普通外科临床实习的教学体会

临床实习是外科教学的一个重要环节，其目的在于巩固和丰富医学理论知识，使学生正确熟练地掌握临床常用的基本诊疗技术，培养学生临床思维能力和分析问题、解决问题的能力。普通外科是外科学的基础，抓好普通外科实习教学是整个外科学临床实习成败的关键。作者在普通外科实习带教中得到几点体会，现介绍如下。     

男医学生在妇产科实习的素质能力培养

21世纪需要高素质人才，素质教育是关键。从一定意义上说素质教育就是因材施教，妇产科作为一门比较特殊的学科，在实践教学工作中女患者不愿意示教的情况越来越严重，尤其对于男医学生。本文对男医学生在妇产科实习的素质能力培养进行实践与研究，提出以素质教育为中心，培养出具备高尚的医德、扎实的专业本领和丰富的人文知识的新型人才。     

“3＋2”模式下普通外科临床实习的教学体会

普通外科是外科学的基础，抓好普通外科临床实习教学是整个外科学临床实习成败的关键。我校本科生临床医学教育实行“3＋2”新模式7年来，伴随着临床教学内容和方式的调整，我们采取相应的教学形式，注重理论与实践的紧密结合，强化学生临床综合能力的培养和整体素质的提高，现将外科实习带教中的体会介绍如下。     

普通外科亚专业分组对实习教学的影响及对策

普通外科是外科学的基础学科,在临床实习教学中发挥核心和主导地位。近年受“专病化”治疗模式的影响,普通外科按主要病种分为各亚专业,如胃手术组、结直肠手术组、血管手术组等,这种新的变革势必对实习教学产生很大的影响,如何应对这种新模式,制定切实有效的措施来保证实习教学质量是迫切需要解决的问题。     

普通外科低年资护士核心能力培养方法的探讨

目的 探讨在普通外科运用护士核心能力的培养方法对低年资护士的影响.方法 对我院普通外科16名工作年资在5a内的低年资护士进行核心能力培训,根据培训内容制订相应的培养计划和目标,实施有系统的、计划的培养.结果 进行核心能力培训后,低年资护士的专业水平(基础理论、基本技能、沟通技巧、个人素质)等方面在两年内有了明显提高.结论 护士核心能力的培养,有利于提高低年资护士的专业水平,提高护理人员的整体素质,同时对普通外科护理质量的提高起到积极的推动作用.     

医学生实习阶段心理状态分析

目的 探讨医学大学生实习阶段的心理状态.方法 采用心理健康量表对5所医学高校12个不同专业实习阶段的306名大学生实施心理健康测量,统计和分析.结果 学生实习阶段心理健康状态变化与不同学校无关,不同学历学生心理状态的差异点不同,心理健康问题以躯体化(t=14.661,P=0.000)、抑郁(t=15.426,P=0.0...     

浅谈普通外科临床实习教学

普通外科学是外科学的重要组成部分,是医学生临床实习的重点内容,从某种意义上讲,普通外科实习是医学生外科学临床实习的关键。因此,如何搞好医学生普通外科实习就颇为重要。我院一直承担临床医学本科的外科学教学及临床实习任务,本文就普通外科临床实习带教的体会报告如下。     

普通外科见习教学体会

临床见习期是医学教育的关键时期之一，其效果直接影响下一步的临床实习，并可能影响医学生的一生。近年来，我们对外科临床见习带教进行了一些改革，取得了较大成效，现总结如下。     

不同阶段临床学生外科基本技能的训练教学方法探索

北京协和医院外科学教研室对外科教学进行了适当优化,提出了全阶段、整体性、系统性教学方案,针对不同阶段临床学生制定了不同的外科基本技能训练方法,并针对相应的学习阶段制定相应的学习要求和考核标准,取得了很好的教学效果。     

Learning styles of medical students,general surgery residents,and general surgeons: implications for surgical education

Background  

Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn.     

Gender differences in cardiac autonomic modulation during medical internship

Medical internship is known to be a time of high stress and long working hours, which increases the risk of depression and cardiovascular disease. Gender differences in medical interns' cardiovascular risk have not been reported previously. Thirty‐eight medical interns (29 males) were repeatedly tested for depressive symptoms using the Hospital Anxiety and Depression Scale and 5‐min spectral analysis of heart rate variability (HRV) at 3‐month intervals during their internship. Among the male interns, the variance of the heart rate decreased at 6, 9, 12 months, and a reduced high frequency, which suggests reduced cardiac parasympathetic modulation, was found at 9 and 12 months into their internship. Increased depressive symptoms were also identified at 12 months in the male group. No significant differences in depression or any of the HRV indices were identified among the female interns during their internship.     

Attitude of medical students towards general practice and general practitioners.

BACKGROUND: The stimuli for this work came from the need to identify and understand the origin of students' attitudes towards general practice in the context of undergraduate curriculum reform and concerns about recruitment. AIM: To evaluate attitudes of medical students towards general practice as a specialty and general practitioners (GPs) as doctors and explore factors influencing students' attitudes and intended career choice. DESIGN OF STUDY: Cross-sectional survey. SETTING: Final-year students at two London medical schools. METHOD: Questionnaires were distributed to 984 students and the results analysed using SPSS analysis. RESULTS: The mean response rate was 72% (700/984). Medical students had a positive attitude towards general practice as a specialty (mean Likert score = 3.90/5, 95% confidence interval [CI] = 3.86 to 3.94) and towards GPs as doctors (mean Likert score = 3.62/5, 95% CI = 3.59 to 3.66). They rated personal experience of GPs as the most important factor influencing their attitude. Students' attitudes towards general practice and GPs were more positive (P<0.001) in the fifth year. First-year students perceived the media to have a more important role in influencing their attitude than those in the fifth year(P<0.001). General practice was the only career option to significantly increase in popularity between the first and final year(P < 0.001). CONCLUSIONS: Medical students end their undergraduate years with a more positive attitude towards general practice than has been reported elsewhere recently. This may be partially explained by the greater contact with GPs and suggests that efforts by medical schools to ensure a more balanced, community-based curriculum promotes positive attitudes to general practice. The influence of the media on the first years of medical school requiresfurther investigation.     

Development and evaluation of a risk communication curriculum for medical students

Objective

To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students.

Methods

A new experience-based curriculum, “Risk Talk,” was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students’ objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures.

Results

Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (p < .001) objective and subjective risk communication competence than a convenience sample of 24 unexposed students. New observational measures of objective competence in risk communication showed promising evidence of reliability and validity. The curriculum was resource-intensive.

Conclusion

The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication.

Practice implications

Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill.     

加强新时期医学生综合素质的培养

为适应新的医学模式，医学生必须具备医学、心理学、伦理学和社会学等多方面的知识，这就为新时期医学生的教育和培养提出了新的、更高的要求。新时期的医学生除了要系统掌握相关的医学知识外，还要有意识地培养各方面的综合能力。     

医学研究生科研创新能力培养途径的探讨

医学研究生科研创新素质的提高,应根据研究生教育不同阶段的特点,注重培养医学研究生在理论学习和临床实践中阅读文献能力,撰写综述能力,团队协作能力和学术表达能力,增强其课题的创新性和可行性,努力造就具有创新意识的优秀人才。     

基础知识与PBL学习过程对医学生能力提高的不同影响

目的 分析基础知识掌握程度与PBL学习过程对医学生能力提高的不同影响,为医学教育的教学方法改革提供依据.方法 选取以乙型肝炎为主题的医学微生物学科背景案例,以医学微生物学成绩、PBL平时成绩分组,比较案例相关内容考核成绩的差异.结果 医学微生物学成绩高的学生,案例考试中情境式分析型单选题成绩高(P ＜0.05);PBL平时成绩高的学生,案例考试中情境式简答题成绩高(P＜0.05).结论 基础学科知识的掌握程度与PBL讨论过程对医学生知识与能力的提高都有重要的意义.