谈高职骨干院校的优秀教学团队建设

本文就高职院校优秀教学团队建设,即从优秀教学团队的特征、目前高职院校教学团队在实践运行中存在的问题、教学团队建设的载体、高职院校优秀教学团队建设的路径、优秀教学团队建设考核评价等几个方面进行了论述,在高职示范院校团队建设路径和团队考评上有独到的见解。本文对高职院校创建优秀教学团队具有指导借鉴意义。     

航空航天心血管医学课程思政建设思考与建议

加强航空航天医学课程思政建设,使专业课程教学与思想政治教育同向同行,形成协同效应,是落实新时代军事教育方针的重要途径。本文对航空航天医学课程思政建设的必要性进行了分析,结合专业培养目标及任职需求提出了航空航天医学课程思政建设的整体思路和实践路径。     

远程心电网络的规范化建设探索

随着国家远程医疗政策的破冰及"互联网+技术"的夯实,尤其是后疫情时代国家对公共卫生建设的加强,各地都在积极探索远程心电网络及其评估标准体系的建设,以实现心血管相关疾病的医防结合.规范的远程心电网络建设,不仅需要站在政府的视角上进行规范的管理模块、团队模块、技术模块的结构建设,还需要加强运营,培训教学以及会诊、转诊机制和...     

多模式教学方法整合在医学寄生虫学教学中的应用研究

本文针对新形势下五年制医学生的特点,通过全面提升教师素质,打造一流教学团队,对学生全面分析,做到因材施教,探索多种教学模式,以提高教学效果。为医学寄生虫学教学提供一定的参考和借鉴作用。     

医学微生物学精品课程建设

医学微生物学是医学生的专业基础必修课。近几年来，上海交通大学医学院病原生物学教研室以国家精品课程建设为契机，重视师资人才培养，改善教学条件，完善教学管理体制，在教学内容、教学方法、教学手段及教学模式等方面进行改革与创新，于2005年《医学微生物学》课程被评为国家级精品课程。本文就这几年实施国家精品课程建设规划中的实践经验以及心得体会进行了总结。     

病原生物学教育教学体系的完善

提高教学质量的关键在于教学体系的建立和完善。本文从教材建设、教学模式、教学环境和团队建设等方面总结了病原生物学的教学经验。     

来华MBBS留学生医学免疫学英文教学的实践与探索

随着来华MBBS留学生招生规模的不断扩大,提高教学质量、改善教学效果是广大医学院校的重要任务。针对医学留学生医学免疫学教学中的境遇,本院从加强语言的交流和文化的融合、精心选择组织教学内容、采用LBL（传统教学法）＋PBL（基于问题的教学法）＋CBL（案例教学法）相结合的三轨式教学方法、及时反馈评估教学效果等多方面进行改进与探索。实践表明,本院开展的医学免疫学英文教学能引导留学生积极主动参与教学,激发学习兴趣,提高理解能力,重在培养学生分析问题及解决问题的能力,增强了专业教师团队合作意识,有效地提高了教学水平和促进了教学质量,受到留学生好评。     

《临床肝胆病杂志》获2014年中国高校技术类科技期刊优秀团队奖

<正>在中国高校科技期刊研究会开展的"2014年中国高校技术类期刊优秀团队·优秀工作者·优秀青年工作者"评选活动中,《临床肝胆病杂志》荣获优秀团队奖。2010年以来,《临床肝胆病杂志》在第三任主编贾继东、牛俊奇教授带领下,改革管理体制,转换工作机制,重新组建了一支有激情、有责任心、有凝聚力、有创造力和执行力的编辑团队。在302位海内外编委的引领下,在300位审稿专家的鼎力支持和精心呵     

应用PBL法提高医学微生物学教学质量探讨

本校临床医学专业2008级本科班1～2班的同学作为试验组,实施PBL教学;3～4班作为对照组,运用传统教学法。采用期末考试和问卷调查方式评价PBL教学效果。结果试验组学生的考试成绩显著高于对照组学生的成绩,调查问卷显示PBL教学法能提高学习的主动性和积极性,并对提高语言表达能力、独立思考与自学能力、人际沟通能力、团队合作意识等综合素质有明显帮助,其教学效果明显优于传统教学法。     

浅谈医学人文建设

医学人文是医学的重要组成部分,并已成为一个独立成熟的学科。医务人员是医学人文实践的主体,医学人文的核心就是重视患者、关爱患者、尊重患者,医学人文建设应注重内涵、需要制度保证和规范运行。     

在心跳起源分析实验教学中TBL教学模式的应用探索

以团队为基础的学习（team-based learning,TBL）是以团队为基础的教学模式,在多个国家已开展应用。在生理学心跳起源分析的实验课中,我们引入TBL的教学方法。通过实践证明该教学模式有利于培养学生团队沟通协作能力和自主学习、分析问题、解决问题的能力。     

A Team Disclosure of Error Educational Activity: Objective Outcomes

Medical errors can involve multiple team members. Few curricula are being developed to provide instruction on disclosing medical errors that include simulation training with interprofessional team disclosure. To explore more objective evidence for the value of an educational activity on team disclosure of errors, faculty developed and assessed the effectiveness of a multimodal educational activity for learning team‐based disclosure of a medical error. This study employed a methodological triangulation research design. Participants (N = 458) included students enrolled in academic programs at three separate institutions. The activity allowed students to practice team communication while: (1) discussing a medical error within the team; (2) planning for the disclosure of the error; and (3) conducting the disclosure. Faculty assessed individual student's change in knowledge and, using a rubric, rated the performance of the student teams during a simulation with a standardized family member (SFM). Students had a high level of preexisting knowledge and demonstrated the greatest knowledge gains in questions regarding the approach to disclosure (P < .001) and timing of an apology (P < .001). Both SFMs and individual students rated the team error disclosure behavior highly (rho = 0.54; P < .001). Most participants (more than 80%) felt the activity was worth their time and that they were more comfortable with disclosing a medical error as a result of having completed the activity. This activity for interprofessional simulation of team‐based disclosure of a medical error was effective for teaching students about and how to perform this type of important disclosure.     

寄生虫学实验课程中PBL教学效果的评价

在山东大学医学院2009级临床医学七年制学生人体寄生虫学实验教学中开展PBL教学,围绕寄生虫病案例展开讨论。PBL教学结束后,设计调查问卷,从学习形式、学习内容、能力培养等方面探讨PBL教学的效果并广泛征求改进意见。结果表明,PBL教学能够提高学生学习的兴趣,激发学生学习的积极主动性;实现了学科知识的交叉,能够拓展学生的知识面;有利于激发学生主动学习的潜能,全面提升学生的素质,收到了良好的效果。     

基于慕课资源和实验教学数字平台的人体寄生虫学混合式教学初探

“互联网+”时代的混合式教学模式融合了传统教学和网络教学的优势,已成为高等教育教学发展的重要趋势之一.为顺应这一发展趋势,人体寄生虫学课程团队合理运用现代信息技术手段,积极推进网络课程资源建设与应用,开展基于慕课和实验教学数字平台的线上线下混合式教学.实践表明,混合式教学模式对师生的教与学均具有积极影响,但学生个性化自...     

The Integration of an Educational Program into a Treatment Facility

This paper reviews the integration of an active teaching program into a busy treatment facility. All first and second year medical students at the University of California, San Diego take part in a series of didactic lectures and small group discussions, while third and fourth year students have the opportunity of joining a treatment team for 4 to 6 weeks. All psychiatric residents spend a minimum of 8 weeks working on the unit, and one fourth year resident is chosen to work with the staff for a year. The interactions between treatment teams and students in various stages of development help maximize enthusiasm and the commitment to the best patient care possible.     

Attitudes toward working on interdisciplinary healthcare teams: a comparison by discipline

Interdisciplinary teams are important in providing care for older patients, but interdisciplinary teamwork is rarely a teaching focus, and little is known about trainees' attitudes towards it. To determine the attitudes of second-year post-graduate (PGY-2) internal medicine or family practice residents, advanced practice nursing (NP), and masters-level social work (MSW) students toward the value and efficiency of interdisciplinary teamwork and the physician's role on the team, a baseline survey was administered to 591 Geriatrics Interdisciplinary Team Training participants at eight U.S. academic medical centers from January 1997 to July 1999.Most students in each profession agreed that the interdisciplinary team approach benefits patients and is a productive use of time, but PGY-2s consistently rated their agreement lower than NP or MSW students. Interprofessional differences were greatest for beliefs about the physician's role; 73% of PGY-2s but only 44% to 47% of MSW and NP trainees agreed that a team's primary purpose was to assist physicians in achieving treatment goals for patients. Approximately 80% of PGY-2s but only 35% to 40% of MSW or NP trainees agreed that physicians have the right to alter patient care plans developed by the team. Although students from all three disciplines were positively inclined toward medical interdisciplinary teamwork, medical residents were the least so. Exposure to interdisciplinary teamwork may need to occur at an earlier point in medical training than residency. The question of who is ultimately responsible for the decisions of the team may be an "Achilles heel," interfering with shared decision-making.     

Innovative teaching, a successful invention: the European Academy for Medicine of Ageing (EAMA). The viewpoint of teachers and students]

INTRODUCTION: The origins of the EAMA (European Academy for Medicine of Aging) course are described in this paper by the Scientific Committee of this new post-graduate teaching activity. CURRENT KNOWLEDGE AND KEY POINTS: Innovations are constantly introduced to improve training methodology so as to enable the students to update their knowledge, help them improve their skills in data gathering and in the critical interpretation of information, and exchange geriatric experience and know-how. To reach such goals, an interactive teaching method is implemented by the professors, with world experts being called in to ensure scientific soundness and quality. Evaluations by students and teachers are regularly carried out with the aim of perfectly adjusting their training methodologies and increasing the scientific level of exchanges. FUTURE PROSPECTS AND PROJECTS: If the students progress, so do the teachers....     

强化教师主导性与学生主体性有机结合深化寄生虫学教学改革

新形势下的教学改革需要把教师主导性与学生主体性有机结合起来。本文通过对我国寄生虫病的流行特点及传统教学中存在问题的论述,指出在寄生虫教学改革中要采取优化教学内容,发挥教师的主导性,强化学生主体性,应用多媒体课件和引入案例式教学等多项措施来提高教学质量,培养合格人才。