网络教学在医学微生物学实验教学中的应用

本文分析了网络教学对教育模式转变的影响及其与医学微生物学实验教学的关系，进而探讨了如何建立一个系统化的医学微生物学实验教学网站并应用于教学。     

PBL教学法在医学机能实验学教学中的应用

改革传统教学以适应创新教育的宗旨,在医学机能实验学的教学中采用以问题为基础的学习(Problem Based Learning,PBL)模式教学法,以全面提高医学机能学的教学质量。     

PBL教学法在医学本科生耳鼻喉科临床教学改革中的应用

目的探讨将PBL教学模式引入临床教学活动中的可能性。方法研究对象为61名正在进行耳鼻喉科学习的2009级北京协和医学院八年制本科生,其中男22人,女39人,年龄23~26岁。以见习小组为单位随机分为两组,即PBL教学组29名及传统教学组32名。以调查问卷和量表形式收集反馈意见,并进行统计分析。结果 PBL组学生在见习后对耳鼻喉学科的评价优于见习前(P0.05)。而传统组学生仅部分项目优于见习前。见习后两组学生除了"耳鼻喉科的重要性,对患者初步处理的能力"等项无差异,其余各项中PBL组均优于传统组(OR1)。结论 PBL教学法优于传统教学法,值得在临床教学中推广。     

PBL结合情景教学法在医学高专局部解剖学教学中的应用

<正>情景教学法是指在教学过程中,教师有目的地引入或创设具有一定情绪色彩的、以形象为主体的生动具体的场景,以引起学生一定的态度体验,从而帮助学生理解教材,并使学生的心理机能能得到发展的教学方法。在局部解剖学教学中,我们采用情景教学法和PBL教学法相结合,要求学生及早接触临床知识和临床技能。在讲解教学内容时,除讲解有关临床理论知识外,开展一些模拟手术操作,使学生在手术场景中,轮流扮演手术者和助手,取得了满意的教学效果。现报告如下。     

形成性评价在医学微生物学教学中的应用研究

形成性评价是对学生学习情况进行动态评价和及时反馈,将"PBL-案例"教学法运用于医学微生物学的教学活动中,尝试引入新的考核内容,形成具有学科特色的评价体系,利于提高学生学习兴趣、发掘学生潜力,有效提高教学质量,更易于被学生接受。     

医学实践教学中PBL教学法运用探析

PBL教学法与传统教学模式相比,能够加强学科间的渗透与融合,能扩大学生知识面,培养学生综合素质,提高其解决实际问题的能力,激发其学习的积极性、主动性和创造性,培养出具有个体发展优势的全面发展的高素质人才。指导教师在基础医学综合设计性实验教学与临床实习教学改革中运用PBL教学法能真正做到教学相长。同时在当前医学院校扩招的背景下,生源基数不断增大,最大化利用现有教学资源合理的运用PBL教学模式更好的培养学生灵活运用理论知识分析和解决问题的创新思维能力。     

PBL教学法在胸外科临床实习教学中的应用

<正>PBL(problem-based learning)是一种新颖的教学方法,它是以问题为基础、以学生为中心、以教[1]师为主导的小组讨论式教学。这一教学模式由美国神经病学教授Barrows于1969年在加拿大麦克马斯特大学首次提出,经过多年的完善和发展,已经得到了[2]当今世界教育界的广泛认同,并在各国广泛推广。目前PBL教学模式已经成为我国医学临床教学改革探索的新方向。胸外科是一门专业性和实践性都很     

PBL教学法在神经外科实习教学中的应用

神经外科属于临床外科学的重要分支学科,其内容繁多而且复杂,学生普遍存在畏难情绪,就会出现学生自主学习意识差,综合利用知识的能力不足等问题.针对这些问题,结合多年的临床带教实践,我们总结经验如下:灵活恰当地把PBL教学法运用于神经外科实习,可以明显提高实习质量,培养出合格的临床医生.     

PBL教学法在组织胚胎学教学中的应用及研究

PBL（problem-based learning）方法，也称问题式学习，即把学习设置于复杂的、有意义的问题情境中，通过让学生以小组的形式合作解决实际问题。PBL教学法是目前国际上比较流行的一种教学方法，在国外的医学院此种教学方法已广泛开展，我国也有很多大学对PBL模式进行探索和应用，在教学改革方面收到了成效。我们在组织胚胎学教学中采用了PBL教学法，目的在于探讨这种教学法在基础医学教学中的优越性及可行性，从而为寻求一种更适合我国医学教育的教学模式提供理论依据。     

病理生理学PBL教学改革的探索和实践

本文介绍了我系自2004年起开展以心力衰竭为专题的PBL教学改革。学生根据病例自学心力衰竭的病理生理知识,各小组推荐发言人对所学知识进行总结陈述,并写出相关的读书报告。在PBL教学工作中,编写病例和小组讨论十分重要,同时要注重教师角色的转换以及与其他学科的配合。     

Distance learning, problem based learning and dynamic knowledge networks

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.     

Medical problem based learning supported by intranet technology: a natural student centred approach

In response to the explosion in medical information, there have been considerable recent changes in medical curriculum development. The move to problem based learning (PBL) is, in part, a result of these changes. The Faculty of Medicine at the University of Sydney has exploited a WWW based intranet for the development, delivery, management and evaluation of it's problem based, graduate medical program (GMP). This system has been employed to develop the 72 medical problems that contribute to the first two years of the GMP. The activities of more than 400 members of the faculty have been coordinated using the intranet to develop the wide range of resources to support learning in the program. Daily management of the curriculum is also enabled using Web site posting of bulletins, e-mail and ongoing development of technology training. Coupled with the PBL problems is a formative assessment system that provides questions and feedback that cover the whole range of learning topics. Part of the student and staff evaluation is supported both informally and formally through the use of a ‘Feedback' button on each web page and web delivered structured formal evaluations, respectively.     

PBL教学法运用在寄生虫学教学中的体会

本文介绍在人体寄生虫学教学中以问题为基础的学习（PBL）教学方法应用的体会，探讨在人体寄生虫学教学中推行PBL教学方法可能性。     

Ethical issues in microbiology

Ethical issues facing microbiologists could be considered in two parts. The first relates to the way the ethical issues during their laboratory work. The second pertains to ethical issues on the data/reports they generate for the patients or in research. In both segments, there is pressure to perform, which is exerted by both, the community, as well as peers. It has therefore become increasingly necessary to recognize the facts that unethical actions might be a frequent reality. Since some of these activities generate serious ethical concerns, both in practice and research, it is necessary for microbiologists to be aware and equipped to meet these issues in a prepared and measured way. In an attempt to highlight this requirement, this article outlines the important ethical issues and guidelines relevant to the field of Microbiology.     

以框架为基础的学习模式的实施及其可推广性分析

目的在医学微生物教学中建立以框架为基础的学习模式并对其可推广性进行分析。方法将医学微生物教学和医学英语课程教学部分整合,实施以框架为基础的教学/自学模式。北京协和医学院三年级上学期307名学生先后参与该教学/自学模式的实践,在此模式下,鼓励学生以应用为导向、根据职业需求或学习目标设计学习框架并以小组为单位组织自学。用匿名调查问卷评估学生对该学习模式的主观感受,并对学生组织自学时各小组所选主题进行分类,对各类主题所占百分比进行分析。结果各年级学生组织FBL自学时所选主题中,非微生物学的其他医学学科领域所占比例分别为21.43%(2008级),7.14%(2009级),38.89%(2010级)和57.14%(2011级)。结论以框架为基础的学习模式在除医学微生物以外的其他医学学科领域具有一定的可推广性。     

临床医学专业医学微生物学课程的一种教学新模式

目的分析和探讨临床医学专业医学微生物课程教学新模式。方法目标人群为北京协和医学院6个年级457名学生,通过匿名问卷调查学生对现行医学微生物学课程中以框架为基础的学习模式的主观感受,并记录其在自学展示中的表现情况。通过比较自学时各小组所选主题所占百分比的情况对FBL教学方式的可推广性进行客观分析。收集学生对于与现行课程框架的建议并进行分类和整理。另外,通过测试对3种不同教学/学习方式的效果进行客观比较。在此基础上对医学微生物学课程设计以及其中的教学方法进行深入分析,初步摸索出比较符合协和生源背景和教学条件的教学模式。结果学生匿名问卷评估得分为(2.54±0.74)~(3.43±0.56)分,FBL展示记录情况各项得分为(4.22±0.32)~(4.77±0.22)分。学生分组自学时,干预年级与非干预年级相比,所选的非微生物学主题所占比例有显著性差异(P0.05),2008~2013级学生组织FBL自学时所选非微生物学主题所占比例分别为21.43%、7.14%、38.89%、57.14%、33.33%和38.89%。结论微生物教学中,以框架为基础的学习的教学效果较好,而且在其他医学学科领域具有一定的可推广性。包括传统教学方法、同伴教育以及基于FBL的自学等在内的混合式教学模式可能取得更好的教学效果。     

Meta-analysis in microbiology

The use of meta-analysis in microbiology may facilitate decision-making that impacts public health policy. Directed at clinicians and researchers in microbiology, this review outlines the steps in performing this statistical technique, addresses its biases and describes its value in this discipline. The survey to estimate extent of the use of meta-analyses in microbiology shows the remarkable growth in the use of this research methodology, from a minimal Asian output to a level comparable with those of Europe and North America in the last 7 years.     

MALDI-TOF MS技术在临床微生物检验领域的应用进展分析

基质辅助激光解吸电离飞行时间质谱(matrix-assistedlaserdesorption/ionizationtimeofflightmassspectrometry,MALDI-TOFMS)是近年来开始应用于临床微生物检验领域的一种新技术.本文将系统综述MALDI-TOFMS技术的检测原理及特点,在临床微生物鉴定、细菌分型、同源性分析和细菌耐药检测中的应用.MALDI-TOFMS技术的采用不仅明显缩短了临床微生物检验的TAT时间,更好地服务于感染性疾病的诊断与抗菌药物合理使用,同时也为临床微生物检验的自动化打下了基础.     

Problem based learning in chronic disease management: A review of the research

Objective

To determine whether problem based learning (PBL) is an effective educational strategy in chronic disease management.

Methods

The databases CINAHL, EMBASE, HealthStar, Medline and PubMed were searched for articles which focused on PBL and patient education or patient learning.

Results

Individual studies using PBL as an intervention with chronic disease management reflect significant changes in cognitive and clinical outcomes among individuals experiencing diabetes, asthma, arthritis and coronary artery disease.

Conclusion

There is a need for more well designed studies that assess the impact of PBL on self-care management of a variety of chronic diseases.

Practice implications

There is some evidence that PBL is effective in promoting self-care with individuals experiencing diabetes, arthritis, asthma and coronary artery disease.