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.     

哈佛医学院医学教育培训项目的初步实践与效果评价

目的 探索哈佛医学院医学教育(T2T)青年教师培训项目的实践效果,完善医学学科教学梯队建设.方法 选派北京协和医学院北京协和医院教师26人参与项目.该项目在7个医学教育模块的线上课程主体中穿插在线视频互动研讨课程(webinar)、线上考核(online test)、顶点项目撰写(capstone project)与线...     

中国台湾地区医学教育的特色及启示

在深入了解中国台湾地区医学教育制度,并与台湾地区医学生、医生充分交流的基础上,本文力图总结出台湾地区医学教育的特色,包括浸透式的人文教育、无处不在的品质管理以及普遍的英语使用等。对比大陆地区的医学教育,提出了一些教育改革的方向,以求提高医学教育品质,适应生物-心理-社会医学模式的要求。     

美国医学教育的特点与分析

美国是当今世界的医学中心,美国的医学教育也是西方医学教育的典型代表.美国的医学教育体系非常完善,教学程序、教学方式、教学模式、教学内容都十分系统.美国的医学教育有别于中国的医学教育,主要表现在生源上的不同,学制上的差异,教学体制、教学设施、教学方法 也完全不一样.美国医学教育的基本点是"以学生为本",培养出高质量的医学生是医学院奋斗的主要目标.     

美国眼科住院医师培训制度及其对中国的启示

目的通过对美国眼科医院的实地考察,总结美国住院医师培训的特点和优点,探寻对中国眼科住院医师培训的启示。方法回顾性分析在美国迈阿密巴斯科姆帕尔默眼科研究所住院医师教学培训的所见所闻。结果美国住院医师培训系统有许多值得借鉴的地方,比如,提高住院医师学习的主观能动性、注重临床和科研相结合以及加强住院医师的临床能力考核等。当前中国眼科医师培训的质量和效果有待提高,尤其是手术培训和培训考核等方面。结论规范化的住院医师培训对于保证医疗质量以及促进医学发展起着重要的作用。     

当代医学教育对解剖学教学改革的探讨

当今,医学模式已从单一的生物医学模式转变为生物-心理-社会医学摸式。解剖学必须把一些时间让位给社会医学、心理学和伦理学等其他人文学科。再者,生物物理学、分子生物学、细胞生物学、免疫学和遗传学等生物学前沿学科的开设,也将占去一些解剖学的课时。但     

成人医学教育解剖学教学改革的探讨

成人医学高等教育是医学教育事业的一部分，担负着医药卫生人员毕业后继续教育的重任。解剖学作为医学中的重要基础学科，要想切实保证解剖学的教学质量，就必需针对不同层次学生的特点，制定不同的教学方案。鉴于此，本文对2002级的专升本成人学生的解剖学教学进行了改革，以确保教学质量的提高。     

国内智慧课堂研究热点透视及对医学教育领域启示

目的 透视近期国内智慧课堂研究热点,探索智慧课堂在医学领域的应用。方法 选取国内核心期刊2010~2018年主题为“智慧课堂”的文献,对其进行关键词的共词分析、聚类分析和文本内容解读;同时将其他学科领域与医学领域在智慧课堂中的研究进行横向比较。结果 CNKI国内核心期刊共刊登了123篇以智慧课堂为主题的文章,从2015~2018年文章数量分别为8、20、28、39篇,呈上升趋势。智慧课堂在社会科学、信息科技、哲学与人文方面文章数量分别为119、18、4篇,得出上述学科与智慧课堂结合紧密;医学教育方面未有核心期刊文章,医学教育与智慧课堂结合薄弱。书目共现分析系统筛选频次阈值≥3的关键词有:信息化、智慧教育、数据挖掘等21个,SPSS分析出的皮尔逊高频关键词相似矩阵,智慧课堂与数据挖掘、信息化、智慧教育等结合紧密。将高频关键词和皮尔逊相似矩阵关键词筛选、分类得出智慧课堂热点主要集中于:智慧课堂与信息技术深度融合、智慧课堂的价值追求以及智慧课堂的构建策略三个主要分支。结论 智慧课堂在医学方面结合薄弱,推动智慧课堂与医学教育的深度融合,有助于提升学生的创新思维能力,促使全面发展,培养出具有良好价值取向、思维品质较高、善于学习、善于研究、善于创新、善于解决各种复杂问题的智慧型医生。     

成人医学教育应注意能力的培养

成人医学教育实际上是一个再培训、再提高的过程,是改革开放以来形成的一个符合我国医疗卫生国情的医学继续教育形式,为我国的医疗卫生事业作出了较大贡献。1 优化医学实验课程结构课程改革是整个教育改革中最重要、最敏感的     

8年制医学专业医学预科课程设置的探讨

系统回顾了医学预科教育的发展过程,对国外医学预科教育的课程设置、学分要求以及近年来开展的改革进行了深入的分析。对我国目前开展8年制医学教育院校的医预课程年限、课程设置进行了分析,结合国际医学教育的发展,提出了我国8年制医学教育医预课程设置和改革的对策,包括充分认识医预教育的重要性、保证医预教育的年限并实现医学预科教育与大学教育的有机衔接。     

Anatomy education in a changing medical curriculum

How we educate students in the first two years of medical school is changing at many institutions. Effective medical education should be viewed as a continuum, integration of the basic sciences and clinical medicine should occur throughout the curriculum, and self-directed, life-long learning should be emphasized. Curricular revision may be appropriate if these fundamental concepts are absent. The principles of three curricular models are discussed: traditional, problem-based, and systems-oriented. The ideal curriculum may draw from each of these: A truly integrated curriculum. However, the curricular model chosen must meet the needs of the institution and its students. As anatomists we should not shy away from this process of change. With progressive educational approaches, we can be leaders in this climate of curricular reform. Anatomy courses are laboratory based and the laboratory is an outstanding small group, faculty/student interactive opportunity. However, we must show flexibility and innovation in our educational approaches whatever the curricular design being proposed. Anat. Rec. (New Anat.) 253:28–31, 1998. © 1998 Wiley-Liss, Inc.     

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?     

Medical education,irrelevancy and the humanities

The author reviews the criticism aimed at medical education and suggests that its shortcomings could be corrected by modifying the curriculum so that irrelevant material is eliminated and replaced in part with the humanities.     

A clinical anatomy curriculum for the medical student of the 21st century: Gross anatomy

Human anatomy forms the foundation for clinical medicine: thus its place in the medical school curriculum deserves careful attention. In an attempt to provide guidance to decision-makers involved in clinical anatomy curriculum development at the medical school level, the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) developed this document, which defines the contours of a gross anatomy curriculum leading to the M.D. or D.O. degree. The main body of the document sets forth the anatomical concepts as well as the subject matter a student should master prior to graduation from medical school. The AACA seeks to ensure that all medical students receive thorough training in clinical anatomy and that each student, regardless of the institution attended, will be exposed to a curriculum that will provide a fundamental level of competence required for the practice of medicine. © 1996 Wiley-Liss, Inc.     

A clinical anatomy curriculum for the medical student of the 21st century: developmental anatomy

An understanding of human developmental anatomy provides a fundamental framework for the accurate diagnosis and proper treatment of patients with congenital clinical entities, a significant population of any medical practice. Therefore, the regard afforded the study of developmental anatomy in the medical curriculum deserves thoughtful attention. In an effort to provide guidance in designing an undergraduate medical curriculum that properly addresses developmental anatomy, the Educational Affairs Committee of the American Association of Clinical Anatomists (AACA) developed this clinical anatomy curriculum in developmental anatomy. It outlines the subject matter and principles that will not only allow the physician to recognize and treat congenital diseases, but will also provide a solid basis for the incorporation of future discoveries, particularly in the rapidly evolving field of molecular developmental anatomy. The AACA seeks to ensure that all medical students receive thorough training in developmental anatomy and that each student, regardless of the institution attended, will be exposed to a curriculum that will provide the necessary competence and confidence for the effective practice of medicine in the 21st century.     

Student responses to the gross anatomy laboratory in a medical curriculum

Working with cadavers, whether through active dissection or by examination of prosected specimens, constitutes a potential stressor in medical education although there is no consensus on its effect. Some reports have suggested that it creates such a strongly negative experience that it warrants special curricular attention. To assess the issue for ourselves, we administered surveys to the freshman medical students taking the Anatomical Sciences course in the problem-based Alternative Curriculum (A.C.) at Rush Medical College for four consecutive years. We found that although a vast majority of students expressed a positive attitude toward the experience, both before and after taking the course, there remains a small percentage of students for whom human dissection may initially be a traumatic experience. We offer explanations for our findings, comments on disparate results from other studies and suggestions for appropriate responses by anatomy faculty, who must address these student needs.     

GRACE and the development of an education and training curriculum

Antimicrobial resistance is a serious threat and compromises the management of infectious disease. This has particular significance in relation to infections of the respiratory tract, which are the lead cause of antibiotic prescribing. Education is fundamental to the correct use of antibiotics. A novel open access curriculum has been developed in the context of a European Union funded research project Genomics to combat Resistance against Antibiotics in Community-acquired lower respiratory tract infections in Europe (GRACE http://www.grace-lrti.org). The curriculum was developed in modular format and populated with clinical and scientific topics relevant to community-acquired lower respiratory tract infections. This curriculum informed the content of a series of postgraduate courses and workshops and permitted the creation of an open access e-Learning portal. A total of 153 presentations matching the topics within the curriculum together with slide material and handouts and 104 webcasts are available through the GRACE e-Learning portal, which is fully searchable using a ‘mindmap’ to navigate the contents. Metrics of access provided a means for assessing usage. The GRACE project has permitted the development of a unique on-line open access curriculum that comprehensively addresses the issues relevant to community-acquired lower respiratory tract infections and has provided a resource not only for personal learning, but also to support independent teaching activities such as lectures, workshops, seminars and course work.     

浅谈长学制医学教育中的人文素质教育

随着医学模式的转换和卫生需求的不断增长,社会对医务工作者的人文素养要求越来越高。本文就加强医学生人文素质教育的重要性进行了探讨,总结了北京协和医学院90年办学历史中在医学生人文素质培养中进行的探索,同时对未来长学制医学教育中人文素质教育存在的问题提出了思考。     

Retrospective evaluation of undergraduate medical education by doctors at the end of their residency time in hospitals: Consequences for the anatomical curriculum

Reform of the undergraduate medical curriculum, including the debate on which of its parts or subjects are superfluous, is a topic of interest in many countries. On being examined at the end of their specialization period, doctors were asked to grade the relevance of all subjects in the undergraduate curriculum for training to become a medical doctor. The subjects that gained the highest grades were internal medicine, gross anatomy, physical examination course, physiology, and pharmacology. The five subjects graded least relevant were biomathematics, terminology, social medicine, medical physics, and medical chemistry. More than 80% of the doctors expressed interest in special lectures and courses, e.g., in topographic anatomy at the beginning of their postgraduate training. Retrospective evaluations at the end of residency time are helpful “evidence” to be considered in reforming the medical curriculum, and in particular in defining “core” and “optional” parts of the curriculum. The data show that anatomy is graded as highly relevant in the undergraduate medical curriculum by doctors at the end of their postgraduate training. Anat Rec. 249:431–434, 1997. © 1997 Wiley-Liss, Inc.