美国高等医学精英教育的形成及启示

笔者通过对美国高等医学教育教学法的培训心得进行梳理,如实记录并分析了在美国内布拉斯加医学中心访学期间对于美国高等医学精英教育的感受和理解,并结合中国高等医学教育现状,对美国高等医学精英教育模式的形成及体现进行具体分析,以期为中国高等医学精英教育体系的建立及医学教育改革带来新的启示及参考。     

美国医学院校人体解剖学课程教学方法的启示

随着我国高等医学教育全球资质认证的进行,要求医学教育质量不断提高,同时医学教育要满足全球大多数国家发展的需要。笔者有幸到美国学习,在此期间对美国的医学课程,特别是人体解剖学进行了了解,     

中美高等医学教育的对比及启示

本文通过比较美国哈佛医学院、俄亥俄州立大学医学院新一轮医学教育改革,以及北京协和医学院、浙江大学医学院两所国内高等医学院校课程体系的设置,分析不同医学教学模式的特点,总结对比高等医学教育改革的方向。希望通过借鉴总结不同院校的改革经验,为国内高等医学教育发展提供参考。     

我国综合性大学医学院管理体制现状的计量研究

“循证”实践已成为主流.在医学教育领域,全面了解其现状及存在的问题,将有助于开展相应的教育改革.本文采用数学计量方法,对我国综合性大学医学院/医学部/医学中心管理体制现状进行了全面调研,并分析其存在的问题,为我国顺利开展“基于卫生体系需求的医学教育改革(Systems-based Education)”提供依据.     

培养高素质医学人才教学模式的研究与实践

按新时代医学人才培养要求,汕头大学医学院以"课程体系改革"和"教学方法创新"为切入点,围绕高素质适医学人才培养目标,设计出全新的医学教学模式并进行了大胆有效的探索和实践.旨在培养具有创新精神,熟练掌握基本技能的优秀临床医师,理念上与国际高等医学教育接轨,具体方案又具中国特色及汕头大学医学院特色,为国内首创的医学教学新模式,这将对我国高等医学教育产生重大影响.     

地方高等医学院校临床专业医学基础课程现状及改革策略

医学课程体系改革是医学教育目前面临的最重要课题之一,在医学教育改革与发展中处于非常的重要地位。作为医学教育中的基础医学教育,是为学生后继临床学习打基础的阶段。因而作为地方高等医学院校的基础医学院也面临着一个课题,即如何优化医学基础课程设置和结构,改革教学内容,教学方法,紧密结合地方高等医学院校功能定位设置课程。本文试图在分析地方高等医学院校临床专业医学基础课程存在的主要问题,提出地方医学院校临床专业基础医学课程改革的策略。     

加强高等医学院校人文素质教育之我见

人文素质教育是我国高等医学教育的重要组成部分,加强高等医学院校人文素质教育也是当今世界卫生发展和医学教育的现实需要,针对目前医学院校专业课程重,人文素质教育薄弱状况,积极探讨加强高等医学院校人文素质教育的有效途径,具有深刻的现实意义.     

昆明医学院医学物理实验教学改革的创新实践

医学物理实验是医学院校的-门重要基础课.我们在确保物理实验的系统性和完整性,同时又兼顾医学教育针对性的思想指导下,系统改革医学物理实验体系,结合医学教育的特点和需要新设计并独立开发了一批结合医学的综合性医学物理实验,对原有的一批保留实验内容进行了结合医学的改进,淘汰了一批陈旧的实验内容,形成了一套较为完整的医学教育针对性较强而又不失基础性的具有一定特色的医学物理实验体系,编写并出版了高等医学院校教材<医学物理学实验教程>.     

多模式教学方法的整合在儿科临床教学中的应用

当前,高等医学教育方面临床前所未有的挑战和压力,疾病谱的改变,医疗卫生体系的改革,卫生服务模式的转变,人民大众对医疗的要求,以及科技进步所带来的发展,对传统医学的培养目标、质量标准、培养模式和方法均提出了挑战;     

浅议循证医学与医学教育的关系

循证医学(EBM)思想来源于临床实践,目前已广泛深入到各种临床实践和基础研究。循证医学思想不仅对医药、卫生的各个领域产生了重大影响,也对医学教育、教学改革产生了影响。分析循证医学与医学教育的关系对于促进医学教育改革和推动循证医学发展都具有重要的现实意义。笔者从循证医学的发展概况及其基本内涵对循证医学与医学教育的关系作简要分析。     

Promoting research in medical education at the University of California, San Francisco, School of Medicine.

Over the past seven years, educational innovations and scholarship have flourished at the University of California, San Francisco, (UCSF) School of Medicine. Prior to 1998, there was no infrastructure to support educational research and yet a few faculty members published in medical education journals and were active in national professional associations. With the initiation of curriculum reform in 1998, a great deal of excitement about education was generated and innovative new educational programs were envisioned. These changes became opportunities for educational scholarship. With the development of an Office of Medical Education in 1997 and the Haile T. Debas Academy of Medical Educators in 2001, the infrastructure was in place to expand educational research and the scholarship of teaching. The components of this support include educational leadership, faculty development, the Teaching Scholars Program, the Office of Educational Research and Development, the Academy, a Fellowship in Medical Education Research, collaborative research, and extramural grants. As a result of these investments, the number of UCSF faculty members who are involved in educational research has increased significantly. There has been a four-fold increase in peer-reviewed articles published in medical education journals and a greater increase in the publication of educational abstracts, editorials, chapters, and books, plus presentations at U.S. professional association meetings. In this article, the authors describe the changes that have occurred at UCSF to achieve these results.     

Flexner's model and the future of medical education.

Less attention has been paid to Flexner's educational philosophy as compared with the recommendations he made to reform American medical education in Bulletin No. 4 of the Carnegie Foundation, the so-called "Flexner Report." His philosophy begins with the education of the child, having much in common with the educational theories of John Dewey, and is based on learning by observing and doing. Flexner believed that all education should be utilitarian and should prepare the individual for the responsibilities of citizenship and for an occupation or a profession. He also believed that general education lasted too long in this country. Based on Flexner's educational philosophy rather than the four-year medical school model that bears his name, the education of the physician is reexamined. Recommendations are made concerning the interface between the last two years of college and the first two years of medical school that would better equip the future physician to face the complexities of medical practice in the next century. Further, if medical schools were given responsibility for graduate medical education, as has been recommended by prestigious committees in the past, it would be possible to integrate the medical school clinical years with those of residency training and thereby improve the educational experience. A consideration of the education of the physician as a continuum, beginning in the third year of college and ending with the conclusion of residency training, also would be entirely consistent with Flexner's educational views.(ABSTRACT TRUNCATED AT 250 WORDS)     

关于高等医学院校实施创新教育的几点改革措施

实施创新教育，是当前高等医学院校教育改革的主旋律。本文通过分析国内各高校实施创新教育的各种措施，并结合自身在高校创新教育体系构建过程中的实践与经验，提出了7项有显著成效的改革措施：建立突出创新的新课程体系、建立个性化的培养模式、建立本科生导师制、开展课外创新活动、实施“创新学分”制度、教师科研成果进入教学一线、建立多元评价机制，为进一步推动高等医学院校的创新教育改革提供参考。     

An innovational model of elite tuition of students motivated towards scientific research activity

Sechenov Moscow Medical Academy has accumulated almost 20-year positive experience in the work of the faculty training research and educational staff. The functioning of such a faculty perfects the original elite system for training research and educational staff at the undergraduate stage of medical education. Search for and introduction of innovational technologies to the educational process to train a new generation of researchers for biomedical science and universities is constantly carried out. The system favors the providence of medical schools, scientific and practical medical institutions with qualified staff, as well as the integration of Russian education into the European system of medical education.     

A retrospective and prospective look at medical education in the United States: trends shaping anatomical sciences education

During the last decade of the 20th century and the first decade of the 21st century, curricular reform has been a popular theme. In fact, reform on the current scale has not occurred since the early 1900s, when Abraham Flexner released his landmark report ‘Medical Education in the United States and Canada’. His report, suggesting major changes in how physicians were educated, became the norm and few changes occurred until the last quarter of the 20th century. During this period increased demands on medical school curriculums due to the explosion of knowledge in biomedical sciences and the pressure to add additional clinical experiences increased the momentum for curriculum reform. In 1984 an Association of American Medical Colleges (AAMC) report, ‘Physicians for the Twenty-First Century: The Report of the Panel on the General Professional Education of the Physician (GPEP) and College Preparation for Medicine’, discussed many items related to reforming medical education including the value of integration, increased use of active learning formats, more self-directed learning, improved communication skills and increased problem-solving activities. This was followed by a report released in 1993 entitled ‘Educating Medical Students: Assessing Change in Medical Education – The Road to Implementation’ (ACME-TRI), which identified educational problems by surveying medical school deans, suggested ways to deal with these issues and presented a plan of action. Recently, the Carnegie Foundation for the Advancement of Teaching released ‘Education Physicians: A Call for Reform of Medical School and Residency’ with additional suggestions. At this point the question that might be asked is – Where is all this going and how is it going to affect anatomy education?     

Competency-based residency training in pathology: challenges and opportunities

The Accreditation Council for Graduate Medical Education (ACGME) is requiring that all medical specialties adopt a new paradigm for residency education: competency-based residency education. Competency-based education includes not only the acquisition of knowledge and the demonstration of safe medical practice, but also competency in practice-based learning, practice improvement, interpersonal skills and communication, professionalism, and an awareness of pathology's role in a larger health care system. Implementation of this new training program will require new educational resources and the implementation of new faculty and resident skills and incentives.     

The measurement of outcomes in the assessment of educational program effectiveness

Postsecondary accrediting agencies recognized by the U.S. Secretary of Education and the Council on Postsecondary Accreditation, including the Liaison Committee on Medical Education (LCME), are required to evaluate educational program effectiveness by determining that institutions and programs document the achievement of their students and graduates in verifiable and consistent ways, indicating that institutional and program purposes are met. For the assessment of medical education programs this represents a departure from the traditional method of inferring quality from institutional compliance with standards for program organization and function. In the new assessment calculus, success is measured as the integrated product of the outcomes, the indicators of achievement that medical schools already are collecting from many sources, for instance, data on premedical achievement and attributes, medical school performance, graduate education ratings and test results, specialty certification, licensure, and practice. Although a recent LCME enquiry showed that 80% of U.S. medical schools were collecting outcome data on students and graduates, there was a lack of coherence and system, little integrated analysis, rare longitudinal study, and limited use of the information to evaluate and revise the curriculum or to validate admissions, promotion, and graduation criteria. The longitudinal study of the quantified results of educational programs need not resurrect old controversies about the linkage between learning in medical school and the quality of doctors' later practice. The purpose of examining outcomes is to gain sharper focus on the achievement of distinctive institutional goals, to facilitate program improvement and renewal, and to better assure the competence of graduates within the boundaries of achievement that schools have drawn as their educational objectives.     

Development of a palliative education assessment tool for medical student education.

Studies assessing palliative care education in U.S. medical schools reveal that little attention is paid to this topic. Although core competencies have been defined, few schools have implemented effective means to incorporate formal palliative care education into undergraduate curricula. To promote reform, each school needs to conduct a thorough assessment to identify palliative care content throughout the four-year curriculum. The authors developed an innovative assessment instrument to facilitate curricular mapping of palliative care education. The Palliative Education Assessment Tool (PEAT) comprises seven palliative care domains: palliative medicine, pain, neuropsychologic symptoms, other symptoms, ethics and the law, patient/family/nonclinical caregiver perspectives on end-of-life care, and clinical communication skills. Each domain details specific curricular objectives of knowledge, skills, and attitudes. Designed as a flexible self-assessment tool, PEAT helps determine the existence of palliative care education, which usually is found in various formats throughout a medical school's curriculum and thus sometimes "hidden." PEAT enables educators to describe a specific, multidimensional aspect of the curriculum and use the information for strategic planning, educational reform, and evaluation. The curricular reform implications of such an instrument are broader than palliative care assessment. A modified version of PEAT can be used to assess systematically other topics that are taught in various formats in the curriculum and to develop collaborative approaches to fulfilling the educational objectives of those topics.