医学遗传学多媒体课件教学探索

对CAI多媒体课件在医学遗传学教学中的特点，优点，CAI多媒体课件的类型，制作CAI多媒体课件需注意的问题进行了探索，取得较好效果。     

计算机辅助教学在医学影像学实习课中的应用

在医学影像学实习教学中，计算机辅助教学已逐渐取代了传统的阅片方式。计算机辅助教学在实习教学中发挥重要作用，但同时也有它的不足之处。     

多维医学图像计算机辅助诊断应用进展

综述了当前多维医学图像计算机辅助诊断在乳房钙化点、肿块和肺结节性病变以及肠息肉和冠状动脉病变方面的研究成果和进展。     

数字医学与计算机辅助手术

数字医学是现代医学的重要发展方向,而计算机辅助手术是数字医学的重要组成部分。本文阐述了数字技术在计算机辅助术前手术规划中的应用,介绍了计算机辅助设计和计算机辅助制造技术在个性化假体置换、个性化医疗器械或医疗辅具设计与制造中的应用。阐述了术中手术导航的关键技术以及临床应用,展望了计算机辅助手术的发展方向和重大前景。     

关键词在医学遗传学基础教学中的运用

目的:教会学生学习,掌握获取知识的方法,培养创新能力。方法:在医学遗传学教学中,深掘教学内容的内涵与关联,进行创新思维,提炼关键词,运用其设计教学思路,链接知识,领悟实质,解决疑难。结果:学生学习思路清晰,对知识掌握系统性强,理解透彻,对疑难问题解决有方,成绩、能力提高。结论:关键词在医学遗传学运用是教会学生学习,培养创新能力的有效方法。     

计算机辅助教学在临床护理教学中的应用研究

目的为提高临床护理教学质量,探讨计算机辅助教学效果,使学生更好地掌握护理学基础理论。方法选择我院240名护理学专业学生,按随机原则分为对照组120人,实验组120人,实验组实施计算机辅助教学,对照组实施传统教学方法。结果实验组的理论、实践分数与合格人数明显优于对照组,组间比较差异有显著性(P<0.01);实验组的教学效果评价也明显优于对照组(P<0.05)。结论计算机辅助教学是对护理专业课程传统教学方法的有力改革,教学质量高、效果好,必将是今后护理教学的发展趋势。     

医学遗传学教学中PTC尝味实验改革初探

医学遗传学作为医学科学领域内一门重要的学科日益受到重视。医学遗传学教学的相关理论需要通过实验课进行验证,同时实验课也是提高医学遗传学教学质量的重要途径。苯硫脲(PTC)尝味实验是医学遗传学实验课程中一项重要的实验操作,对其进行有效的教学改革可为其他实验教学改革提供参考。本研究对PTC尝味实验进行了改革,极大地调动了学生自我学习的能力,提高了学生动手操作能力,同时培养了学生分析问题、解决问题的能力及创新能力。让学生真正深入地理解遗传学知识,为今后的临床工作奠定基础。     

加强附属医院计算机辅助教学探讨

阐述、分析了附属医院加强计算机辅助教学的必要性。指出做好这项工作的关键是有针对性地培养计算机辅助教学人才;重点是建立数量充足的教学软件库;基础是营造适宜的教学环境;而制订相应的激励措施,提高教师积极性则是重要保证。     

生殖医学中遗传学研究进展

近年来，遗传学和分子生物学在生殖医学领域中越来越重要，同时，辅助生育技术（ART）如体外受精－胚胎移植（IVF－ET）技术，显微操作技术，特别是在此基础上发展起来的植入前遗传学诊断技术（Preimplantation genetic diagnosis,PGD)，为进一步理解不孕，受精，胚胎发育过程中的遗传学机制，有效的预防遗传病患儿的出生提供了条件。阐述生殖医学与遗传学多方面的相互作用，特别是ART中可能的遗传风险及在防止遗传病中的应用潜能。     

巧用小资料教好医学遗传学

教师平时善于积累一些小资料,用于教学,能达到启迪学生思维、激发学生学习兴趣、突破难点、巩固重点,从而提高教学质量的目的。笔者从精巧设疑、理论形象化、教育启迪、知识延伸等重在实用的角度出发,在教学时巧妙地插入小资料,大大提高了教学效果。     

多媒体技术在病理学研讨式教学中的应用

目的:探讨多媒体技术在病理学研讨式教学中的应用.方法:选取安徽医科大学成人教育学院 2002级甲班和乙班, 分别进行传统式教学及多媒体研讨式教学.结果:甲班同学口头表达能力及学习积极性均好于乙班同学,期末考试 成绩明显高于乙班同学( P<0.05).结论:多媒体技术在病理学研讨式教学中能提高教学效果.     

The development of a computer assisted instruction and assessment system in pharmacology

We describe the construction of a computer based system for instruction and assessment in pharmacology, utilizing a large bank of multiple choice questions. Items were collected from many sources, edited and coded for student suitability, topic, taxonomy and difficulty and text references. Students reserve a time during the day, specify the type of test desired and questions are presented randomly from the subset satisfying their criteria. Answers are scored after each question and a summary given at the end of every test; details on item performance are recorded automatically. The biggest hurdle in implementation was the assembly, review, classification and editing of items, while the programming was relatively straight-forward. A number of modifications had to be made to the initial plans and changes will undoubtedly continue with further experience. When fully operational the system will possess a number of advantages including: elimination of test preparation, editing and marking; facilitated item review opportunities; increased objectivity, feedback, flexibility and descreased anxiety in students.     

高校成人病理学教学中多媒体辅助教学的探析

科技和经济推动了计算机辅助教学(CAI)的发展,该文就CAI在成人病理学教学中的优势及弊端、以及如何在病理学的CAI中抑弊扬利进行了阐述,并对成人病理学教学中使用CAI做了展望。     

在医学教育中合理应用多媒体教学

目的:如何在医学教育中正确应用多媒体教学。方法:随着计算机多媒体辅助教学在教学中的广泛应用,如何对这一教学手段扬长避短并结合传统教学方法的优点已成为现代教师特别是教学经验相对不足的年轻教师所面临的一个主要教学问题。结果:多媒体教学的优点是能把文字、图片、声、光、色、动画集于一体,使课堂效果生动、形象、增加学生趣味性和兴奋点等;但也存在速度快、内容和容量大、室内光线暗、视力易疲劳等缺点。结论:应用多媒体教学应扬长避短,根据不同教学对象和不同教学内容合理应用。     

Cardiology patient simulator and computer-assisted instruction technologies in bedside teaching

The design and uses of an innovative technology-based approach which addresses critical problems with bedside teaching during ward rounds in the current health care situation are described. A cardiology patient simulator (HARVEY) and an accompanying computer-based interactive laserdisk system provide medical students, house officers and other health professionals with the opportunity to encounter a wide variety of clinical problems for learning and assessment. A group of cardiologists and medical educators from a consortium of US medical schools has guided the development and formal assessment of the entire system over the past 10 years. The system and simulator can be configured and programmed to provide appropriate heart sounds, laboratory data, and test results upon request; hands-on experience to practise examination skills is also available. The system, whole or in part, can be used in a variety of instructional modes from self-instruction to demonstration teaching, and from self-assessment to the final clinical examination. The system's effectiveness for teaching medical clerks is summarized, as is its use in providing continuing education for primary care doctors in rural practice.     

Teaching the management of medical emergencies using an interactive computer terminal

A series of interactive computer programs has been developed to present medical students with the diagnostic and therapeutic problems of medical emergencies. The responses of the students modify the progress and outcome of the situation.     

对医学类高职高专院校计算机基础教育的思考

探讨了目前医学类高职高专院校计算机教育问题,通过分析医学高职高专院校计算机教学的目的和现状,对解决目前存在的一些问题做了初步思考.     

多种教学方法在医学心理学教学中的应用与体会

医学心理学是医院校开设的一门必修课,如何教好该课程,提高教学质量,解决课程本身枯燥、抽象的问题,本文就教学方法进行一些探讨.     

A comparison of computer-assisted instruction and small-group teaching of cardiac auscultation to medical students

Cardiac auscultation is suffering from declining interest, caused by competing diagnostic technology and inadequate training of doctors. Computer-assisted instruction (CAI) supporting graphics and digitized sound could be ideally suited for teaching and sharpening this skill. To evaluate this premise we randomized 35 third-year medical students to 3 hours of seminar teaching plus the use of audiotapes (group 1), the self-use of a MacIntosh-based CAI (group 2), or both (group 3). All students took a pre- and post-test consisting of eight pre-recorded cardiac events and were also assessed for computer anxiety. Although there were no significant differences between pre- and post-tests for each group and among groups, group 1 had a 4.5% deterioration in its diagnostic score compared to the 7.2% and 3.2% improvements of groups 2 and 3 respectively. Group 2 used the CAI significantly more than group 3. We conclude that CAI is at least as effective as seminars in teaching cardiac auscultation to third-year medical students.     

Computer assisted instruction for retraining family doctors in hypertension and hyperlipoproteinemia

In an attempt to retrain family doctors in hypertension and hyperlipoproteinemia, computer assisted instruction (CAI) was assessed in fourteen doctors (Group 1) and its efficiency was compared to that of traditional lectures given to twenty-one doctors (Group 2). The same objectives, contents and illustrations were used in both teaching approaches. There was no significant difference for age, year of graduation and type of practice in the two groups. Comparison between pre-test and immediate post-test revealed a significant gain of knowledge for hyperlipoproteinemia (group 1, 33% and group 2, 22%) and hypertension (group 1, 16% and Group 2, 19%). A year later a similar post-test was done in both groups, and no significant difference was found between this late post-test and the pre-test. CAI applied to family doctors is as efficient for learning as traditional lectures, and both approaches failed to show retention of knowledge after one year. This is perhaps the result of having selected instructional objectives of theoretical more than practical value.