在机能实验教学中加强动物实验伦理学教育的实践与思考

动物实验是机能实验学申的主要研究手段,对帮助医学生加深课堂理论知识的理解,提高动物实验操作技能有十分重要的作用。实验动物的伦理问题已经在生物医学研究中得到广泛关注,在机能实验教学中加强动物实验伦理学教育是医学生医德培养的重要途径。     

动物生物化学实验教学的探索与实践

为培养高素质的人才,教学理念必须发生转变,教学的目的不仅是传授知识,重要的是对学生进行科学思维能力的训练和创新能力的培养。为此,我们课程组在动物生物化学实验教学中,从培养学生的主观能动性出发,对实验教学方法、实验教学内容优化等方面进行了一些探索性改革,以提高动物生物化学实验的教学效果。     

医学功能学科实验融入动物伦理教育的思考与探究

医学功能学科实验是医学实验课程体系的重要构成,主要研究对象为实验动物。针对动物实验中不符合动物伦理的现象,基于实验动物伦理教育的内涵和要求,探究将其融入医学功能学科实验的必要性、路径和措施,把实验动物法制化、标准化管理与知识育人、立德树人有机结合,引导学生遵守法纪和技术标准、恪守科技伦理规范要求、善待敬畏生命和关心关爱患者。     

加强实验动物福利伦理的实施

动物实验是生命科学研究中必须采用的研究手段,对于生物医学、生物技术的发展起着非常重要的作用。但随着社会的发展,实验动物的福利及动物实验的伦理问题越来越引起人们的关注。重视实验动物的福利伦理是社会文明的体现,也是对用于人类健康研究的实验动物生命的尊重。2006年9月,科技部发布了《关于善待实验动物的指导性意见》,为落实意见的实施,我所进一步加强了实验动物福利伦理工作的开展。     

重视和加强中国实验动物的研究

当前,实验动物对生物学和医学的重要性凸显.我国的实验动物组织机构和法规条例建设逐步完善,但与国际水准相比仍有差距.因此,应当重视和加强我国实验动物的研究,如实验动物标准化,野生动物实验动物化,动物福利,3Rs技术以及实验动物的产业化,以推动我国生命科学的整体发展.     

关于加强90后医学生医德教育重要性的研究

改革开放以来,全国各地的医疗卫生条件得到了极大的发展和提高。医疗卫生行业不同于其他行业,是事关民生的重要事业,从业人员的素质和医德都对我国人民的健康有着重要的作用。鉴于这样的现实情况,笔者认为十分必要尽快从世界观尚未成型的年轻的医学生入手,改变他们的价值观,从源头上改善医德医风教育成效,进一步提升全社会医德医风水平。     

生命的凝视--在中学生物学教学中开设生命伦理学课程

生命伦理学是对生命科学和卫生保健领域中人类行为的系统研究,是用道德价值和原则检验此范围内人的行为。在中学生物学教学中开启生命伦理学教育可以使学生在知识、情感、态度、价值观等方面得到全面发展。开展教育的形式有两种,一是在有条件的学校设置专门的生命伦理学课程：二是在日常的教学中渗透生命伦理学的内涵。     

动物生理课程实践教学改革与思考

分析目前在畜牧兽医专业中动物生理课程实践教学改革的必要性,针对高职高专人才培养的要求和畜牧兽医高职高专教育的特点,以"培养实用型、应用型人才"为目标,对动物生理课程进行了改革与探索,突破了原有的课程体系和教学模式,构建适宜于高职高专的理论和实践教学体系。本着理论够用,突出技能培养和强化实践性教学的原则,旨在探索和创新一种全新的动物生理学教学模式。     

医院动物实验工作人员的素质要求和培养

动物实验人员的素质是决定医院动物实验工作质量的重要因素．但通常被忽视。随着动物实验标准化进程的不断推进,提高动物实验工作人员的素质、增强专业技能就显得尤为重要。本文结合我院实践主要阐述综合性医院动物实验工作的特点、对动物实验工作人员基本素质的要求以及培养和提高的途径。     

实验动物的环境与福利

实验动物在生物科学研究领域中的应用不断发展,其饲养环境和福利保障的问题已越来越被国际所关注。实验动物的环境与福利不仅是对动物本身的保护,更重要的是对动物试验结果的保证。本文详细论述了大环境（温度、湿度、气流等方面）及小环境（笼具、饲养密度、垫料）对实验动物福利的影响,通过总结国内外的研究概况,旨为我国改善和提高实验动物的福利提出一些思路。     

The biological roots of morality

The question whether ethical behavior is biologically determined may refer either to thecapacity for ethics (e.i., the proclivity to judge human actions as either right or wrong), or to the moralnorms accepted by human beings for guiding their actions. My theses are: (1) that the capacity for ethics is a necessary attribute of human nature; and (2) that moral norms are products of cultural evolution, not of biological evolution.Humans exhibits ethical behavior by nature because their biological makeup determines the presence of the three necessary, and jointly sufficient, conditions for ethical behavior: (i) the ability to anticipate the consequences of one's own actions; (ii) the ability to make value judgements; and (iii) the ability to choose between alternative courses of action. Ethical behavior came about in evolution not because it is adaptive in itself, but as a necessary consequece of man's eminent intellectual abilities, which are an attribute directly promoted by natural selection.Since Darwin's time there have been evolutionists proposing that the norms of morality are derived from biological evolution. Sociobiologists represent the most recent and most subtle version of that proposal. The sociobiologists' argument is that human ethical norms are sociocultural correlates of behaviors fostered by biological evolution. I argue that such proposals are misguided and do not escape the naturalistic fallacy. The isomorphism between the behaviors promoted by natural selection and those sanctioned by moral norms exist only with respect to the consequences of the behaviors; the underlying causations are completely disparate.This article is based on a paper presented at the International Symposium onBiological Models of Human Action, Palma de Mallorca, Spain, 16–18 December 1985.     

医学人文在医学微生物学教学中的应用

在讲授医学微生物学知识的同时,对医学生进行医学人文教育,将有助于培养德才兼备的医学人才。本文提出了在医学微生物学课程中可融入人文教育的几项知识点,希望对该课程的医学人文教育有所启示。     

Statistical review of animal trials—A guideline

Any experiment involving living organisms requires justification of the need and moral defensibleness of the study. Statistical planning, design, and sample size calculation of the experiment are no less important review criteria than general medical and ethical points to consider. Errors made in the statistical planning and data evaluation phase can have severe consequences on both results and conclusions. They might proliferate and thus impact future trials—an unintended outcome of fundamental research with profound ethical consequences. Unified statistical standards are currently missing for animal review boards in Germany. In order to accompany, we developed a biometric form to be filled and handed in with the proposal at the concerned local authority on animal welfare. It addresses relevant points to consider for biostatistical planning of animal experiments and can help both the applicants and the reviewers in overseeing the entire experiment(s) planned. Furthermore, the form might also aid in meeting the current standards set by the 3+3R's principle of animal experimentation: Replacement, Reduction, Refinement as well as Robustness, Registration, and Reporting. The form has already been in use by the concerned local authority of animal welfare in Berlin, Germany. In addition, we provide reference to our user guide giving more detailed explanation and examples for each section of the biometric form. Unifying the set of biostatistical aspects will help both the applicants and the reviewers to equal standards and increase quality of preclinical research projects, also for translational, multicenter, or international studies.     

Ethical considerations and animal welfare in ecological field studies

This paper addresses some of the ethical and welfare considerations implicit in the application of general techniques in common use during the course of collecting data in ecological field work. Even if they are not explicitly constructed as manipulative experiments, many field studies involve some degree of intervention during routine monitoring programmes: through disturbance caused merely by the presence of an observer or where specific sampling techniques themselves involve capture, handling and marking. Such interventive techniques may cause discomfort, distress or loss of fitness, even in the extreme may result in incidental mortality — and the ethical scientist should critically evaluate the implications of each methodology before adopting any procedure. The paper reviews by way of example the types of objective information now available for both small and larger mammals in relation to: (i) distress and mortality during capture operations; (ii) mortality or distress caused at the time by marking; (iii) longer-term consequences of handling and marking in terms of subsequent [delayed] mortality or loss of fitness, before considering a formal framework for assessment of costs and benefits of any given field programme.     

医学微生物学讨论式教学的意义

医学微生物学是医学基础课,为了提高教学质量,通过讨论式的微生物学教学方式,启发培养学生的多向思维能力、创新能力和开拓精神,拉近学生与现代生命科学发展的距离,使微生物学课程的学习成为对微生物学探索的开始,采用讨论微生物学新进展的教学方式,探索最合适的培养高素质人才的有效途径。