共查询到19条相似文献，搜索用时 125 毫秒
1.
《兰州教育学院学报》2018,(2)
"慕课"颠覆了医学教育的传统教学理念,带给传统教育模式巨大的冲击,高校教师也需要面对机遇和挑战,因此,通过分析"慕课"模式对于西部地区医学教育的影响,本研究主要探讨了医学教育"慕课"模式。 相似文献
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医学模式转变和医学教育改革 总被引：4，自引：0，他引：4
每一时代的教育思想、教育内容和教育方法,无不受到文化背景、政治制度、社会经济和科学思想的影响,形成一种教育模式。普通教育是这样,高等专业教育同样如此。就医学教育而言,由于近年来现代医学已从传统的生物医学模式向生物、心理、社会医学模式转变,因此医学教育受到深刻影响。高等医学教育不仅要适应这一转变,而且要促进这一转变。这就需要对医学教育模式,包括教育思想、内容、方法等方面,进行一系列改革。本文拟从医学思想发展史的角度,在总结医学教育历史经验的基础上,提出改革医学教育的设想。一、传统医学模式对医学教育的影响医学教育的模式,是受医学模式制约的。自17世纪哈维发观血液循环并把实验方法引 相似文献
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关于医学人文教育的思考与探讨 总被引：1，自引：0，他引：1
人文素质教育是医学教育中的重要内容,在医学教育中占有重要地位应通过多种途径,采用多种措施和方法对医学生进行人文教育,并对医学人文教育的具体落实进行了多方面的探讨。 相似文献
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网络教学在医学教育中的应用 总被引：3，自引：0，他引：3
远距离医学教育是一门新兴的学科,它可以利用文字、图形、声音、影像等多种媒体进行远距离医学教学活动。数字技术、计算机技术以及多媒体技术的发展,为远距离医学教育提供了先进的技术支持,这种新型的教育模式将越来越受到人们的重视。 相似文献
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高等医学教育人才培养模式改革的研究 总被引：5，自引：0，他引：5
医学人才培养模式已被国家教委列入教育改革的重要课题,而医学人才培养模式的改革是整个高等医学教育改革的关键;本文旨在对高等医学教育人才培养的发展历程、现状和未来走向进行一次探索与研究;文章通过分析我国高等医学教育人才培养模式的历史沿革、现状及国外高等医学教育人才培养模式的改革状况,阐明了本课题研究的必要性和迫切性。 相似文献
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法国医学教育的历史与现状 总被引：1，自引：0，他引：1
唐国瑶 《学位与研究生教育》2007,(6):64-67
对法国医学教育的历史沿革和现状进行了研究。重点对法国医学教育的三个阶段——医学院校教育、毕业后医学教育和继续医学教育的人才培养模式进行介绍。在此基础上分析了法国医学教育的四个特点。 相似文献
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本文介绍了随机化对照试验（RCT）在医学教育研究中的应用,评论表明RCT已被用于少数教育研究项目。在医学教育领域,有人认为RCT不应当使用,因为学生无权选择自己的学习方法。但是,为了评估多种教学方法的效果,医学教育家建议必须广泛地采用RCT,并指出不对教学方法作RCT是不符合伦理准则的。 相似文献
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本文论述了澳大利亚、欧洲和北美的医学教育模式.作者指出,医学教育的目标是培训优秀的医生,以便为维护个人和社会的健康服务.但是,为实现这一目标,各国所采取的方法是不同的.在过去30年中,各发达国家对医学教育模式已经进行了重大的改革.本文着重探讨了澳大利亚、欧洲和北美医学教育的理念,对利益共享者所做出的反应,课程模式和内容,以及教学方法、学生的评价和培训计划等. 相似文献
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Asta B Schram 《International Journal of Science Education》2013,35(15):2619-2638
In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach. 相似文献
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我国30多年中小学创新人才教育在培养模式、管理模式、政策制度等方面积累了很多经验,本文以人大附中早培班为例,通过混合研究顺序法的问卷评定和随后访谈进行的课程设置的实证调查,对我国中小学创新人才培养的教学方式和课程设置等方面提供了启示。 相似文献
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Virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR) are examples of immersive technologies that have the potential to improve medical practice and education. As a result, they have recently sparked much research interest. However, there are few reviews related to the use of immersive technologies (including VR, AR, MR, and XR) in medical practice and education. Remarkably, six research questions related to the trends, application areas, recipients, teaching contents, evaluation methods, and performance remain unanswered. To this end, this study conducts a systematic review to analyse 128 articles from 2012 source papers, all of which are indexed in the Web of Science. The review results indicate that immersive technology is currently used primarily on surgery and anatomy-related subjects for doctors, medical students and interns. Furthermore, group experiments are the most commonly used data collection method. The results provide insights into the current research trends related to immersive technology applications for medical practice and education. They also serve as an essential reference for scholars in the medical practice and education contexts. 相似文献
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混合方法作为一种整合取向的新型研究方法,是高等教育研究的理想范式之一.本文论述了混合方法对于当前高等教育研究的独特价值,介绍了混合研究的设计类型及设计要点,并以一个研究主题为例,用可视化模型体现了顺序性混合设计的研究过程,就取样和数据分析两个关键步骤进行了具体介绍. 相似文献
16.
美国的教育技术一直在引领国际教育信息化的发展方向,对于他国教育技术的发展有着较大的影响。美国教育技术研究群体主要集中在高等院校和研究所,多采用定量研究方法进行问题研究,关注教学与学习研究、教学设计与评价研究,注重国际间合作研究。相比而言,我国教育技术研究群体涉及从小学到高校的各个层次,多采用定性研究方法,以现代教育媒体的应用为核心,重视基础理论研究和实践,缺乏国际合作的意识。因此,我国的教育技术在今后的发展过程中,应加强国际合作研究,同时要立足本土文化,采用多元混合研究的方法,深入地开展具体教学问题的研究,努力走出一条与国际接轨的自主创新之路。 相似文献
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医学伦理教育存在的问题通过教学层面得以直接反映和集中体现。这些问题主要包括教学内容知识化、课程设置模块化、教学过程阶段化、教学方式单一化。政府、高校和学科是医学伦理教育供给侧的核心要素。政府是政策制定方，高校是实施执行方，学科是理论输出方，高校的实施执行结果受制于政府和学科这两个要素。政策内涵模糊导致医学伦理教育目标错置，学科地位迷失导致理论供给缺位，从而从根本上制约了医学伦理教育的发展。破解医学伦理教育的困境和危机，政府层面应加强顶层设计，完善政策供给；院校层面应优化教学模式，完善教学供给；学科层面应加强学术研究，完善理论供给。 相似文献
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Adél Pásztor 《European Journal of Education》2018,53(1):118-127
Focusing on Hungarian minority youth in a rural Slovakian setting, this article analyses their higher education aspirations and choices amidst significant economic, political and educational reforms. Relying on mixed methods and a longitudinal design, the research follows a cohort of high school students from their last year of secondary school through university up to their graduate destinations several years onwards. The data reveal three main study-work trajectories reflecting different trade-offs in terms of higher education studies, graduate careers and ethnic identity maintenance that affect life-chances and the future of the Hungarian community in Slovakia. 相似文献
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Michael D. Sheehan R. Burke Johnson 《Educational technology research and development : ETR & D》2012,60(1):131-153
The purpose of this research was to probe the philosophical beliefs of instructional designers using sound philosophical constructs
and quantitative data collection and analysis. We investigated the philosophical and methodological beliefs of instructional
designers, including 152 instructional design faculty members and 118 non-faculty professionals. We used the Philosophy of
Social Science Inventory, a 52-item questionnaire, to measure 20 beliefs within four categories. We probed four ontological
beliefs (ontological realism, ontological relativism, physicalism, and idealism); five epistemological beliefs (epistemological
relativism, fallibilism, epistemological objectivity, rationalism, and empiricism); three axiological beliefs (ethical realism,
ethical relativism, and valueneutrality in research); and eight methodological beliefs (nomothetic, idiographic and critical
methods, scientific naturalism, humanism, and quantitative, qualitative and mixed methods). Our research questions included
(a) What are the predominant philosophical and methodological beliefs of instructional designers? (b) Do instructional design
faculty and non-faculty instructional designers, identifying with different research methodologies, hold different sets of
philosophical beliefs? and (c) What relationships exist between philosophical beliefs and age, gender, ethnicity, level of
education, and/or years of service? Overall, the philosophical profile of instructional designers can reasonably be described
as pragmatic. Belief characterizations of methodological subgroups (e.g., those identifying with qualitative, quantitative,
or mixed methods research) generally supported our hypotheses. Although demographic variables (except gender) were not singularly
important, our analyses suggest that a combination of ethnicity, gender, research preference, and level of education can be
used to predict philosophical and methodological beliefs. 相似文献