英语护理专业《病原生物与免疫学基础》教学探讨

英语护理专业是抚顺市卫生学校的特色专业,其中微生物教学的课堂教学要求、教法及教学内容与普通护理专业不同。在英语护理专业的教学方法上做了一些尝试,变"填鸭式"、"一言堂"为讨论式、设置情景式、英语单词强化教学法等,取得了较好的教学效果。     

高中生物探究式实验教学设计研究及案例分析

“探究式学习”促使学生的学习方式和教师的教学方式发生深刻的变革.阐述了探究式学习、实验操作技能和探究式实验教学模式这三个概念的内涵.同时,对高中生物一个重要的验证性实验“叶绿体中色素的提取和分离”进行了改进,实施了探究式实验教学设计并进行了教学实践以及分析,旨在探讨如何培养学生的实验操作技能.由此可得出结论:开展探究式实验教学,既能通过规范的实验操作,培养学生的实验操作技能,又能培养学生的综合探究能力并树立实事求是的科学态度;利用随堂式的实验教学评价,能很好发挥探究式学习的成效.     

问题式教学与方法式教学在微生物学教学中的应用

微生物学是工科院校生物技术专业的专业基础课,又是一门在工业上应用非常广泛的学科。针对工科院校学生需要较强的动手能力,根据微生物学的内容特点,对理论教学的改革进行了探讨,提出了问题式和综合式教学方法,取得了较好的教学效果。     

Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4^th year Secondary Education students - control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme''s usefulness in increasing the students'' motivation towards this content, which is so complicated for teachers of this area to develop.     

生物工程专业微生物学实验教学改革探讨

针对生物工程专业微生物学实验教学改革中遇到的问题,结合自身教学实践,从实验时序性、开放性实验、考核考勤体制及教学方法等方面,提出如何提高微生物学实验教学质量、提高学生创新能力和学习能力。     

High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach

In this study we designed, implemented, and evaluated an outreach programme for high-school biology students rooted in the ‘science as inquiry’ approach. Accordingly, students learn about science from experts in the field, as well as through in-class exposure to the history and philosophy of science. Our sample consisted of 11th graders (n?=?497), ages 16–17, attending advanced biology classes. Our goal was to determine whether this programme had a significant effect on students’ understanding of the ‘nature of science’ (NOS) and on their attitudes towards science. Using a controlled pre-post research design, we asked participants to complete a Likert-like questionnaire. Also, we conducted post-programme semi-structured interviews with 35 of the participants. Results show that completion of the programme significantly enhanced participants’ NOS understanding and improved their attitudes towards science. Participants expressed a deep level of NOS understanding and explicitly stated that the field visits to experts’ labs had changed their attitude towards science. We believe that our outreach programme can be adapted for teaching other sciences and for societies worldwide, as long as there is access to university laboratories and researchers willing to interact with young citizens and potential future scientists.     

Postgraduate education in therapeutics: experience in Merseyside.

A teaching programme in therapeutics for general practitioners in Merseyside, which was led by a group of clinical pharmacologists, had as its principal aim to emphasise the importance of rational drug prescribing. The course comprised 15 sessions restricted to 25 GPs, and the topics were suggested by both the organisers and the GPs. Though each session was introduced by a clinical pharmacologist, the emphasis was an open discussion and exchange of views. This programme may serve as a pattern for other centres.     

Replacing lectures by textbased flexible learning: students' performance and perceptions

This paper presents the results of an extended evaluation programme designed to test the effectiveness of text-based flexible learning as a replacement to 30 – 50% of the lectures in certain modules in conventional undergraduate courses within the School of Life Sciences at Napier University. For examinations in which students answered both types of question, marks for questions based on topics taught by flexible learning were equivalent to marks for questions based on topics taught by conventional teaching methods. Marks for examinations in which at least 50% of the answers were based on topics taught by flexible learning were equivalent to marks for examinations in which questions were based on topics taught by conventional teaching methods. Rates of achievement of a mark of 40% or more at first attempt for examinations in which at least 50% of the answers were based on topics taught by flexible learning were significantly better than rates of achievement of a mark of 40% or more at first attempt for questions based on topics taught by conventional teaching methods. Students gave positive feedback on flexible learning, both verbally and by questionnaire, and showed highly significant bias in favour of topics taught by flexible learning in their choice of questions in examinations. The flexible learning programme studied here has satisfied the various quality assurance criteria in place within the University throughout the time that it has been in operation. The evaluation has demonstrated that the textbased flexible learning programme studied here was an effective alternative to lectures.     

科学典故在组织胚胎学教学中的应用

人体组织胚胎学是一门医学形态学课程,也是医学生进入人体奥秘大门的一把重要钥匙,但形态结构中繁多的记忆内容常常让学生感到学习枯燥,因而更需要授课教师通过不同形式的教学策略引导学生领会其中的乐趣和科学意义。在众多的教学方法和教学手段中,适当引用教学内容相关的科学典故和科学名人,能在潜移默化中培养学生的学习兴趣,理解相关的理论知识,改善教学效果。本文作者整理了一些组织胚胎学教学内容相关的科学典故及其在教学中的应用,供同行交流和医学生参考学习。     

A 30-year review of a geriatric dentistry teaching programme

doi: 10.1111/j.1741‐2358.2011.00471.x A 30‐year review of a geriatric dentistry teaching programme Objective: To review the development of the Geriatric Dental and Special Needs Education programme at the University of Iowa over the last 30 years. Background: The programme at Iowa evolved from a didactic elective programme taught by a single faculty person to a required didactic and clinical programme, which includes a Special Care Clinic in the dental school and a mobile unit with portable dental equipment which serves ten area nursing homes with comprehensive care. Materials and methods: Changes have been made in the programme over time based on formal and informal feedback from students and graduates, and we have also looked at the impact of the programme on dental services to our target population. Results: The factors influencing the curriculum development are identified and discussed. Conclusion: As no dental schools are the same, some general applications are suggested from the Iowa experience.     

Investigating the causes of changes in allele frequency during evolution

The use of models as teaching aids in the study of the causes of changes of gene frequency during evolution is now a well established practice in school and degree courses. The effects of migration, selection and genetic drift may all be investigated. This paper extends the range of procedures which may be used with sixth form and more advanced students by discussing possible migration models, by describing an improved selection model where selection is applied unconsciously and the selection coefficient can be calculated from the data and by comparing single and multiple generation models.

In each case there is a brief discussion of points to be extracted from class results.

An overall teaching programme is suggested which should enable the students to investigate all three factors while spending a minimum of time on repetitive manual procedures.

Finally, there is a brief discussion of the roles of migration, drift and selection in evolution.     

Effect of a training programme to reduce stress in carers of patients with dementia.

OBJECTIVE--To reduce the psychological stress and improve the skills in coping of people who care for relatives with dementia. DESIGN--Assessment and suitability of carers by questionnaire; assessment of patients and carers in a hospital outpatient clinic; allocation to groups according to date of application to study. Linkage of groups of four carers and programme coordinator by telephone conference calls over 12 months after programmes. Reassessment at three, six, 12, and, for those in the "wait list" group, 18 months. SETTING--The programmes were conducted in the psychiatry unit of a Sydney teaching hospital. SUBJECTS--Eligible patients were less than 80 years old, had mild to moderate dementia, and lived at home with their carer. Of the 96 patient-carer pairs in the study, 33 were in the dementia carers'' programme group, 31 were in the memory retraining group, and 32 were in the wait list group. INTERVENTIONS--Carers in the dementia carers'' programme received training in coping with the difficulties of looking after patients with dementia while the patients had sessions in subjects such as memory retraining. In the memory retraining programme patients were admitted and received the patient component of the carers'' programme while their carers had 10 days'' respite. In the wait list group carers waited six months before undertaking the carers'' programme. MAIN OUTCOME MEASURES--Effect of the programmes on carers'' general health questionnaire scores and the rate of placement of patients in institutions. RESULTS--At 12 months'' follow up the carers'' programme had resulted in significantly lower psychological stress among carers than the memory retraining programme (mean (SD) general health questionnaire scores at 0 months were 6.31 (6.23) and 3.60 (6.25) respectively, and at 12 months were 4.69 (5.58) and 7.40 (9.39); p less than 0.05.) In the wait list group distress scores remained stable, even after the carers and patients had undertaken the carers'' programme. Patients deteriorated over 12 months regardless of group allocation, but at 30 months, allowing for patients who died and could not be included in the analysis, 65% of patients in the carers'' programme group were still living at home compared with 26% in the memory retraining programme group. CONCLUSION--The intensive intervention programme described for carers of patients with dementia can reduce the psychological morbidity of the carer and delay the placement of the patient in an institution without increasing the use of health services by either patient or carer.     

Integration of mental health into primary care in Sri Lanka

Introduction Sri Lanka has one of the highest suicide rates in the world, with recent protracted conflict and the tsunami aggravating mental health needs. This paper describes a project to establish a systematic “train the trainers” programme to integrate mental health into primary care in Sri Lanka''s public health system and private sector.Methods A 40 hour training programme was delivered to curriculum and teaching materials were adapted for Sri Lanka, and delivered to 45 psychiatrists, 110 medical officers of mental health and 95 registered medical practitioners, through five courses, each in a different region (Colombo, Kandy, Jaffna, Galle and Batticola). Participants were selected by the senior psychiatrist of each region, on the basis of ability to conduct subsequent roll out of the training. The course was very interactive, with discussions, role plays and small group work, as well as brief theory sessions.Results Qualitative participant feedback was encouraging about the value of the course in improving patient assessments and treatments, and in providing a valuable package for roll out to others. Systematic improvement was achieved between pre- and post-test scores of participants at all training sites. The participants had not had prior experience in such interactive teaching methods, but were able to learn these new techniques relatively quickly.Conclusions The programme has been conducted in collaboration with the Sri Lankan National Institute of Mental Health and the Ministry of Health, and this partnership has helped to ensure that the training is tailored to Sri Lanka and has the chance of long term sustainability.     

A plan of life science education programs in the Japanese Society for Biological Sciences in Space]

The Future Plan Committee of the Japanese Society for Biological Sciences in Space drafted a Life Science Education Programs. The program consists of preparation of teaching materials for elementary and high school teachers and of summer course of the gravitational and space biology for university students and young scientists. The outline of the programme are presented.     

发展中高校微生物学教学体系建设

微生物学是生物学专业基础核心课程。结合学院发展规划及教学目标,系统地构建了微生物学教学体系,包括教学方法建设,主要以多媒体教学为基础,选择合理的教学方式,结合双语教学和实验教学,夯实学生的专业知识基础;教学资源建设,即以培养人才为目标的基础资源建设,包括教材、实验室及实习基地建设,以及提升教学整体实力的教学团队建设,包括人力资源建设和人才培养模式建设;考核体系建设,旨在构建综合、合理、有效及准确的考核体系,包括实践考核、理论及实验考核、科研成绩考核三个组成部分。通过建设教学体系,提升了微生物学教学质量及水平,为学院教育教学事业的稳步发展奠定了坚实的基础。     

Evaluation of the results of the treatment of children with insulin-dependent diabetes mellitus fully or partially trained in self care]

The study was aimed at assessing the results of diabetes mellitus therapy in 162 children, who underwent 1) the full programme of diabetes education (114 children) and 2) only the part of it (48 children). The first group was under care of Cracow Medical School Pediatrics Institute since the disease and had 2 weeks of formal diabetes mellitus teaching. The second group was treated in a less unified way in different hospitals and did not have the chance of regular teaching programme. The degree of metabolic control was assessed by series of Hb A1c determinations in whole 1987 year. The levels of Hb A1c were also compared with the children age, diabetes mellitus duration and the period elapsing from the time of last teaching. Children who were fully educated in the problems of their disease achieved significantly better results. In all group a deterioration of diabetes control during puberty was however observed. In children not fully educated such a deterioration was also noted in correlation with diabetes mellitus duration.     

A Clinically Integrated Post-Graduate Training Programme in Evidence-Based Medicine versus ‘No Intervention’ for Improving Disability Evaluations: A Cluster Randomised Clinical Trial

Background

Although several studies have shown that teaching EBM is effective in improving knowledge, at present, there is no convincing evidence that teaching EBM also changes professional behaviour in practice. Therefore, the primary aim of this study was to evaluate the effectiveness of a clinically integrated post-graduate training programme in EBM on evidence-based disability evaluation.

Methods and Findings

In a cluster randomised controlled trial, fifty-four case-based learning groups consisting of 132 physicians and 1680 patients were randomly assigned to the intervention or control groups. A clinically integrated, post-graduate, 5-day training programme in evidence-based medicine, consisting of (home) assignments, peer teaching, interactive training in searching databases, lectures and brainstorming sessions was provided to the intervention group. The control group received no training. The primary outcome was evidence-based disability evaluation, as indicated by the frequency in use of evidence of sufficient quality in disability evaluation reports. There are no general EBM behaviour outcome measures available. Therefore, we followed general guidelines for constructing performance indicators and defined an a priori cut-off for determination of sufficient quality as recommended for evaluating EB training. Physicians trained in EBM performed more evidence-based disability evaluations compared to physicians in the control group (difference in absolute proportion 9.7%, 95% CI 3.5 to 15.9). The primary outcome differences between groups remained significant after both cluster-adjusted analysis and additional sensitivity analyses accounting for subjects lost to follow-up.

Conclusions

A EBM programme successfully improved the use of evidence in a non-hospital based medical specialty. Our findings support the general recommendations to use multiple educational methods to change physician behaviour. In addition, it appeared important that the professional context of the intervention was very supportive in the sense that searches in databases, using and applying guidelines and other forms of evidence are considered standard practice and are encouraged by colleagues and management.     

The International Proteomics Tutorial Programme (IPTP): a teaching tool box for the proteomics community

The most critical functions of the various proteomics organisations are the training of young scientists and the dissemination of information to the general scientific community. The education committees of the Human Proteome Organisation (HUPO) and the European Proteomics Association (EuPA) together with their national counterparts are therefore launching the International Proteomics Tutorial Programme to meet these needs. The programme is being led by Peter James (Sweden), Thierry Rabilloud (France) and Kazuyuki Nakamura (Japan). It involves collaboration between the leading proteomics journals: Journal of Proteome Research, Journal of Proteomics, Molecular and Cellular Proteomics, and Proteomics. The overall level is aimed at Masters/PhD level students who are starting out their research and who would benefit from a solid grounding in the techniques used in modern protein-based research. The tutorial program will cover core techniques and basics as an introduction to scientists new to the field. At a later stage the programme may be expanded with a series of more advanced topics focussing on the application of proteomics techniques to biological problem solving. The entire series of articles and slides will be made freely available for teaching use at the Journals and Organisations homepages and at a special website, www.proteomicstutorials.org.     

Oral care training in the basic education of care professionals

doi:10.1111/j.1741‐2358.2009.00304.x
Oral care training in the basic education of care professionals Objective: To investigate the quantity and quality of oral care training in the basic education of future long‐term care (LTC) professionals in Norway. Background: The level of oral hygiene has often proved inadequate in LTC facilities. It has been maintained that this could be due to insufficient knowledge of oral care among care professionals. Materials and methods: A self‐administered questionnaire was sent to all 270 schools in Norway which offered basic education of LTC personnel in 2004/05. Information on theoretical and practical oral care training, scope of oral care in teaching material and curriculum, educational background of the teaching staff and schools opinion regarding adequacy of their training programme was collected. Results: Of the 203 respondents (75% response rate), 188 (participants) included oral care in their educational programme. Approximately two‐thirds of the participating schools provided 3 h or more of oral care training and many of the important themes were presented in the textbooks that were recommended. Moreover, the practical exercises performed in practice placement supplemented the knowledge. Conclusion: The results could not confirm that LTC professional’s basic education concerning oral care was inadequate. There may therefore be other explanations for the poor oral hygiene in many LTC facilities.     

An economic view of high compliance as a screening objective.

Accepted wisdom holds that high compliance is essential for a screening programme to be successful. Indeed, a reason that the national breast screening programme is not routinely offered to women aged 65 or more is on the grounds of predicted poor compliance by older women. Increasing compliance is often associated with increased costs. These costs represent a lost opportunity for screening alternative target populations. We question the need for screening programmes to achieve high compliance, and we argue that a screening programme can be efficient with very low levels of compliance. Adopting compliance as a screening objective and as a measure of the success of screening may be detrimental to the efficiency of a screening programme.