philosophy. Student reactions to the program are reported. The Sherbrooke experience has demonstrated that it is both possible and feasible to shift from a traditional to a problem-based curriculum.     

Faculty development fellowship programs in family medicine

A new format for training medical school faculty members was begun in 1978 when the federal government and the Robert Wood Johnson Foundation simultaneously began funding separate faculty development programs for family medicine faculty members. The goals of these two programs were to recruit and prepare new physician faculty members for family medicine educational programs. In the present study, the authors assessed the impact of these programs by a review of grant proposals and a survey of alumni for each program. They found that very different fellowship programs developed under these two funding sources. Consequently, the two programs produced participants who went to different academic settings and became involved in quite different activities, especially in the area of scholarly work. However, regardless of the program the participants chose, common factors were found to characterize those who were active in scholarly areas and those who were less active. Based on these findings, recommendations are offered to future planners and funders of faculty development programs for preparing new physician faculty members.     

不同专业医学生对医院感染控制与职业防护课程的教学需求调查

目的：了解不同专业医学生对医院感染控制与职业防护课程的教学需求,找出教学中的薄弱环节,为改进课程教学提供依据。方法利用自行设计的调查问卷,在课程考试结束后对320名临床医学、医学技术和护理学专业学生进行调查。结果学生选修本课程的主要目的是学习职业防护知识;超过80.0%的学生认为有课程设置的必要,超过50.0%的学生认为应该设置为必修课;护理学、医学技术专业学生多数认为课程应该设置在第二学年,临床医学专业学生多数选择设置在第三学年;部分被调查学生认为课程教学内容、方法、时数,课程教师配备及课程教材均有待改进。结论不同专业医学生对课程教学需求有差异,应该根据不同教学对象改进教学模式和方法,加强课程和师资队伍建设,编写国家规范教材,提高课程教学质量。     

新时期高等医学院校教师继续教育工作的思考

本文着重探讨新形势下高等医学院校教师继续教育工作的意义、指导思想、内容、途径、管理机制和运行机制,以此推动高等医学院校教师再学习的积极性、主动性和自主性,带动整个教师素质的提高和适应21世纪社会经济发展对高等医学院校教师培养的高质量、多规格、有个性的要求.     

"人才强校"战略的实践与思考

人才资源是高校事业发展的第一资源，构建高素质的师资队伍是建设高水平大学的第一需要。要实现学校办学规模、办学水平和层次质量上的跨越式发展，造就一批优秀人才，建设一支高素质的师资队伍至关重要。