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针对学生普遍认为药理学内容枯燥,部分内容、复杂、抽象、难懂且易忘,由此导致学生学习兴趣降低,学习易疲劳、注意力不集中的问题,笔者通过研究心理倾向性规律应用于教学中,教学效果收效明显。以期引起高职教育工作者对理论教学的思考。 相似文献
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国内外学习记忆药理学研究概况 总被引:6,自引:0,他引:6
学习和记忆是人类中枢神经系统的高级神经功能活动,是衡量人类智能发育的重要指标。近年,随着学习记忆神经生理生化机制研究的不断进展,增强学习记忆功能的药物日益受到国内外有关学者的重视,从而将学习记忆的药理学研究推向新的高度。国外关于促进学习、增强记忆的药物,称为“促智药物”,亦称大脑激活药(Gereboactive Drags),是比利 相似文献
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多媒体在药理学教学中的应用 总被引:6,自引:1,他引:6
药理学是以生理学、生物化学、病理生理学和分子生物学等多种基础医学为基础,为防治疾病、合理用药提供基本理论、基本知识和科学思维方法,作为基础医学与临床医学、医学与药学的桥梁学科。药理学涉及的知识面非常广泛,即包括学生已经学习过的生理学和生物化学等基础学科,也包括学生尚未学习的临床知识。所要讲授的内容也非常散,包括药物的药理作用、临床应用和不良反应等,所要求掌握的药物也非常多。因此,要讲好药理学这门课程对教师提出了很高的要求,熟练掌握多媒体技术为药理学教学服务就更为重要。 相似文献
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药理学是重要的医学基础课,也是较难学习和掌握的医学课程之一,为了更好地学习药理学知识,可在药理学的教学中适当应用比较法,提高学生的学习兴趣,帮助学生深入理解和快速记忆,提高教学质量。 相似文献
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多媒体技术在药理学教学中的应用 总被引:1,自引:0,他引:1
多媒体应用于药理学教学省时高效、直观、生动,有利于突出重点和讲清疑点,但也有软件故障、师生互动交流性不强等弊端。本文根据笔者多年经验,就多媒体技术在药理学教学的应用展开论述。 相似文献
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药理学是在生理学、病理学、生物化学等医学基础知识和药物化学等药学知识的基础上研究药物作用的一门学科,它为临床合理用药提供理论依据,是联系基础医学与临床医学的桥梁学科。药理学知识比较抽象,药物的种类名目繁多,许多学生在学习中反映药理学好懂难记,学习效果不好。笔者在药理学的学习及教学过程中总结了几种记忆方法,效果较好,现介绍给同道参考。 相似文献
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<正>药理学与基础医学和临床医学有着密切的联系,是起承前启后作用的桥梁课程,系统性强,每一系统药物都包括药物的药理作用、作用机制、用途、不良反应、用药注意事项等内容。实践表明,药理 相似文献
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CHIPS是一种新型的培养教育模式,通过CHIPS培养模式不仅提高了药理学教师的教学业务水平,更是培养学生在药理学课程学习过程中的自学能力、科研思维和创新能力。 相似文献
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目的 探讨以问题为基础学习(PBL)互动式教学法在临床药理学课堂教学中的实施及效果.方法 对2008级及2009级共87名学生的互动班,采用PBL互动式教学法进行课堂授课;而2006级及2007级共91名学生的传统班,采用传统式教学法,从学生课堂表现、考试成绩及学生对教学评价3个方面,评价两种教学法的教学效果.结果 互动班较传统班学生课堂表现和考试成绩明显改善,学生对教学评价明显提高.结论 PBL互动式教学法的实施,可改善教学效果,激发学习兴趣,提高学生思考、创新能力. 相似文献
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药理学理论与实验课双语教学的体会 总被引:1,自引:0,他引:1
药理学双语与药理学实验双语教学都是学生喜欢的教学形式。前者涉及的词汇量大,难以掌握:后者是和实物结合在一起的,学生乐于并容易接受。无论是那种教学形式,若学好了,可以很明显提高学生的英语水平并能扩大知识面。 相似文献
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Background:
The students are in the best position to comment on the effectiveness of any teaching system and they may be regarded as the best judges to assess the teaching and evaluation methods.Objective:
This study was designed to obtain student feedback on teaching and assessment methods in the subject of pharmacology and use it for improvement.Materials and Methods:
Based on student feedback from batch 2006, innovative strategies were implemented. To know the effect of these strategies feedback was obtained from subsequent batch 2007 using a written validated questionnaire covering various aspects of teaching and assessment methods.Results:
Students were satisfied with all teaching methods except lecture, seminars and pharmacy exercises. Majority of the students showed preference for tutorials, short answer questions and revision classes. All students felt that there should be more time for clinical pharmacology and bedside teaching. The performance score of the students (batch 2007) indicated improvement in their scores (12%) when earlier feedback suggestions were implemented. The pass percentage of the subsequent batch in university examinations improved from 90 to 100%.Conclusion:
The implementation of suggestions obtained from students resulted in improvement in their performance. Hence, it is very essential to synchronize teaching and evaluation methods with special requirements of medical students. 相似文献20.
Gillian M. Shenfield 《British journal of clinical pharmacology》1998,45(4):399-401
Aims To make Clinical Pharmacology teaching relevant and introduce students to therapeutic problems relevant to general practice.
Methods Six topics in the 'core curriculum' for Clinical Pharmacology were taught jointly by a Clinical Pharmacologist and General Practitioners (GPs). Formal teaching was reduced by issuing handouts containing copies of the overheads used. At least half the time was spent on interactive discussion of case histories.
Results Students rated the sessions more highly than other Clinical Pharmacology teaching and were not disadvantaged in examinations. All participants enjoyed and learnt from the experience and the GPs gained confidence in their ability to teach.
Conclusions This simple method is ideal for teaching Clinical Pharmacology and Therapeutics. 相似文献
Methods Six topics in the 'core curriculum' for Clinical Pharmacology were taught jointly by a Clinical Pharmacologist and General Practitioners (GPs). Formal teaching was reduced by issuing handouts containing copies of the overheads used. At least half the time was spent on interactive discussion of case histories.
Results Students rated the sessions more highly than other Clinical Pharmacology teaching and were not disadvantaged in examinations. All participants enjoyed and learnt from the experience and the GPs gained confidence in their ability to teach.
Conclusions This simple method is ideal for teaching Clinical Pharmacology and Therapeutics. 相似文献