A postgraduate teaching course in laparoscopic surgery

A teaching course in laparoscopic surgery was addressed to 21 young postgraduates as a part of their general surgery program with the aim of making them familiar with the basic principles of laparoscopic surgery. The methodology was based on tutorial teaching and learning by problems; the students worked in little groups elaborating check lists, discussing problems, and practising with laparoscopic training devices. Theoretical learning, practical abilities, and efficacy of tutorial teaching were investigated at the end of the course: the participant's understanding of instrument function, mastering of equipment, and solutions to clinical problems were good, as were the efficiency and pleasantness of the didactic method. Tutorial teaching seems to be a valid model for basic training in laparoscopic surgery in a modern medical education program.     

Attitudes and Approaches of Influential Role Models in Clinical Education

The influence of a role model is a frequently cited factor in choosing a specialty choice among medical students, particularly primary care oriented students. While many studies have looked at role modeling from students' perspectives, very few have considered role modeling characteristics from the perspective of the role models. This study, using the principles of Bandura's social learning theory, determined and illuminated the characteristics and teaching methods associated with positive role modeling in clinical education from the perspective of the role model. A qualitative approach employing interviews and observations was used. Five themes emerged: the role models' approaches to teaching, their attitudes towards teaching and learning, their emphasis on clinical competence in their teaching, their roles external to their specific responsibilities, and their general affect. We found that role models were similar in their views of teaching and working with students. Also, their teaching characteristics were similar to the recommended approaches found in the literature and adhered to the principles of social learning theory. Role models were attentive to the needs of the students and tailored their teaching appropriately. They provided students with ample patient interaction so that students could apply their classroom knowledge. They also demonstrated how rewarding being an effective physician can be. This revised version was published online in June 2006 with corrections to the Cover Date.     

Single-handed practices – their contribution to an undergraduate teaching network in the first year of the new curriculum

OBJECTIVES: The new curriculum at King's College School of Medicine and Dentistry, which commenced in September 1996, requires all medical undergraduates to have a general practice placement throughout the 5 years of their medical education. DESIGN: This paper discusses recruitment, training and support of teaching practices for the new curriculum, reviews the distribution of single-handed general practices in the network and, via a selection of monitoring and evaluation procedures, discusses the implications of a policy which is inclusive of single-handed practices. The findings relate to the experience of the first semester of the first year of the new curriculum. It also examines the contributions that single-handed practices have made to the teaching network and the kind of support needed, if single-handed practices are to continue to contribute to the King's teaching network. SETTING: King's College School of Medicine and Dentistry. SUBJECTS: Medical undergraduates. RESULTS: The findings of this paper revealed that over a third of general practice provision is via single-handed practices in South-east London. Within the undergraduate teaching network, 10% of practices are single-handed. Students are welcomed and receive a learning experience comparable to those students in larger practices. Attendance at training events has proved difficult for some of these tutors, but the extra input from the department, in order to address this deficit, has not been onerous. Indeed, single-handed practices have not been unique with regard to difficulties in attendance at training events. CONCLUSIONS: The study concludes that single-handed practices can make satisfactory provision for undergraduates in the new curriculum and there is no evidence from this study to suggest otherwise.     

医哲结合构建自然辩证法教学新模式

紧密结合中医药专业实际,从创新教材建设、强化课堂讨论环节、构建教学网络平台、指导学生撰写医哲论文几个方面入手,构建具有中医院校特色的自然辩证法教学新模式.     

中医药短期对外教学的现状分析与设想

中医药短期对外教学是中医药国际化进程中的重要一步.通过分析其现状和特点,提出依托国内整体学术实力和中医药发源地的地理优势来发展高层次的中医药对外教学.同时,建立独特的教学模式,加强专业语言沟通,编写合适的外文中医药教材,采用现代化教学手段也是中医药短期对外教学中必须重视和加强的环节.     

人体生理学电子教案的制作与应用

与统编教材配套的系列人体生理学电子教案紧贴教学大纲 ,以PowerPoint为媒体 ,制作编辑了数百幅动画和精美的图片 ,形象直观 ,使学生能很好地掌握课本中的重点和难点问题。该教案使用方便 ,且能在网络上运行 ,在实践中取得了良好的教学效果。     

有机化学中的学习障碍及教学策略

通过对学生在有机化学学习过程中的障碍分析，实施相应的教学策略，以提高有机化学的教学质量和学生的学习水平。     

韩国留学生班的中药学教学

中药学是研究中药基础理论和临床应用的学科，是中医中药各专业的专业课、基础课和主干学科。结合延边大学医学院韩国留学生班的具体特点，强调重视实践，重视实验课；应用比较法、针对性提问等方式，激发学生的兴趣，强化记忆，探讨理想的中药学教学方法。     

《医院药学》课中药物不良反应的讲授体会

药物不良反应是医院药学工作的研究重点内容之一，也是《医院药学》课的教学重点之一。因在本科生前期理论学习中已多次介绍该内容，给《医院药学》课程针对该内容的教授带来难度。本总结几年来讲授药物不良反应内容的教学经验，通过应用众多临床病例的介绍和分析，重点培养学生辩证认识、全面分析不良反应的观点，提高临床鉴别、处置和研究药物不良反应的能力，调动学生灵活运用理论知识分析、解决问题的积极性，达到了从理论到临床实践紧密衔接的教学目的。     

对药学实验教学体系构建的思考

在高等应用型药学人才培养中,实验教学对学生能力的培养起着重要作用。就药学人才培养中实验教学体系的构建提出设想和初步模式,并着手实施。