信息能力培养与医学文检课改革

1　信息能力1.1　信息能力内涵信息能力是人信息素质教育的主要方面。从社会教育体系的宗旨和信息机构对用户的要求来看 ,信息能力是指人们通过各种方式来发掘利用社会信息资源的能力 ,主要包括信息源的认知能力、信息获取能力和信息利用能力〔1〕。信息源认知能力表现为对信息资源的社会职能和分布规律的认知 ,对信息源的掌握在很大程度上决定了信息获取的全面性 ;信息获取能力表现为掌握各信息机构的运行和工作规律 ,驾驭信息工具 ,有目的地查找和获取信息的能力 ;信息利用能力表现为对获取的信息进行识别和处理 ,对有价值的信息运用创造…     

生物信息学的科学价值

人类基因组计划产生了大量的基因组信息，对如此巨大且具有高度复杂的生物数据和管理和分析产生了生物信息学这门新的学科。随着人类基因组及多种模式生物基因组的测定，迫切要求应用信息分析工具对这些基因组信息进行获取，处理，存储、分配，分析和解释，为医学及人类服务。     

加强护理人员信息获取及利用能力的主要途径

从护理人员信息获取及利用困难的现状,提出加强护理人员信息获取及利用能力的主要途径:转变传统观念,提高信息获取主动性;更新知识结构,提高信息利用意识;优化技能培训,提高信息获取能力;深化资源共享,提高信息利用能力;学习应用技术,提高信息处理能力。     

模块重组在针灸推拿专业临床实用解剖学教学中的运用

为培养具有专业岗位知识、技能和高尚职业道德素养的优秀实用型医学人才,适应专业建设和人才培养要求,最大限度地发挥课程育人在专业整体人才培养中的作用,同时兼顾学生在知识能力上的可持续发展要求,课程改革必须打破以往按系统的教学方式,实施"专业订单"式培养.针灸推拿专业是一门动手能力要求很高的专业,涉及表面临床解剖学的知识更多.如何在课时少、尸体资源少的不利因素下,缩小与临床要求的差距,改变教学手段及考核方法单一,与临床脱节的状况,成为我们教学改革的当务之急.为此以培养能力为目的,提高教学质量为核心,经与各个专业和相关课程教研室共同研讨,我们改革重组了课程教学内容,着力实施"基本模块+专业模块+拓展模块"的课程教学.     

信息能的概念与定量

通常“信息能”~[1]一词的概念比较模糊,不够清晰明确。如来自于信息能力:“信息获取能力、选择吸收能力、转换发送能力,加工能力,利用能力、信息技术应用能力[2]”。或"信息能     

谈青年外科医生的培养

21世纪是知识经济时代，知识的深度、广度和新度将成为衡量临床外科医生的重要标志。获取、消化、利用知识信息的能力和效率就成为决定医生素质高低的关键因素，而这种能力的培养必须从外语水平、计算机技术和专业知识三方面入手。     

优化外科应用解剖与手术学的教学体会

外科应用解剖与手术学是一门实践性很强的课程,与临床手术学科联系密切,它要求学生掌握手术操作的基本技术,并培养学生的动手能力,对培养优秀的临床医师起着桥梁作用.本文通过对"外科应用解剖与手术学"教学现状进行分析,就如何提高学生的兴趣和教学质量进行了初步探讨.     

基于成果导向教育理念的局部解剖学教学改革与实践

局部解剖学是基础医学与临床医学的桥梁课程,是临床医学专业学生的基础必修课程之一.传统的局部解剖学多采用教师"讲授式"和学生"验证性学习"的教学模式,导致学生的主观能动性及其主体作用被忽略[1],在教育部关于建设一流本科课程的背景下,如何加强课程建设、提高课程质量,寻找局部解剖学教学的新理念迫在眉睫.成果导向教育(outcome based education,OBE)是20世纪80年代由美国著名学者斯派迪?怀特提出的一种教育模式,强调以学生为中心,关注学生能力和综合素质的提升[2].该教育模式应用于多个领域,并取得广泛认可.探讨基于OBE理念,以本校临床医学专业局部解剖学课程为载体,以提升岗位胜任力为导向,从教学内容、教学方法和课程考核评价体系等方面进行初步改革,构建以知识、能力和素质相融合的课程体系.     

PACS课程实验教学内容初探

目的：PACS是医学影像获取、存储、显示、处理、传输和管理的技术综合与集成。它基于现代计算机和网络通讯技术,以数字化方式获取、管理、应用和共享医学影像和诊断信息。结合实践教学提高大学生全面、综合的PACS知识素质与技能越来越得到重视。因此,本文对高校PACS课程实验教学内容进行初步研究和探索。方法：在分析PACS技术特点及其实践教学重要性的基础上,本文主要从医学信息标准、数字化医学影像应用、医学影像设备和计算机软硬件技术与网络通讯等四方面对PACS课程实验内容进行探索。结果：较为详细地描述了PACS在医学信息标准、数字化医学影像应用、医学影像设备和计算机软硬件技术与网络通讯各技术层面相应的实验内容。结论：本文对于PACS系统课程所需要开展的实验内容进行了初步的研究和探索。由于PACS系统的技术复杂性和临床应用领域的特殊性．目前社会上对PACS课程在实验教学内容设置方面的研究成果较少。虽然文中所提出的实验内容在合理性和实际可行性方面都需要进一步完善提高,但该研究成果具有相当的启发意义和价值。     

《医院信息系统》实验课教学的实践与体会

<医院信息系统>是医学院校医学信息管理专业的专业核心课程,本文就如何开展实验课教学、如何设置实验内容、如何提高实验效果、如何培养学生医院管理与计算机信息技术相结合的综合应用能力、实践教学中的体会等方面展开讨论.     

网络时代医学信息人员信息能力培养

网络信息时代的到来要求医学信息人员不断提高自身的信息能力，本文指出：应加强医学信息人员信息能力教育，医学信息人员应不断提高自身的信息能力以及现代医学信息人员应具有的信息能力。     

Embryology in the medical curriculum

Embryology as a field is in a period of unprecedented change in its knowledge base. Similarly, this is a period of great change in medical curricular planning. One of the most significant questions in embryology education for medical students is how much of the "new" molecular embryology to mix with the "old" developmental anatomy approach. The other question is the most effective venue for instruction in medical embryology. Not all medical curricula have the same objectives; nor do they use the same educational approach. With that in mind, this review outlines several ways in which medical embryology can be offered and how it can be integrated into the medical curriculum. It also lays out topics that are worthy of inclusion in a modern embryology course or sequence.     

专业背景下的课程教学方法研究

不同于中小学的通识教育,大学注重专业教育。大学课程的设置主要以培养具有专业理论和技术的专门人才为目标。不同专业设置同一门课程的目的和角度有一定的差别。对基础课程的教学需要体现专业特色。本文以生物医学工程专业的“信号与系统”课程为例,探讨专业背景下的课程教学方法。本专业的特点是医学与工程技术结合,将工程技术应用于解决医学问题。作为一门基础课程,“信号与系统”对生物医学工程专业学生后续课程的学习和专业素质的培养起着重要的作用。在教学当中,需要适当补充应用于医学研究中的信号与系统实例。根据生物医学工程专业信号与系统课程教学的特点,分析了如何利用与医学密切相关的信号分析实例上好绪论课,合理安排教学计划与内容。阐述了如何以学生容易理解的方式讲解重点难点内容。探讨了利用启发式教学提高学生分析能力的方法。将医学信号分析融入课程实验,强调了Matlab在培养学生知识运用能力方面的重要性。最后,讨论了传统教学与多媒体教学的优缺点。     

Medical informatics education by medical professors within their discipline

A system for medical informatics education for medical students has been developed in the medical school. This paper describes the concept underlying the development of this system and its progressive outcomes over 8 years. In order to stimulate students to acquire computer-related knowledge and skills, this subject has been integrated into the course works of various medical subjects such as physiology. In addition, acquired knowledge and skills are evaluated within each subject by the production of reports for example, using computers. This provides a concrete example for students of the relevance of the information sciences to the solving of medical problems. A well equipped computer facility for the study of medicine also plays a significant role in inspiring student incentive. A computer room equipped with Macintosh computers was opened adjacent to the main medical library and is used in the same manner as the library, with books replaced by computers. In addition, all new students acquire their own Macintosh PowerBook. These various initiations have facilitated concept that the computer may be applied to medical problem solving at any time or place and may become as commonplace as a pen in daily medical practice.     

A Study of Core Humanistic Competency for Developing Humanism Education for Medical Students

The authors conducted a survey on essential humanistic competency that medical students should have, and on teaching methods that will effectively develop such attributes. The participants consisted of 154 medical school professors, 589 medical students at Seoul National University College of Medicine, 228 parents, and 161 medical school and university hospital staff. They answered nine questions that the authors created. According to the results, all groups chose "morality and a sense of ethics," a "sense of accountability," "communication skills," and "empathic ability" were selected as essential qualities. According to the evaluation on the extent to which students possess each quality, participants believed students had a high "sense of accountability" and "morality," whereas they thought students had low "empathic ability," "communicate," or "collaborate with others". In terms of effective teaching methods, all sub-groups preferred extracurricular activities including small group activities, debates, and volunteer services. With regard to the speculated effect of humanism education and the awareness of the need for colleges to offer it, all sub-groups had a positive response. However the professors and students expressed a relatively passive stance on introducing humanism education as a credited course. Most participants responded that they preferred a grading method based on their rate of participation, not a relative evaluation. In order to reap more comprehensive and lasting effects of humanism education courses in medical school, it is necessary to conduct faculty training, and continuously strive to develop new teaching methods.     

Preparing medical students to teach.

OBJECTIVE: Residents do a significant amount of teaching. Therefore, as medical students prepare for the clinical aspects of their residency, it is also important for them to prepare for their role of physician as teacher. With the goal of offering fourth-year students an opportunity to enhance their teaching skills, an elective was designed that presented them with an opportunity to expand their knowledge base in education, and then apply and practice this new set of knowledge. A week-long elective, Physician as Teacher, was designed to encompass core educational information such as needs assessment of learners, establishing goals and objectives, teaching methods, and evaluation and feedback. This core information was then applied and enriched during an end-of-course teaching presentation. Aside from this course, there is no forum during their undergraduate medical training for the students to acquire knowledge and skills about how to be teachers. DESCRIPTION: The course was developed with the appreciation that application of knowledge is a rich source of learning. The course began with interactive classroom teaching sessions designed to facilitate acquisition of core educational knowledge. Sessions topics included assessment of learner needs, methods of teaching, learning styles, microprecepting, and feedback. Also incorporated were sessions on facilitating small groups, and teaching and learning how to use technology. Those classroom sessions were then enhanced by a complement of sessions that asked the students to apply their new knowledge to clinical situations. Those more application-based sessions included observation and follow-up discussion of clinical teaching and small-group teaching sessions with the goal of developing the students' skills with respect to the teaching and learning process. An end-of-course teaching presentation by each student provided them with a capstone experience of applying the knowledge and skills learned throughout the week. The topic of the teaching presentation was of their choosing, and could incorporate technology. Each student's teaching presentation was videotaped, immediately viewed by the student, and discussed using a structured format of facilitated feedback. DISCUSSION: Students reported that the end-of-course teaching presentation was a rich source of their learning, and an important vehicle for helping them apply and synthesize the new knowledge. Fifteen percent of fourth-year students enrolled in and completed the elective. Seventy-one percent of those students "strongly agreed" and 29% "agreed" that the course provided useful knowledge and skills. Seventy-nine percent "strongly agreed" and 21% "agreed" that their teaching would be better because of the course. Based on comments, the students appeared to feel that the experience of presenting a teaching session at the end of the course was a rich source of their learning, and helped them to apply and synthesize the new knowledge. Students noted, "the teaching project was an excellent idea to see how much we have learned; I never realized what a responsibility we have as residents to teach our peers; I have been enlightened this past week and will now consciously make an effort to share what little information I currently have; I will be a better teacher because I have been given the appropriate tools."     

The role of three-dimensional information in health care and medical education: the implications for anatomy and dissection

The purposes of medical education can be summarized as learning how to take an effective history, perform a physical examination, and perform diagnostic and therapeutic procedures with minimal risk and maximal benefit to patients. Because patients are three-dimensional (3-D) objects, health care and medical education involve learning and applying 3-D information. The foundation begins in anatomy where students form and confirm or reform their own 3-D ideas and images of the development and structure of the human body at all levels of organization. Students go on to understand the interdependence of structure and function in health and disease. The basic questions for those teaching anatomy are "How do we learn and use 3-D information?" and "How is it taught most effectively?" These are not easy questions for teachers and are rarely asked by those who currently defend or reframe curricula. Unfortunately, there is little information on how we learn 3-D information and no evidence-based literature on the relative long-term vocational effectiveness of methods for teaching it. It is clear that we learn in several distinct modalities and that our students represent a spectrum of learning styles. To support the 3-D learning essential to both medical education and health care, anatomical societies need to provide answers to the following questions: Do the opportunities of dissection (visual, tactile, time, discovery, group process, mentoring) contribute to short- and long-term learning of 3-D information? If so, how? Does dissection offer significant advantages over other methods for learning, confirming, and using 3-D information in anatomy? Answers to these questions will provide a rational basis for decisions about curricular changes in anatomy courses (if, where, and when dissection should occur). This, in turn, will link these changes to society's ultimate purposes for medical education and health care rather than to the fiscal concerns of the businesses of health care and medical education, which is the current practice.     

Songbirds possess the spontaneous ability to discriminate syntactic rules

Whether the computational systems in language perception involve specific abilities in humans is debated. The vocalizations of songbirds share many features with human speech, but whether songbirds possess a similar computational ability to process auditory information as humans is unknown. We analyzed their spontaneous discrimination of auditory stimuli and found that the Bengalese finch (Lonchura striata var. domestica) can use the syntactical information processing of syllables to discriminate songs). These finches were also able to acquire artificial grammatical rules from synthesized syllable strings and to discriminate novel auditory information according to them. We found that a specific brain region was involved in such discrimination and that this ability was acquired postnatally through the encounter with various conspecific songs. Our results indicate that passerine songbirds spontaneously acquire the ability to process hierarchical structures, an ability that was previously supposed to be specific to humans.     

Learning disabilities, professionalism, and the practice of medical education.

The authors use the interface of learning disabilities (LDs) and medical education to explore several issues relevant to medical professionalism and the training of future physicians. First, they examine arguments given by Little (in the preceding article) that a successful suit for accommodations on a state bar exam is generalizable to LDs and medical education, and suggest ways in which this may not be true. They then explore two frameworks for understanding medical education: (1) as a process of academic achievement linked to degree attainment, and (2) as a process of professional acculturation linked to competencies. Within this dichotomy, they then explore (1) the legitimacy accorded to different types of accommodations, (2) differing meanings of a "level playing field," and (3) the legal standard of "otherwise able." They also examine the use of intermediaries (e.g., a reader) as a "leveling" strategy and how, in clinical settings, this might violate core standards of autonomous decision making. The authors investigate the nature of "technical standards" in training across medicine and nursing and find a number of differences, particularly in the intent and levels of detail of standards. Across these two domains, they observe a status hierarchy, medical hubris, and the emergence of a "right to fail" as one travels down that hierarchy. The authors also examine medicine as an undifferentiated degree and consider arguments that medical school course requirements should be unbundled. They close by insisting that medical schools have a social responsibility to shift their pedagogic gaze from identifying handicaps in individuals to understanding how the education of physicians can become, quite literally, "handicapping."     

Comparing the application of Health Information Technology in primary care in Denmark and Andalucía, Spain

BACKGROUND: It is generally acknowledged that Denmark is one, if not the, leading country in terms of the use of information technology by its primary care physicians. Other countries, notably excluding the United States and Canada, are also advanced in terms of electronic medical records in general practitioner offices and clinics. PURPOSE: This paper compares the status of primary care physician office computing in Andalucía to that of Denmark by contrasting the functionality of electronic medical records (EMRs) and the ability to electronically communicate clinical information in both jurisdictions. METHODS: A novel scoring system has been developed based on data gathered from databases held by the respective jurisdictional programs, and interviews with individuals involved in the deployment of the systems. The scoring methodology was applied for the first time in a comparison of the degree of automation in primary care physician offices in Denmark and the province of Alberta in Canada. It was also used to compare Denmark and New Zealand. This paper is the third offering of this method of scoring the adoption of electronic medical records in primary care office settings which hopefully may be applicable to other health jurisdictions at national, state, or provincial levels. RESULTS: Although similar in many respects, there are significant differences between these two relatively autonomous health systems which have led to the rates of uptake of physician office computing. Particularly notable is the reality that the Danish primary care physicians have individual "Electronic Medical Records" while in Andalucía, the primary care physicians share a common record which when secondary care is fully implemented will indeed be an "Electronic Health Record". CONCLUSION: It is clear that the diffusion of technology, within the primary care physician sector of the health care market, is subject to historical, financial, legal, cultural, and social factors. This tale of two places illustrates the issues, and different ways that they have been addressed.