基于网络教学的临床教学模式探讨     

刘瑞 《科教导刊》2021,(2):25-26

互联网的飞速发展对当代人们的工作、生活、学习等均产生了重大的影响,同时,对于医学高校,采用互联网线上教学是一次全新考验,也是前所未有的机遇.文章对医学院校网络教学模式进行了探讨,并形成了相关意见和建议.  相似文献   

基于分类培养的考研升学现状调研及对策分析--以右江民族医学院医学检验技术本科生为例     

宗子傲  黎秋飞  王俊利 《教育教学论坛》2021,(3)

高校招生规模逐年扩大,毕业生人数急剧增加,医疗单位对医学检验毕业生的学历要求逐渐提升。右江民族医学院处于欠发达地区,存在经济较落后、教学环境差、师资稀缺,以及学生英语基础薄弱等问题,这些问题影响了欠发达地区医学院校学生的参研率及考研成功率。针对右江民族医学院医学检验技术专业学生在考研过程中存在的问题进行了思考与探讨,提出可供参考的对策和建议,以提高学生的科研素养,从而提升学生的参研率及考研成功率。  相似文献   

新时代妇产科教学探讨     

刘岚  陈敏 《教育教学论坛》2021,(3)

在大数据、人工智能的支持下,互联网蓬勃发展,新时代医学发展日新月异,为了吸引更多的医学生加入妇产科队伍,提高妇产科的教学质量,通过课前与学生沟通、合理设计课程内容、将临床实践与理论相结合、采用多元化评估方式等手段,开展了一系列教学方法,激发了学生的学习热情和求知欲,提高了学生对知识的掌握和应用,为妇产科储备了人才。  相似文献   

医工融合式“医学成像原理”课程教学改革     

吕丹  郭世俊  严加勇  李晓欧 《教育教学论坛》2021,(12):89-92

新工科背景下,具有鲜明医工融合特色的生物医学工程专业具有多学科交叉融合的特点,在应用型人才培养中迫切需要综合运用理工科的技术手段解决临床需求。医工融合式“医学成像原理”课程的教学改革,以学生为中心,以临床为背景,以工程为突破口提升学生学习思维能力,增强学生的主体意识,培养勤于观察、精于思考的医工应用型人才。  相似文献   

4P医学模式对大学生体质健康促进的启示     

杨智翼 《教育教学论坛》2021,(9):43-46

医学模式是认识和解决医学与健康问题的思维方法。4P医学模式(预测性、预防性、个体化和参与性)主张通过改善生活方式实现疾病防控,这在"健康中国2030"战略背景下具有重要意义。采用文献资料法、类比法等研究方法,提出4P医学模式对大学生体质健康促进有以下启示:通过健康数据管理实现"预测性";通过生活方式管理实现"预防性";通过自主健康管理实现"个体化";通过健身社群管理实现"参与性"。  相似文献   

健康中国背景下医学人文教育改革与实践研究     

刘琼 《教育教学论坛》2021,(9):87-90

自2017年始,习近平总书记明确提出健康中国战略。然而,现阶段我国诸多医药类院校和专业重专业教育、轻人文教育,无法最大限度地为全面达成国民健康大业添砖加瓦。在探讨医学人文和医学人文素养两大核心概念,并借由问卷调查和实地调研展开现状探析的前提下,明晰了医学人文教育定位不明确、课程设置欠合理,实践教学环节普遍缺乏、教学手段单一,医学人文教育形式缺乏创新、师资力量不足,等等健康中国背景下医学人文教育存在的问题与原因,最终建设性、有针对性地提出更新教育理念、加强教育管理、改进课程设置、营造学术氛围、推进师资建设、打造融媒体平台六大层面的健康中国背景下医学人文教育改革与实践策略。  相似文献   

Reflective Writing on the Cadaveric Dissection Experience: An Effective Tool to Assess the Impact of Dissection on Learning of Anatomy,Humanism, Empathy,Well-Being,and Professional Identity Formation in Medical Students     

Matthew P. Abrams  Tabitha Eckert  Daniel Topping  Katherine D. Daly 《Anatomical sciences education》2021,14(5):658-665

Growing evidence supports the use of reflective writing activities centered around the human cadaveric dissection experience to support and assess elements of medical student wellness. Dissection may promote personal and professional development, increase resilience, and foster a sense of connection and community. This study employed a qualitative analysis of a reflective writing exercise to explore the question: “What is the impact of the cadaveric dissection anatomy experience on the personal and professional development of medical students?” This cross-sectional study was conducted at the conclusion of the first-year anatomy module. A total of 117 United States allopathic medical students were given a questionnaire designed to elicit the students' experiences and introspection. The exercise included four reflective questions that were provided to 20 groups of six students. Grounded theory analysis was used to explore themes that arose in students' responses. Participants exhibited several common reactions to cadaveric dissection. After analyzing all responses, 266 unique open codes were identified for all four questions. These open codes were sorted into ten distinct axial codes, which are broader categorical themes of open codes. The aims of our study were to identify themes that emerged as students reflected on the impact of their dissection experience using reflective writing as a tool to capture these themes and to gather information to inform pedagogical methodologies. The researchers observed that the educational effects of dissection captured in the reflective writing resembled those found in other areas of medical education that emphasize professional identity formation and important humanistic qualities.  相似文献   

Working in Creative Partnership with Students to Co-Produce Neuroanatomy e-Learning Resources in a New Era of Blended Learning     

Scott Border  Charlotte Woodward  Octavia Kurn  Cara Birchall  Hailey Laurayne  Deepika Anbu  Charlie Taylor  Samuel Hall 《Anatomical sciences education》2021,14(4):417-425

Anatomists are well placed to tackle the transition from face-to-face to blended learning approaches as a result of the rapidly forced changes brought about by Covid-19. The subject is extremely visual and has, therefore, previously been a target for the development of technology-enhanced learning initiatives over the last ten years. Today's students have come to expect the integration of technology in the classroom and remotely. They adjust quickly to the innovative use of new applications and software and have begun to integrate it within their own workflow for note taking and study aids. Given the intense drive toward blended deliveries of anatomy as a result of the Covid-19 pandemic, it is easy to picture how the benefits of working in partnership with students (in order to achieve many of these aims) would be possible, particularly in difficult subjects like neuroanatomy. In doing so, it provides anatomists with new opportunities to engage students in a way that aligns well with best practice frameworks for engaging students through partnership. The current United Kingdom guidelines set out by Advance HE (a professional membership organization for promoting excellence in higher education) strongly encourages the higher education community to seek out appropriate academic contexts where a balance of power can be struck between staff and student to create a community of practice. If such an approach can be fully embraced by anatomists, a strong argument can be made for seizing the opportunity to optimize the benefits of student partnership work in this discipline.  相似文献   

Fear of Death and Examination Performance in a Medical Gross Anatomy Course with Cadaveric Dissection     

Sara Allison  Andrew Notebaert  Eddie Perkins  Marianne Conway  Erin Dehon 《Anatomical sciences education》2021,14(6):764-773

Cadaveric dissection offers an important opportunity for students to develop their ideas about death and dying. However, it remains largely unknown how this experience impacts medical students' fear of death. The current study aimed to address this gap by describing how fear of death changed during a medical gross anatomy dissection course and how fear of death was associated with examination performance. Fear of death was surveyed at the beginning of the course and at each of the four block examinations using three of the eight subscales from the Multidimensional Fear of Death Scale: Fear of the Dead, Fear of Being Destroyed, and Fear for the Body After Death. One hundred forty-three of 165 medical students (86.7%) completed the initial survey. Repeated measures ANOVA showed no significant changes in Fear of the Dead (F (4, 108) = 1.45, P = 0.222) or Fear for the Body After Death (F (4, 108) = 1.83, P = 0.129). There was a significant increase in students' Fear of Being Destroyed (F (4, 108) = 6.86, P < 0.0005) after beginning dissection. This increase was primarily related to students' decreased willingness to donate their body. Concerning performance, there was one significant correlation between Fear for the Body After Death and the laboratory examination score at examination 1. Students with higher fears may be able to structure their experience in a way that does not negatively impact their performance, but educators should still seek ways to support these students and encourage body donation.  相似文献   

批判性思维量表在医学教育中的应用与展望     

崔丽媛  朱亚鑫  曲波 《复旦教育论坛》2021,19(2):106-112

批判性思维是医学生医学素养发展的重要构成部分,培养批判性思维能力是世界高等教育的共同目标。量表是衡量学生批判性思维状况,检验培养效果的重要工具。运用文献调研法与内容分析法,追踪国内外批判性思维量表的发展,对条目式量表、情景选择式量表、开放式量表、混合式量表的开发现状及在医学教育中的应用进行分析,比较常用量表的特点及差异。研究发现批判性思维量表在我国医学教育的应用中存在中国文化元素缺失、特异性学科量表有待开发以及量表不能覆盖教育的全周期全过程等三个方面的不足。未来我国批判性思维测评需要以中国文化和国情为基础,开发针对医学生的批判性思维特异性量表,加强批判性思维的全过程评价。  相似文献