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1.
Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.  相似文献   

2.
2005年,韩国《国语基本法实行令》颁布,标志着韩国语作为外语教学教师资格制度正式建立。韩国语教师资格分为1、2、3级,1级为最高。韩国语教育副专业毕业生及韩国语教育培训课程结业者通过考试可获得3级证书。韩国语教育专业本科生、硕士生毕业后可获得2级证书。非韩国语教育专业毕业生须参加规定的培训课程并通过韩国语教育能力检定考试可获得3级证书。2级、3级证书获得者经过规定的时间和教学经历可晋升为更高等级。  相似文献   

3.
研究生教学之我见   总被引：5，自引：1，他引：4  
培养面向国际科学前沿、面向国家战略需求的创新型人才是中国科学院研究生院开放式教学的重要任务。 本文针对中国科学院研究生的特点,结合笔者几年来地质类课程的教学实践,从教学理念、教学方式和教学效果三个方面来谈研究生教学工作的一些体会。  相似文献   

4.
The need for interdisciplinary graduate training programs which prepare students to conceptualize the application of their research in clinical settings continues to grow. Though several programs have been cultivated to address this need, demand still outweighs supply. The following describes a curriculum developed with the intent of incorporating medical knowledge into a PhD graduate training program. Development of this Molecular Medicine program by the Cleveland Clinic Lerner College of Medicine in collaboration with Case Western Reserve University was funded by the Howard Hughes Medical Institute "Med into Grad" initiative. The core curriculum of this program begins with a foundation in Human Physiology and Disease course in which anatomy faculty introduce students to a basic overview of gross anatomy structure and function. This course is followed by five fundamental basic science courses, a composite course focusing on principles of clinical and translation research, a course on laboratory techniques and three, 12-week research rotations. In the second year of the program, students begin their dissertation research, complete their qualifying examination, and partake in an individually tailored Clinical Experience course. Interdisciplinary graduate programs like this provide another venue for faculty in anatomical sciences to help aspiring translational scientists relate basic science knowledge to human pathophysiology and health.  相似文献   

5.
ABSTRACT

Graduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed.  相似文献   

6.
阐述了毕业实训是培养学生实践能力的重要教学环节,通过高质量的毕业实训,不但能实现与企业“零”距离对接,而且还能培养出一批“精品学生”,不断为企业输送合格的高技能人才。  相似文献   

7.
Graduate teaching assistants (GTAs) and postgraduates in the UK are taking on greater responsibility for teaching, and therefore it has become increasingly necessary to explore the teacher training that supports them in this endeavour. This paper outlines an impact evaluation carried out on a graduate certificate programme primarily aimed at GTAs and support staff at a research-intensive institution. The concept of impact evaluation is explored. This qualitative research establishes impact on the approaches participants took and their understanding of teaching following on from the programme. Interviews with nine participants, analyses of their critical reflective portfolios, and analyses of their teaching observation commentary are reported on. Findings reveal participants felt they had gained particular skills of teaching, were more reflective, and adopted a more student-centred approach to their teaching. It is recommended that training on specific teaching skills be incorporated into the provision available for GTAs and that disciplinary differences accommodated.  相似文献   

8.
Medical professionals and public consumers expect that new physical therapy graduates possess cognitive, technical, and behavioral skills required to provide safe and high‐quality care to patients. The purpose of this study was to determine if a repertoire of ten professional behaviors assessed at the beginning of doctorate of physical therapy education and before the first significant clinical internship could be enhanced in a semester course in gross human anatomy using individual formative feedback. During the human anatomy course, 28 first‐year physical therapy students completed six biweekly, anonymous self‐ and peer assessment surveys that targeted ten professional behaviors important to physical therapists. All professional behaviors were assessed using a five‐point Likert scale. Feedback reports occurred at week eight (mid‐semester) and week 16 (end‐of‐semester) and comprised the direct intervention components of this study. At the midpoint of the semester, professional behavior scores and narrative comments from weeks two, four, and six were compiled and shared with each student by one of three faculty members in a feedback session. Students then submitted biweekly self‐and peer professional behavior assessments (weeks 10, 12, and 14) for the remainder of the human anatomy course. Differences between preintervention and postintervention scores for each of the ten professional behaviors were compared using the Wilcoxon signed‐ranks test. Upon receiving mid‐semester individual feedback, students demonstrated significant improvement in each of the ten professional behaviors. Results from this study indicated a gross anatomy laboratory dissection experience during the first academic semester provided an effective opportunity for teaching and assessing professional behaviors of doctoral students in physical therapy. Anat Sci Educ 6: 324–331. © 2013 American Association of Anatomists.  相似文献   

9.
Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e‐learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small‐group teaching with medically qualified demonstrators. Other teaching methods, including e‐learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. Anat Sci Educ 7: 262–272. © 2013 American Association of Anatomists.  相似文献   

10.
Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student‐centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286–299. © 2016 American Association of Anatomists.  相似文献   

11.
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists.  相似文献   

12.
Medical schools are increasingly integrating professionalism training into their gross anatomy courses, teaching ethical behavior and humanistic attitudes through the dissection experience. However, many schools continue to take a traditional, technical approach to anatomical education while teaching professionalism in separate courses. This interview-based study explored how students viewed the body donor and the professional lessons they learned through dissection at one such medical school. All students oscillated involuntarily between seeing the cadaver as a specimen for learning and seeing the cadaver as a person, with some students intentionally cultivating one of these ways of seeing over the other. These views shaped students’ emotional and moral responses to the experiences of dissection. The “specimen” view facilitated a technical, detached approach to dissection, while the “person” view made students engage emotionally. Further, students who intentionally cultivated a “specimen” view generally felt less moral distress about dissection than students who intentionally cultivated a “person” view. The concept of respect gave students permission to perform dissections, but “person-minded” students developed more complex rules around what constituted respectful behavior. Both groups of students connected the gross anatomy experience to their professional development, but in different ways. “Specimen-minded” students intentionally objectified the body to learn the emotional control physicians need, while “person-minded” students humanized the body donor to promote the emotional engagement required of physicians. These findings support efforts to integrate professionalism teaching into gross anatomy courses, particularly content, addressing the balance between professional detachment and concern.  相似文献   

13.
Even though peer tutors are often used in gross anatomy courses, research in the field is rather a subject of the last two decades. This is especially true about the didactical challenges these types of peer tutors experience during their tutorials and about how they are prepared for the task. The aim of the presented study was to learn about the training needs of the tutors, and to subsequently design, implement, and evaluate a didactical training concept. A qualitative design was chosen to examine how tutors can best be prepared for tutorials of gross anatomy. To do so, focus group interviews were conducted. The data were analyzed and grouped into various concepts, using semi‐structured interview questions as guidance. It was found that peer tutors are in need of training in the following aspects: Dealing with students who are experiencing difficulties during or as a result of dissection, dealing with group dynamics, that is, at the dissection table, keeping students motivated, time management, and staying confident as a tutor. In order to be regarded as useful and relevant in the eyes of tutors, a preparatory training course should include all these aspects in addition to general didactical training elements. Training needs of peer tutors of gross anatomy go beyond the content of standardized didactical curricula; therefore, tutors should be prepared with a curriculum that is specifically geared toward the many challenges associated with teaching gross anatomy to first year medical students which are already so well documented in the research literature. Anat Sci Educ 10: 495–502. © 2017 American Association of Anatomists.  相似文献   

14.
创新人才的培养是一个国家政治、经济、社会发展不可或缺的条件,离开人才的支撑,发展将失去动力。创新人才不是天生的,是培养教育的成果。加强创新人才培养,必须正确认识影响创新人才培养的几个瓶颈问题。研究生教育是培养高素质创新人才的关键阶段,必须从招生制度、导师队伍建设、培养质量、考核评价等方面,着力加强研究生教育体系改革。  相似文献   

15.
The practice of dissection teaches students not only the foundations of anatomical knowledge but also encourages the development of professional competencies. Yet, the dissection of cadavers in the gross anatomy course can be a stress factor for medical students. There are a minor proportion of students who demonstrate strong emotional reactions in anticipation of being confronted with a cadaver. Therefore, in 2008, the authors implemented a voluntary course entitled, “Anatomical demonstrations of organ systems” (AD‐OS) in advance of the dissection course to ease this psychological burden. The question of whether attendees of AD‐OS showed less mental distress at the start of the dissection course compared with those that had not or only infrequently visited AD‐OS was addressed. AD‐OS attendees assessed their expected mental distress using a five‐point Likert scale before starting the dissection course and a second time at the end of their first day, after they had been confronted with a cadaver. AD‐OS was evaluated as excellent and the majority of students participated actively during teaching sessions. Overall, female students showed higher levels of mental distress. AD‐OS attendees assessed themselves as being less burdened by mental distress than members of the control group. Longitudinal analysis revealed that students who visited AD‐OS showed a marked decrease of their mental distress level, comparing prospective and retrospective ratings. This was significantly (P < 0.001; Z = ?6.061) different from nonattendees or those who visited AD‐OS only infrequently. AD‐OS satisfied its intended teaching goals and proved that a step‐by‐step introduction of dissection through anatomical demonstrations helped to reduce the mental distress of students. Future studies are planned to measure mental distress with objective instruments. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

16.
Graduate employability has become an issue in Vietnam since many university students do not satisfy the needs of employers. Universities often receive the strongest criticism on the poor employability assets graduates possess. The ill-preparation of university graduates is considered the result of the out dated and irrelevant curriculum in the higher education system, of the traditional teaching methods and the absent of career guidance in most universities. This article, however, aims to challenge this common criticism that university is to blame for the ill-preparation for employment of its graduates. By conducting a qualitative research inviting the voices of both students and employers on the issue, this article wants to address a wider context and circumstance and also the related issues surrounding the transition from university to work of Vietnamese university graduates. It suggests that not only universities, but also students, employers and other related stakeholders (i.e. student’s family, government and educational policy makers) should acknowledge the changes in society, should be aware of the cultural features at work, and should see their responsibility in the process. They all should make an effort to create mutual understanding, to collaborate and to enhance the development of graduate employability in the Vietnamese context.  相似文献   

17.
以荷兰格罗宁根大学空间科学学院的硕士培养方案,分析荷兰研究生教学的特点。荷兰高校在课程设置和教师安排方面都体现了对研究生教学的重视。在授课之先,教师会提供详尽的教学大纲并严格按照大纲进度进行教学;在修读课程时,授课学时在总学时中所占的比重较低,学生的课外投入才是重点;在课程学习过程中,教师注重培养学生的实践能力与合作精神。为此,我国的研究生教学应借鉴其成功经验,并在相关方面予以改进和深化。  相似文献   

18.
Changes in medical education have affected both curriculum design and delivery. Many medical schools now use integrated curricula and a systemic approach, with reduced hours of anatomy teaching. While learning anatomy via dissection is invaluable in educational, professional, and personal development, it is time intensive and supports a regional approach to learning anatomy; the use of prosections has replaced dissection as the main teaching method in many medical schools. In our graduate‐entry medical degree, we use an integrated curriculum, with prosections to teach anatomy systemically. However, to not exclude dissection completely, and to expose students to its additional and unique benefits, we implemented a short “Dissection Experience” at the beginning of Year 2. Students attended three two‐hour anatomy sessions and participated in dissection of the clinically relevant areas of the cubital fossa, femoral triangle, and infraclavicular region. This activity was voluntary and we retrospectively surveyed all students to ascertain factors influencing their decision of whether to participate in this activity, and to obtain feedback from those students who did participate. The main reasons students did not participate were previous dissection experience and time constraints. The reasons most strongly affecting students' decisions to participate related to experience (lack of previous or new) and new skill. Students' responses as to the most beneficial component of the dissection experience were based around practical skills, anatomical education, the learning process, and the body donors. We report here on the benefits and practicalities of including a short dissection experience in a systemic, prosection‐based anatomy course. Anat Sci Educ 6: 225–231. © 2013 American Association of Anatomists.  相似文献   

19.
研究生教学提倡培养学生的自主学习能力和创新能力。主题研讨式教学模式由单向传输知识为主向双向交流为主转变,引导、启发学生主动发现问题、解决问题。结合教学实践,从主题研讨课的授课内容、课堂组织、教学手段等多方面进行探讨,以提高研究生的课堂教学质量。  相似文献   

20.
This paper explores ways to enhance overseas Chinese graduate employability by taking Finnish-educated Chinese students/graduates as an example. In so doing, it understands that graduate employability development is a joint effort of multiple stakeholders including students, graduates, academics, program coordinators, employers, and policymakers. Accordingly, it provides arguments and suggestions for how to enhance the employability of these graduates in terms of the labor market context, employers’ beliefs and actions, the responsibilities of higher education institutions, and student/graduate commitment. It also points out two major challenges faced by overseas Chinese graduates as well as their educational providers, which are linked respectively to gaps between what graduates acquire in higher education and what is required in the labor market, as well as gaps from the employers’ perspective: areas where employers need to understand more about universities and catch up with new ideas generated by them.  相似文献   

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