生物医学仪器及其实用技术课程建设

通过生物医学仪器及其实用技术课程的建设与实践,探讨该课程开设的必要性、课程组织、实践效果与改进思路,为进一步提高研究生的科研能力和加强实验室的技术队伍建设与仪器设备管理提供保障.     

Towards more empathic medical students: a medical student hospitalization experience

OBJECTIVE: We designed a curricular exercise intended to expose healthy medical students, near the end of their basic science training, to the experience of hospitalization. We attempted to assess how a standardized hospitalization, for medical students just about to start their clinical rotations, was experienced by student participants. DESIGN: A qualitative observational design was used, both to explore the perceptions of the hospitalized students and to generate hypotheses for further exploration. SETTING: University and affiliated hospitals. PARTICIPANTS: Second-year medical students, towards the end of their basic science training. OUTCOME MEASURES: Qualitative assessment of hospitalization experience. RESULTS: Among key themes expressed by student participants were the following: they felt a profound loss of privacy; they found the nursing staff to be caring, attentive and professional, and repeatedly commented about how much time the nurses took to talk and listen to them and to take a complete history; in contrast they were particularly upset about the distance and coldness they felt from the medical staff; they expect this experience to affect their own future practice as physicians. When asked how this might change their attitudes in the future, students' comments generally reflected a primary concern with improving the human aspects of the patient experience. CONCLUSIONS: Student participants in a standardized inpatient hospitalization generally experienced strong feelings about issues of privacy, and about interactions with medical and nursing staff, which they expect to have an important impact on their own professional development.     

Postgraduate education for part-time doctors

A course of evening lectures was held for doctors working part-time and who found attending hospital postgraduate activities difficult. The results of a questionnaire suggested that this was a welcome venture and that there will be a larger number of women doctors who may have special postgraduate educational needs.     

Communication skills teaching, learning and assessment

This paper outlines an introductory course in teaching communication skills to medical students in a preclinical context. The aims of the course, its content and teaching methods are described. Novel features include the active participation of selected patients in teaching and assessment, and the use of a form of role-play named 'listening triads'. The main focus of the paper is assessment, and results are recorded, relating to a class of 114 second-year students during the academic session 1983-84. Assessment of the students' learning was measured by Modified Essay Question (MEQ); students' problems face-to-face with patients were identified by patients, students, and by staff members observing interactions. Problems of fitting these educational assessments into a traditional academic 'certifying' type of assessment remain unresolved at present. This course was found to be acceptable by the preclinical students, and their lack of clinical knowledge did not appear to interfere with their learning. They were enthusiastic about the supervised contact with patients, which appeared to contribute significantly to the way the course was received.     

Medical teachers' concerns about the clinical teaching context

INTRODUCTION: Despite several unique aspects of the medical teacher's role compared to other teachers in higher education, there has been little research in this area. In particular there have been few studies which have explored teachers' perspectives on their role. This study aimed to elicit teachers' perceptions of the teaching environment in a single medical school at a time of curriculum change. METHODS: As part of an ethnographic study to explore the culture of the school, 22 teachers took part in in-depth, semi-structured interviews to ascertain their views and experiences of teaching. Additional data were collected through participant observation of curriculum meetings, and informal data collection. The data were analysed using a grounded approach, which resulted in over 200 analytic codes being assigned, which were later grouped into six main themes. RESULTS: The strongest themes to emerge were teachers' concerns about the students, the infrastructure for teaching and their relationship with the medical school. These included concerns about the lack of student clerking activity, insufficient monitoring of students, poor support or recognition of teaching and a perceived lack of inclusion in the medical school. DISCUSSION: The structure and culture within the medical school and associated hospital trust appeared to offer little support for doctors in their teaching role. This suggested that teaching was not highly valued. Teachers were preoccupied with the practical issues of teaching, leaving little time to consider more fundamental educational issues. These findings have implications for the quality of teaching and implementation of curricular change.     

New skills for a new age: leading the introduction of public health concepts in healthcare curricula

Health policy in the UK is going through significant changes. At the heart of the transformation is a dedicated focus on public health. The new primary-care-based health system will not only be premised on a specialist public health workforce, but also on broader based public-health-oriented health professionals. Within primary care, widening the foundation of health professionals with public health competencies suggests that higher education bodies will need to adapt their curricula to an approach that highlights population-based health principles, preventive philosophy, and public health concepts and methods. The first part of this paper describes the mapping of the public health content of healthcare curricula at one university in England, based on the 10 public health standard areas of competencies of the Faculty of Public Health Medicine. The second part examines, through the findings of a strengths, weaknesses, opportunities, threats (SWOT) analysis, the factors that advocates for a public-health-oriented educational strategy must examine before embarking on the instigation and development of public health concepts in the healthcare curricula. The aspects that necessitate consideration include strengths such as the prevailing policy, market forces, commitment, and motivation to the effort, and the availability of resources, information and external contacts. Features such as political drive and advocacy, interest in the education debate, collaborative links through joint working and partnerships, and ongoing internal reforms and restructuring could all act as opportunities. However, resistance and anxiety are to be expected, the operationalization of the effort and empowerment of those leading it need to be thought about, and issues of control and interests are critical. The presence of conflicting priorities and competition or the lack of vision and directives, or uncertainty about change, could act as threats and barriers to the effort. If shifting the 'traditional' healthcare curricula to a more 'innovative' public-health-oriented one is to be a success, administrators of educational change will need to take into account a 'melange' of factors and stakeholders involved in a gradual and incremental process.     

A teaching methods course in Manchester for general practitioner teachers

A teaching-methods course for general practitioner teachers is described. It lasts for 20 days, split into four 5-day residential sections held at intervals of 6 months. The sections are respectively entitled person-to-person teaching, small group teaching, teaching behaviour, and a micro-training laboratory. They recur in a cycle. The approach in each section is that of experimental learning--necessarily, since an aim of the course is to enable the members to apply the same approach in their own teaching. The methods of three of the sections are given in some detail. The person-to-person teaching section, concerned mainly with the learning of counselling skills, is dealt with fully by Long et al. (1976), and is here presented very briefly. The limited evaluation and assessment procedure, and their results, are offered together with certain general conclusions.     

What should be taught in anatomy?

The aim of the undergraduate course in topographical anatomy should be to enable the student more meaningfully to carry out a physical medical examination, and to become familiar with the normal, thus providing the intellectual and technical background for later study of the abnormal. Attendance at postgraduate courses should be compulsory for admission to postgraduate surgical examinations; such courses should be complementary, not supplementary, to undergraduate courses.     

A Problem-oriented independent studies programme in basic medical sciences.

An independent studies programme (ISP) in the basic medical sciences has been developed at the University of Rochester School of Medicine and Dentistry which involves sixteen students as a learning team working with ten medical teachers as a teaching team. The teachers serve as guides to learning rather than as sources of expert information and function as generalists in their educational roles. The programme, which is preferred by some students, has provided an alternative to the lecture-laboratory-conference format of the traditional curriculum. Some of the advantages of such an ISP are discussed and its effectiveness assessed.