共查询到19条相似文献,搜索用时 78 毫秒
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为提高医学寄生虫学的课堂教学质量,引入思维导图的方法。思维导图是一种简单有效的学习工具。通过教师绘制相应章节的思维导图,并在课前分发给学生预习,不仅能帮助教师理顺教学思路,同时也能帮助学生把握学习重点,完善课堂笔记,提高课堂学习效率,思维导图的发散性特征也为培养学生的创新能力提供帮助。 相似文献
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陆萍 《World journal of gastroenterology : WJG》2015,(12):3344-3350
目前,中学语文复习课存在高投入、低回报的问题。究其原因,主要有语文复习课容量大﹑任务重,没有发挥学生的主体作用,不能调动学生的学习积极性,复习课教学模式过于单一枯燥……因此,在中学语文复习课中巧用思维导图的教学方法显得尤为必要,它让复习课"轻负高效",真正让学生在学习中发挥主体作用及调整改进复习课教学模式,为初中语文复习课注入活力。 相似文献
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思维导图是健康教育的一种新型干预方法,具有简洁明了、通俗易懂、层次清晰的特点,形式多样的思维导图在一定程度上有利于工作的开展,常常应用在教育教学中,应用于临床工作尚处在探索阶段。本文介绍了老年患者住院现状、思维导图概念、干预形式、在老年住院患者健康教育中的应用效果、思维导图的优势与不足,以及对未来思维导图干预模式的展望。思维导图在不同阶段呈现出不同的类型,基于老年患者的住院现状,探讨其应用价值,重点分析思维导图在老年住院患者健康教育中存在的意义,并从多角度归纳和总结,对健康教育进行一定程度地完善和创新,为老年住院患者健康教育开展思维导图干预提供参考依据。 相似文献
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目的观察思维导图在防范临床护士给药错误中的应用效果,为护士防范给药错误提供安全指引。方法对该院2016-06~2017-05发生的给药错误事件进行原因分析,并将拟定的对策绘制成给药错误风险防范思维导图,对临床科室护理人员进行集中培训,使护士全面了解给药错误的原因及其防范措施。在对护理人员进行思维导图培训前及该思维导图应用后第3个月,对护理人员进行关于给药错误原因及防范措施的理论考核,并比较该思维导图应用前后1年内(2016-06~2017-05和2017-09~2018-08)护理人员给药错误发生率。结果应用给药错误风险防范思维导图3个月后235名护理人员理论考核得分均高于应用前,差异有统计学意义(P 0. 05)。应用该思维导图后1年内(2017-09~2018-08)的给药错误发生率(0. 05‰)较应用前1年(0. 15‰)降低,差异有统计学意义(P 0. 05)。结论给药错误风险防范思维导图可有效提高护士对给药错误风险的认知并加强防范,增强护士落实防范措施的执行力,降低给药错误的发生率。 相似文献
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临床医学是一门实践性很强的学科,除了要求具有扎实的理论基础,还必须具有丰富的临床实践能力、创造性的临床思维能力。其教学重点及难点在于指导学生将学到的理论知识和临床实践相结合,并培养系统的临床思维能力。传统的教学模式以教师讲述和示范操作授课,学生被动学习为主,耗时耗力,学生不能充分得到临床实践,不能建立起系统的临床思维能力。急诊医学不同于传统学科,有其独特的理论基础和实践内容,教学时间安排较短,临床带教随机性大,缺乏系统性,从而达不到临床教学的预期效果。以问题为基础的学习(Problem-based learning,PBL)教学法是通过以问题为中心,对基础对知识、临床实践进行整合,使医学生建立整体的医学观,培养系统的临床思维能力[1]。我们通过对急诊心血管病教学工作应用PBL教学法,对其在教学中的应用有了一定的认识和体会。 相似文献
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结合心力衰竭案例的病史较长,内容涉及多个基础学科且抽象难懂,以及现有教学模式的不足等,提出了在案例教学中引入以问题为导向(Problem-Based Learning,PBL)和团队学习(Team-Based Learning,TBL)的教学方法。实践证明PBL和TBL联合模式的教学方法在小班课心力衰竭案例教学中的应用,可加深学生对多个基础学科知识的融会贯通,提高学生的自主学习能力、学习兴趣及探索精神,从而达到学以致用的目的,同时也为案例教学提供了新的思路和指导。 相似文献
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目的 比较多学科合作(multi-disciplinary team,MDT)联合以问题为基础的(problem based learning,PBL)的整合教学法与传统教学法(lecture based learning,LBL)在心血管内科临床实习教学中的差别。方法 入选2018年1月~2020年1月在上海交通大学医学院附属第九人民医院心血管内科实习的80名临床五年级本科生,随机分为研究组(MDT联合PBL教学)及对照组(LBL教学)。教学结束后对两组学生分别进行理论知识、临床病例分析以及教学满意度评价。结果 研究组学生理论知识、病例分析的成绩均高于对照组(P<0.05)。满意度问卷调查结果显示,研究组在增加学习兴趣、培养临床思维、教学新颖程度、提高人文素养以及整体满意度5个方面评分高于对照组。结论 MDT联合PBL教学模式在提升理论知识以及临床思维等方面优于LBL教学法,学生整体满意度更高。 相似文献
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Improvements in the medical therapy for chronic heart failure have led to a dramatic decrease in the morbidity and mortality
of patients with heart failure over the past two decades. This improvement has been gained at the expense of an increasing
number of potent drugs that heart failure patients have to take chronically. Because heart failure forms the end-stage of
different cardiovascular diseases and their predisposing risk factors, patients need drug treatment not only for heart failure
itself but also for related conditions. Even more, because most heart failure patients are elderly, a number of unrelated,
noncardiovascular diseases become apparent, which further increase the number of pharmaceutical substances with which heart
failure patients are treated. The resulting polypharmacy leads to problems including economic burden, patient compliance,
and most importantly, partly unpredictable drug interactions. This article reviews the existing data concerning some of these
problems, to provide an aid for choosing the appropriate drugs in heart failure patients and minimizing the patient’s risk. 相似文献
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Peter Harris 《Cardiovascular drugs and therapy / sponsored by the International Society of Cardiovascular Pharmacotherapy》1994,8(3):447-452
Summary A succession of theories arising from last century has attempted to explain why patients with damaged hearts develop peripheral edema. Opposed to the original simple concepts of backward failure, a number of theories of forward failure have been proposed, the cardiac output being considered inadequate for capillary permeability, renal function, or the metabolic needs of the body. Any theory needs to take account of the neuroendocrine stimulation now known to occur under these conditions. This article presents evidence for the belief that the condition arises when the cardiac output becomes insufficient to maintain the arterial blood pressure without the support of excessive neuroendocrine activity. This explains why the edematous state may be evoked in patients who have a severe reduction in peripheral resistance as well as in those with a reduced cardiac output. While the clinical concept ofcardiac failure arose from the consideration of the formation of edema in patients with cardiac disease, the term has also come to be used by laboratory investigators studying the immediate effects of reducing the strength of ventricular contraction. The application of the same name to two different conditions has led to confusion, and this review stresses the importance of definition of terms. 相似文献
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目的 探讨教师授课为主的教学方法(lecture based learning,LBL)结合以问题为基础的教学方法(problem based learning,PBL)在临床诊断学心脏检查教学中的应用。方法 昆明医科大学第二临床医学院2014级全科医学班学生108人,随机分为LBL组(55人)和LBL+PBL组(53人)。通过综合平时成绩,技能考核成绩和问卷调查的方式评价两种教学方法在临床诊断学心脏检查教学中的应用效果。结果 综合平时成绩和技能考试成绩PBL+LBL组高于LBL组(P<0.05)差异有统计学意义。在激发学习兴趣方面, PBL+LBL组的学生中有90.6%认为帮助大,而LBL组只有74.5%认为帮助大(P<0.05)。分析解决问题能力方面:PBL+LBL组学生认为帮助程度大的占88.7%,LBL组学生认为帮助程度大的占72.7%(P< 0.05)。结论 PBL+LBL教学方法较LBL教学方法在诊断学心脏检查教学中有一定优势,且能激发学生学习兴趣和帮助学生形成分析解决临床问题的能力。 相似文献
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Richard I. G. Holt Pawel Miklaszewicz Iain C. Cranston David Russell-Jones P. John Rees Peter H. Sönksen 《Clinical endocrinology》2001,55(4):537-542
OBJECTIVES: Computers are a part of everyday life and offer an exciting way of learning. The aim of our study was to determine the effectiveness of teaching undergraduate endocrinology using a Computer Assisted Learning (CAL) programme. DESIGN AND SUBJECTS: One hundred and eighty-five first year clinical medical students were randomly assigned either to attend a series of conventional lectures (n = 77) or to have the same material available through a CAL programme. MEASUREMENTS: A multiple choice question examination was performed before and after the course. Lecture attendance and individual usage of the computer system were recorded. Students were asked to fill in an evaluation form at the end of the study. RESULTS: There was no significant difference in the first examination scores between the groups. Both groups improved their scores after the course. Students spent longer performing CAL than attending lectures. Those who scored lowest in the first examination spent the most time on the CAL course. Those who spent the most time on the CAL course showed the largest improvement in examination score. Thirty-six out of the 42 students, who completed an evaluation of the CAL programme, rated it better than the standard lectures. CONCLUSIONS: Computer assisted learning is an effective way of increasing knowledge in teaching undergraduate endocrinology. The course was easy to run and was valued more highly than conventional lectures. The module is now running routinely in the year 3 clinical firms at St Thomas' and has resulted in an increase in knowledge in the end of firm assessment. 相似文献
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