生物医学工程专业开展人工智能课程建设的问题和实践探索     

黄正行  齐炜  周泓 《教育教学论坛》2021,(12):1-4

健康中国战略的实施与推进,对生物医学工程专业开展人工智能课程建设和人才培养提出了新的要求。分析目前国内高校医学人工智能课程建设中存在的问题,从几个方面提出了提高高校医学人工智能课程教学质量的几点措施。  相似文献   

健康大数据时代下的医学生统计素养培养——“医学统计学”课程思政实践初探     

许茜  刘志臻  俞向梅  蔡晶 《教育教学论坛》2021,(12):57-60

为提升新时代健康大数据的管理和研究水平,适应健康大数据时代对未来医生的新要求,医学生应具备良好的统计素养。在“医学统计学”课程的授课实践中,教师应从统计意识、统计知识、统计能力、统计道德四个方面对医学生统计素养进行引导渗透,发挥课程的育人作用。  相似文献   

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic     

Mitchell L. Thom  Blair A. Kimble  Kelli Qua  Susanne Wish-Baratz 《Anatomical sciences education》2021,14(5):552-561

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.  相似文献   

Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School     

Katherine G. McDaniel  Taylor Brown  Caitlin C. Radford  Cynthia H. McDermott  Trudy van Houten  Martha E. Katz  Dana A. Stearns  Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

医学生的个性特征对学习成绩的影响   总被引：1，自引：0，他引：1  

阳华 《复旦教育论坛》2003,1(6):84-87

该研究的目的在于研究与其他专业的学生相比，医学生的个性特征中哪种更典型，更能影响医学生的临床前期课程学习。1997年，有785名学生进入了弗兰米西地区的大学学习医学，其中631名学生(占80．4％)进行了个性五因素的测定量表(NEO-PI-R表)测量，914名捷特大学其它7个专业的一年级学生也做了同样的测量。该研究还调查了这些医学生的期末成绩，第一学年有607名，第二学年413名，第三学年341名。结果表明，医学生的“外倾性”和“随和性”因素分值最高，“责任心”因素对临床前期的学习成绩的预测作用很大，“责任心”因素分值低而具有“社交”、“冒险”个性特征的学生更有可能无法通过考试。  相似文献   

Reasons for suboptimal learning in medical microbiology     

Magdalena C. Struwig  Adriana A. Beylefeld  Georgina Joubert 《Teaching in Higher Education》2016,21(5):590-609

Medical microbiology presents a challenge to undergraduate students, mostly due to its extensive content and complexity of unfamiliar terminology. In addition to a narrative review of the literature, we report findings on students’ motivation for and approach to learning in the Infections module of an undergraduate medical curriculum, and their perceived lack of retention of knowledge acquired in the module, as determined by a self-administered, anonymous questionnaire. When students experienced information overload, they reverted to performance goals and the wrong motivation for learning. Their focus turned primarily to being successful in tests and examinations, and they consequently adopted a surface approach to learning. Surface learning and memorisation of facts without understanding its content usually result in moderate retention of knowledge, which could handicap the development of clinical reasoning. However, the concern about students’ perceived poor retention of knowledge can be laid to rest – the prognosis is not discouraging after all.  相似文献   

“双一流”背景下医药卫生管理类专业双语教学效果评价及问题分析--以贵州医科大学为例     

樊兴颖  常悦  禄晓龙  周涵妮  吴俊澈 《科教导刊》2020,(2):101-102

为推进我国世界一流大学和一流学科建设,提升高等教育综合实力和国际竞争力,双语教学在医药卫生管理实践型、复合型的人才培养体系中具有重要作用。本研究通过贵州医科大学医药卫生管理类专业学生对双语课程教学效果的评价,分析了当前双语教学开展过程中存在的问题,从而探讨提高医药卫生管理类专业双语教学和教学质量的方法或策略。  相似文献   

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course          下载免费PDF全文

Patrick J. Herling  B. Tanya Mohseni  Derek C. Hill  Stacy Chelf  Jeffrey A. Rickert  Jonathan T. Leo  Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.  相似文献   

谁进入医疗卫生单位？ ——基于2007-2017年全国高校毕业生调查的分析     

夏洁  吴红斌 《复旦教育论坛》2020,18(5):106-112

当前我国高度重视发展健康事业，积极推进健康中国建设。作为健康中国的重要保障，医疗卫生人才队伍愈发受到重视。高校毕业生是进入医疗卫生单位的主力军。采用6次全国高校毕业生就业状况抽样调查数据，探究进入医疗卫生单位的毕业生群体特征及时间趋势，以及影响毕业生选择医疗卫生单位的显著性因素。研究发现，在时间趋势上，进入医疗卫生单位的男性毕业生占比有所下降，毕业生学科背景日益多元，毕业生的人力资本水平较高且有所提升，就业满意度较低且呈现一定波动但整体上表现为上升。从就业选择来看，高校毕业生对医疗卫生单位的就业偏好存在显著的学科、性别和城乡差异，所学专业与兴趣吻合、求职时重视职业的稳定性显著影响毕业生选择医疗卫生单位就业。  相似文献