通识教育:知识、学科、制度整合的新范式

本文以岭南大学、哈佛大学、京都大学通识教育的最新发展为案例，通过对知识、学科、制度三者的关系及其对大学课程改革的作用的分析，认为在新世纪，知识的发展变化促使学科也发生了相应的变化，进而使大学的院系组织制度也出现了新的变化。通识教育也随之发生变化。通过实施通识教育，将对知识、学科、制度进行新的整合，是大学教学改革的新的目标和任务。     

对高等护理教育课程设置的探讨

课程，是学校教育的核心，是将教育思想、观念、目的和宗旨等转化为具体教育实践的中介。要实施护理教育的改革，其核心问题便是课程的改革。此项改革应该符合以人为本、突出护理专业特点、强化培养目标、重视素质及能力培养的原则。     

An evaluation of the `short form' course experience questionnaire with medical students

In this study we have validated the Course Evaluation Questionnaire (CEQ) as an instrument for use with undergraduate medical students. We have demonstrated satisfactory construct validity and reliability for the inventory. The CEQ is an appropriate instrument for course evaluation in medical education.     

A partially self-instructional system that any teacher can develop and implement

Some authors have suggested that the teacher has two basic choices of style which can be used to influence learning: he/she can manage learning resources or he/she can function as such a resource. Part of the appeal for the authors of the course format described here is the blurring of that distinction. Functioning both as a manager and a resource appears to us a near optimal role for the teacher.     

Teaching the teachers

This and the following two papers describe historically the development of courses for general practice teachers in Manchester from 1966. The first paper describes the early attempts to fashion an appropriate course, discusses the content of such courses and the methods used. The second and third papers then discuss a course on non-directive behavioural counselling as an educational tool and describe the evolution of a cycle of four courses, each dealing with separate aspects of teaching. The emphasis throughout is on person to person teaching, it being considered that this is the commonest teaching/learning situation in general practice. The second part of the first paper goes on to discuss the logistic needs for the preparation and maintenance of teachers in general practice.     

Some new methods for the evaluation of medical school sex education curricula

This study proposes new ways of evaluating medical school sex education curricula which may be used not only to determine the best educational methods, but also to understand what skills and competence are important for a doctor to have in order to assist patients with their sexual problems. Since present evaluation tools are limited, the theoretical base from which human sexuality programmes are developed is based on unsupported personal judgment. Good research with improved techniques is a requisite for improving this situation.     

The teaching of child health in a medical college in central India

Aware of the importance of a knowledge of children and skill in their care, the World Health Organization and the Government of India have been working together to improve the training and education of the medical student in that subject. To that end the Organization has supported the work of a committee of medical educators, which has studied the teaching of child health and has published an experimental curriculum suitable for use in medical colleges in India ( 'Ad hoc' Committee on Education and Training in Paediatrics; WHO, 1970 , 1971 , 1974 , 1975 ). This article tells of the experience with that curriculum in one medical college in Central India since 1974. It is first necessary to indicate the position of medical education in the country.     

Teaching teachers in general practice

A short, intensive, teacher training course for general practitioners is described. The assessment techniques used indicate that it went some way towards achieving predetermined goals. Set alongside the limited time available to practitioners for attending training courses, and the logistic problems of training an adequate supply of teachers, this experience suggests that short intensive courses may have an important role in professional education.