Changes in undergraduate attitudes toward medical ethics.

To detect any change in medical students'' attitudes toward medical ethics, students from the same class were given a questionnaire on their first day of medical school and again near the end of their fourth year of study. The results showed a strong shift away from the students'' initial expectations that they would rely on specialists or scholarly sources in the future; the need for a medical ethics course in the curriculum, while still felt, was less important to them by the fourth year. The reasons for these changes were not apparent, for the students'' levels of knowledge and perceptions of the role of ethics in medicine in the first and fourth years did not differ. It is recommended that medical school faculty actively reinforce the initially positive attitudes of students during clinical supervision.     

Current trends in teaching ethics of healthcare practices

The unprecedented progress in bio-medical sciences and technology during the last few decades has resulted in great transformations in the concepts of health and disease, health systems and healthcare organisation and practices. Those changes have been accompanied by the emergence of a broad range of ethical dilemmas that confront health professionals more frequently. The classical Hippocratic ethical principles, though still retaining their relevance and validity, have become insufficiently adequate in an increasing range of problems and situations. Healthcare that has been practised for centuries on the basis of a direct doctor-patient relationship has been increasingly transformed into a more complex process integrating the health-team, the patient (healthcare seeker) and the community. Systematic review of the specialised literatures revealed that Healthcare Ethics education has become a basic requirement for any training programme for health professionals, and should cover the different stages of undergraduate, postgraduate and continuing education. Both theoretical foundations and practical skills are required for the appropriate ethical reasoning, ethical attitude and decision-making abilities. There is growing evidence that physicians' professional and moral development is not only determined by the formal curriculum of ethics; rather more, it is determined by the moral environment of the professional practice, the 'hidden curriculum' which deserves serious consideration by medical education.     

Society and ethics - the genetics of disease

Established guidance for the protection of human subjects in research has provided the framework for research and clinical practice in genetics. Three key principles to emerge are the requirements for consent, privacy and confidentiality. However, recent research on genetic susceptibility to common diseases indicates that it may be more difficult to decide if and when genetic testing will be appropriate. Risks of disease may be low and interventions may not be available. Today, debate is primarily focussed on ethical issues raised by the use and storage of genetic information. One of the earliest experiences of genetic testing for some people is likely to be in the area of pharmacogenetics. Debate about ethical issues has been focused on the implications of patient stratification, particularly with regard to the availability of medicines for small groups and the significance of racial variation in response to medicines. The possible use of personal genetic information by insurance companies and employers has also been an issue that legislators have taken seriously.     

遗传学史在遗传学教学中的作用

科学史的研究和发展状况能反映一个国家的科学技术水平,遗传学史是生命科学发展史的一个重要分支,21世纪是生命科学的世纪,在遗传学教学中加强遗传学发展史的介绍,不仅具有教育功能,使学生了解遗传学的产生和发展,而且可以培养学生的思维能力和科学素质。本文就遗传学史的教育功能及在教学中的作用进行论述。     

Student exam performance in flipped classroom sections is similar to that in active learning sections,and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

ABSTRACT

The flipped classroom is a teaching innovation in which instructional content is delivered out of the classroom, often via videos, and the class period is used for application of the course material. While the popularity of the flipped classroom is growing exponentially, its benefits have not been extensively studied. In this study we compared three semesters of an undergraduate Genetics course that was non-flipped, but included a significant amount of active learning, to three semesters of a flipped course with the same content. Student exam performance was not statistically different between the active non-flipped and the flipped courses, suggesting that the benefits of the flipped environment may be similar to those achieved via active learning. We also examined student attitudes toward the flipped classroom, and found 56% of students were satisfied, 39% were dissatisfied, and 5% were neutral toward the flipped classroom. Our survey revealed that the clearest defining characteristic of dissatisfied students was not a dislike of classroom active learning activities. Rather, dissatisfied students disproportionately disliked, and had difficulty learning the course material, from videos.     

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and attitudes toward science. Students participated in 5 wk of LL activities followed by a 5-wk HL project. An open-ended survey administered at the end of the semester and analyzed by a χ(2)-test revealed that 1) students enjoyed the HL project more than the LL activities, 2) high-level inquiry did not have a negative effect on student motivation in the laboratory, and 3) students perceived that they learned more about physiology principles with the LL activities. Most students liked the HL project, particularly the independence, responsibility, freedom, and personal relevance. Of the students who did not like the HL project, many reported being uncomfortable with the lack of structure and guidance. Many students gained a more positive and realistic view about scientific research, often reporting an increased respect for science. Likert scale surveys administered before and after each 5-wk period showed no significant changes in student attitudes to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, or motivation toward science when the three time points were compared. The findings in this study have helped to provide suggestions for better implementation of HL projects in the future.     

Knowledge and attitudes toward human cloning in Israel

Abstract

The success of mammal cloning in 1997 has brought the issue of human cloning into public discussion. Human cloning has several aspects and potential applications for use in both reproductive and non-reproductive matters. The aim of this study was to evaluate the knowledge and attitudes toward human cloning in Israel. Data from 120 respondents (68 health professionals and 52 non-health professionals), all Jewish, Hebrew speaking with at least 15 years of education each, were collected using two questionnaires that dealt with knowledge and attitudes toward human cloning. Results showed that although health professionals had significantly more knowledge than non-health professionals, all respondents had poor knowledge about cloning. No difference in attitudes was found between the groups. Most respondents opposed human cloning, but more positive attitudes toward non-reproductive cloning were found. The results are discussed in the context of the deficit model. The findings indicate a need to provide information about human cloning to allow people to form their attitudes based on factual knowledge.     

Knowledge and attitudes toward human cloning in Israel

The success of mammal cloning in 1997 has brought the issue of human cloning into public discussion. Human cloning has several aspects and potential applications for use in both reproductive and non-reproductive matters. The aim of this study was to evaluate the knowledge and attitudes toward human cloning in Israel. Data from 120 respondents (68 health professionals and 52 non-health professionals), all Jewish, Hebrew speaking with at least 15 years of education each, were collected using two questionnaires that dealt with knowledge and attitudes toward human cloning. Results showed that although health professionals had significantly more knowledge that non-health professionals, all respondents had poor knowledge about cloning. No difference in attitudes was found between the groups. Most respondents opposed human cloning, but more positive attitudes toward non-reproductive cloning were found. The results are discussed in the context of the deficit model. The findings indicate a need to provide information about human cloning to allow people to form their attitudes based on factual knowledge.     

课堂教学中的生物学概念及其表述方式

生物学教学的任务之一是知识的教学,其关键是概念教学。不同的生物学教师对概念的理解不同,而这样的理解又对课堂教学的要求、方式和结果产生影响。依据国内外近年来的研究成果,阐述了什么是生物学概念及如果在教学中准确表述概念。     

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

This article analyses how the classroom context contributes to attitude change in adolescence. By analysing the relationship that the primary school classroom context has on anti-immigrant attitudes over time, it addresses the single factor fallacy that has troubled previous research on classrooms, which has largely tested the contact hypothesis. The dataset includes 849 participants over five-time points from 2010 to 2015. Findings show that over time individual’s anti-immigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment net of the effect of classroom heterogeneity. However, this finding was true only while students were still enrolled in the same class over the first three waves of the study. After students entered high school, the classroom/time interaction effect disappears, suggesting that other contextual influences take over. This article highlights the crucial importance of classroom context on attitude development in adolescence.     

优化课堂教学,提高生理教学质量

生理学是一门重要的医学基础课程,概念抽象,机制复杂,学生难掌握.在生理学教学过程中,根据教材内容和学生实际水平从提高学生学习素质出发运用比喻法、案例教学法及角色互换式及与实验教学相互促进等多种教学方法,激发学生兴趣,提高教学质量.     

遗传学"三条主线"教学探讨

遗传学发展日新月异 ,至今已建立了 30几个分支学科。面对纷繁复杂的遗传学内容 ,如何搞好遗传学教学 ?为了帮助学生在较短的时间内对遗传学知识有一个全面、系统的了解 ,现以代表人物、时代背景和思想体系这“三条主线”作一概述。1　以代表人物为主线确立遗传学的发展方向遗传学教材中有关遗传学的发展一节大都以时间顺序排列 ,特别是分子遗传学 ,每隔 1 0年就会出现一个阶段性发展。然而 ,翻开遗传学发展的历史 ,我们必然会注意到 ,一些代表人物在遗传学的创立和发展中起到了十分重要的作用 ,他们代表着遗传学发展的主流和方向 ,是超时代…     

纪录片在遗传学教学中的应用

文章从教学实践出发, 对记录片在遗传学教学中的应用进行探讨, 阐述了在遗传学课程中应用科学记录片辅助教学的优势和存在的主要问题, 并对存在的问题进行分析, 提出相应的改进措施, 以便充分发挥科学记录片在教学中的优势和作用, 提高教学质量。