数字解剖融合慕课的线上线下混合式教学在系统解剖学教学的实践

系统解剖学是医学的基础课程,由于术语繁多,结构复杂抽象,教学学时又不断压缩,所以成了学生心目中具有挑战性的学科.随着信息化时代的到来,学生的学习习惯和获取知识的方式发生很大改变,因此需要探索新的教学模式来适应这种变化.混合式教学是把传统的面对面课堂教学的优势和e-learning(即网络化或者数字化教学)的优势结合起来,通过多元化教学方式的融合,实现优势互补[1].近年来,许多高校在解剖学教学中探索了混合式教学模式,融合的方式多采用线上慕课与线下课堂的融合[2,3],但对数字解剖的应用不足.本教学团队探索了在系统解剖学教学中应用数字解剖、慕课与课堂教学相融合的方式,将数字解剖应用于线上与线下教学,以期提高教学质量,供同行在教学改革中借鉴.     

人体断层解剖学“三段三阶”混合式教学模式的探索*

人体断层解剖学是重要的基础医学课程.传统上,该课程的授课一直以线下课堂授课为主,但由于课程本身的难度较大,加之断层解剖学的学习需要学习者具备较扎实的人体解剖学基础,导致教师的授课和学生的学习效果皆差强人意[1].近年来,随着信息技术的发展,在线开放课程的建设逐渐兴起,以互联网线上教学与线下课堂教学相结合的混合式教学模式也在高等教育中迅速发展[2].但在基础医学形态学课程中,尤其是断层解剖学这样一门边缘性小众化课程中开展混合式教学模式,国内外可借鉴的成功经验还不多,笔者利用学校在线开放课程平台建设人体断层解剖学在线课程,将学习断层解剖结构分为既相互联系又呈逐步上升递进的"学""识""用"3个阶段,将线上自主学习与线下课堂授课相结合,书本理论学习、实验室标本观察和临床运用相结合,线上过程考核与线下理论考核相结合,形成全新的基于现代信息技术的人体断层解剖学课程"三段三阶"混合式教学模式.开展人体断层解剖学的课程教学改革,以期不断提高教学质量和效果.     

基于云班课的混合式教学模式在系统解剖学中的应用

近几年,随着"互联网+"与高等教育的相互融合,网络信息技术已对教育产生了革命性影响[1].另外,当代大学生对学习和课程的预期也呈现出多样化趋势[2],基于云班课的混合式教学模式应运而生.云班课在教学活动中既能充分发挥教师引导、启发、监控教学过程的主导作用,又能充分体现学生作为学习主体的积极性、主动性与创造性[3],增加师生间的互动交流[4].传统的解剖学教学模式以教师填充式讲授为主,学生则是被动听和记,师生互动不充分,加上系统解剖学内容多且记忆困难,学生多数感觉"学不明白、学不扎实、学不精通"[5].而新兴的课堂学习与线上学习两种方式结合的混合式教学模式能使传统教学与网络化教学优势互补[6].现以"运动系统"为例,采用理论实验一体化的小班教学,设计基于云班课的混合式教学模式.学生通过云班课和传统面对面的课堂学习来完成学习任务,实现"线上"和"线下"教学的融合,充分发挥教师的引导作用和凸显学生的主体地位,达到教学相长的目的.     

基于慕课的线上线下局部解剖学混合教学模式的设计及实施

传统解剖学教学模式更注重已知知识传授,在培养实践能力上内容不丰富,创新思维和素养引导不足,不能完全满足社会对高层次创新人才培养的需求,改革教学模式与培养方式势在必行[1-2].局部解剖学课程学生难学、教师难教,目前课时大幅减少且在全球防疫大背景下,线上教学尤为重要.本研究拟在传统线下教学基础上,增设中国大学慕课(MOOC)、雨课堂及问卷星等多种线上教学,即采取线上线下结合的混合式教学模式,以学生为主、教师引导进行教学,并通过总结以往本校局部解剖学混合式教学改革的经验,为兄弟院校和后续教学提供借鉴和思考.     

混合教学模式在系统解剖学教学中的应用*

目前,教育部大力推进在各学科形成"互联网+高等教育"发展新形态,结合传统课堂教育与线上教育的"混合教育模式"则应运而生.系统解剖学是一门重要的医学基础课程,与医学各学科之间联系密切,然而,由于其内容庞杂、专业术语众多及课时相对偏少,导致认为该课程难以掌握的学生比例高达67.8％[1].随着互联网技术的进步,手机在一定程度上影响了大学课堂[2].在这样的背景下,传统的以教师授课为主的幻灯片教学模式已不能吸引学生的关注,如何将学生的注意力从手机转移至课堂是高校教师共同面对的难题.进行线上线下相结合的混合教育模式,可能是解决医学专业课程学习困境的一种方法[3],但是,如果没有学生的配合,靠教师单向的知识传递,不能激发学生学习能动性的教育注定是失败的.因此,本研究在本校临床专业进行了"课前在线学习+课堂面对面授课+微信群即时交流"的混合教学模式,拟利用学生对手机高度依赖的特点,增加手机端这一学习平台,以此提高学生解剖学课程的学习效率,并培养其主动学习能力.     

培养医学生自主学习能力和创新能力的医学免疫学线上线下混合式教学模式改革北大核心CSCD

为探究基于“人卫慕课平台和云班课APP”的医学免疫学课程线上线下混合式教学模式改革对医学生自主学习能力和创新能力的影响，本文分析了临床医学专业学生医学免疫学课程线上自主学习情况、参与大学生创新训练计划项目情况、线上线下混合式教学模式满意度问卷调查结果。结果显示，线上线下混合式教学模式改革提升了医学生自主学习能力和创新能力。     

浅谈目标教学法在临床本科学员人体解剖学教学工作中的应用

人体解剖学是临床医学生最先学习的医学课 ,也是医学课程中的基础课。在教学改革不断深入发展的今天 ,如何上好人体解剖学这门课程 ,不仅关系到学生此后的医学课程的学习 ,而且也是对解剖学教学改革的尝试和探索 ,因此 ,具有非常重要的意义。针对目前我院解剖学教学工作的现状     

探讨传统教学与网络教学在人体解剖学教学中融合与实践

<正>人体解剖学是一门重要的医学必修课程,是基础医学中的基础,是培养创新性、应用性医学人才非常关键的起点环节。教好人体解剖学可为学生学习后续课程和激发学生的专业学习兴趣奠定良好基础。人体解剖学属于形态学,其内容较多,涉及医学名词有近1/4之多,还是入门课程,加之教学标本来源很是困难,造成实验课中教学标本相对不足,导致学生普遍感到解剖学知识枯燥无味,学习效率[1]不高。因此,解剖学老师们一直在探索如何利用有     

提高人体解剖学实验课学生主动性的探讨

人体解剖学是研究正常人体形态结构的科学,是医学生的必修课、先修课.它为临床提供了重要的基础知识和众多的医学名词,是其它后续医学基础课的基础[1].具有直观性强、形态描述多、名词多等特点,学生普遍认为其内容多、无章可循、枯燥乏味,进而丧失学习信心.实验课教学是人体解剖学教学环节中重要的组成部分[2],如何在实验课中提高学生的主动性,使其由"要我学"转变为"我要学",是带教老师密切关注的问题.     

以兴趣为导向进行解剖学教学

正人体解剖学是研究正常人体形态结构的学科,是医学生学习其他基础医学课程和临床医学课程的重要基础,因此学好人体解剖学对医学生来说是非常重要的。人体解剖学的学科特点是名词繁多、结构相对复杂难懂,学生普遍反映与其他的医学基础课相比较解剖学内容难记易忘,因此要想让学生学好这门课,就要求任课教师在解剖学教学过程中不断激发他们的学习兴趣,调动其学习积极性和主动性。俗话说"兴趣是最好的老师",带着兴趣去学     

Modes of reinforcement and gender and culture of experimenter and subject: effects of "alien" and external reinforcement for Japanese and American men and women

In this study, we examined external and "alien" reinforcement (ER and AR. respectively) as a factor in social learning, and studied the combined effects of culture and reinforcement mode. A female (Experiment 1) and a male (Experiment 2) experimenters conducted experimental sessions. Both men and women, who grew up in the same culture as the experimenter, participated and performed the experimental task. A three-way interaction effect of experimenter gender, culture, and reinforcement mode was found on task performance. And the effect was more pronounced for a Japanese experimenter. A female and a male experimenters conducted Experiments 3 and 4, respectively; however participants this time were men and women who grew up in different cultures than the experimenter. Results indicated that the pattern of the subject gender and reinforcement mode interaction effect, when the experimenter was Japanese with American subjects, was exactly opposite to that when the experimenter was American. These experiments showed that AR was as effective for social learning as ER, and that the cultural backgrounds of experimenter and subject influenced AR and ER effectiveness.     

Rates of oxygen consumption and of anaerobic glycolysis in renal cortex and medulla of adult and new-born rats and guinea-pigs

1. Rates of oxygen uptake and of anaerobic glycolysis were estimated in slices from the renal cortex and medulla (a) of adult rats and guinea-pigs, (b) of new-born (1-, 5- and 21-day-old) rats and of guinea-pigs of 1, 12, 21, 24 and 120 hr age.2. In the adult rat, Q(O2) values for the cortex were 12.55 +/- 0.20 (22) and for the medulla: 8.56 +/- 0.17 (22) mul./hr.mg dry weight, while in the new-born rat (24 hr old) they were 10.99 +/- 0.46 (12) and 9.33 +/- 0.18 (9) mul./hr.mg dry weight respectively.3. Values for Q(CO2) (N2) (anaerobic glycolysis) in the 14 hr old new-born rat were in the renal cortex 9.65 +/- 0.35 (5) and in the medulla 7.39 +/- 0.43 (5) mul./hr.mg dry weight; while in the adult they were 2.25 +/- 0.08 (16) and 5.76 +/- 0.14 (16) mul./hr.mg dry weight, respectively.4. In the adult guinea-pig values for Q(CO2) (N2) were of the same order as in the adult rat, though the rate of O(2) uptake was for the cortex 8.12 +/- 0.22 (12) and for the medulla 5.02 +/- 0.23 (11) mul./hr.mg dry weight.5. Though the Q(O2) values in the renal cortex and medulla were smaller in the 1 hr old new-born guinea-pig, they were already increasing in the 12 hr old neonate.6. The results are discussed in the light of enzyme changes occurring during the process of maturation of the nephron as indicated by histochemical observations.     

Timing and intensity of early fevers and the development of allergies and asthma

BACKGROUND: Early childhood fevers appear to protect against later allergies and asthma. What is not known is the time in which fevers exert this effect and whether the degree of temperature increase is important. OBJECTIVE: We sought to examine the relationship between the time and degree of early fevers and later allergies and asthma. METHODS: Eight hundred thirty-five children from southeast Michigan were enrolled at birth. Clinic records from their first 2 years were abstracted for episodes of fever. At age 6 to 7 years, children underwent allergy testing. We examined fevers occurring within 6-month intervals in the first 2 years of life and outcomes at age 6 to 7 years. The primary outcome measures were allergic sensitization, asthma, asthma with allergic sensitization, and asthma without allergic sensitization. RESULTS: In the unadjusted analysis each episode of fever between 7 and 12 months of age was associated with a lower odds of allergic sensitization (odds ratio [OR], 0.71; 95% CI, 0.54-0.93) and asthma with allergic sensitization (OR, 0.43; 95% CI, 0.21-0.90) at age 6 to 7 years. Likewise, every 1 degrees C increase in the maximum temperature between 7 and 12 months was associated with a lower odds of allergic sensitization (OR, 0.77; 95% CI, 0.61-0.96) and asthma with allergic sensitization (OR, 0.62; 95% CI, 0.40-0.94). After adjusting for potential confounders, each episode of fever between 7 and 12 months was associated with a lower likelihood of asthma with allergic sensitization (adjusted OR, 0.33; 95% CI, 0.11-0.94) at age 6 to 7 years. CONCLUSIONS: Both the timing and intensity of childhood fevers appear to be important factors in the development of allergies and asthma.     

纳米水平分子成像与诊疗一体化研究进展与挑战

分子成像能以非侵入性的方式重现活体细胞的生理功能和生物学过程,提高疾病的早期和特异性诊断水平。纳米颗粒/材料具有物理性质可控性高、易于表面修饰、血液循环时间长和可功能化等优点,在疾病诊断与治疗中显示出巨大潜力。但如何阐明纳米材料多功能间的内在联系、解决其代谢及安全性等关键机制难题、实现纳米颗粒/材料多功能性到临床多功能...