基于云班课的研究生医学分子生物学文献阅读与讨论教学模式的整合与评价

研究生教育注重培养学生的科学研究和创新能力.文献阅读与讨论(literature reading and discussion,LRD)对研究生创新思维和批判性思维的培养发挥积极的作用.然而,在传统的分子生物学课堂上,如何有效地实施大规模的集体LRD是一个巨大的挑战.云班课是一款专门针对教学而设计的免费移动教学APP,...     

讨论课教学模式在生物化学教学中的优化

讨论课是在教师指导下以学生活动为主的教学形式,是第四军医大学生物化学与分子生物学教学的重要组成部分。近年来,适应我校的模块式教学改革需求,我们在以往的实践基础上,对生物化学讨论课的组织实施进行了系统优化,建立了科学合理的衡量标准和考核方式,实行及时有效的教学效果评估与反馈,实现了全面培养与提高学员的综合素质与能力,并充分促进了教学相长。因此,讨论课作为一种课堂教学新模式,是培养学员思维能力和综合素质、提高教学效果的有效方法和手段,值得进一步完善和推广。     

The Importance of Understanding the Nature of Science for Accepting Evolution

Many students reject evolutionary theory, whether or not they adequately understand basic evolutionary concepts. We explore the hypothesis that accepting evolution is related to understanding the nature of science. In particular, students may be more likely to accept evolution if they understand that a scientific theory is provisional but reliable, that scientists employ diverse methods for testing scientific claims, and that relating data to theory can require inference and interpretation. In a study with university undergraduates, we find that accepting evolution is significantly correlated with understanding the nature of science, even when controlling for the effects of general interest in science and past science education. These results highlight the importance of understanding the nature of science for accepting evolution. We conclude with a discussion of key characteristics of science that challenge a simple portrayal of the scientific method and that we believe should be emphasized in classrooms.     

基于应用的基础微生物学实验教学模式的设计与探索

为提高学生学习的积极性并更好地将微生物学基本技能与科研和生产实践接轨,将应用性、趣味性兼顾的小型科研课题融入教学过程来加深学生对微生物学基本技能的理解,并提高学习的兴趣。通过自选课题的创新性、实验设计的严谨性及结果分析的全面性对学生的综合素质进行评价。这些改革为提高学生对基础微生物学实验的兴趣,加深学生对基础实验技能的认识,同时也为筛选真正对微生物学具有浓厚兴趣的优秀学生做出了有意义的探索。     

Teaching the interrelationship between stress, emotions, and cardiovascular risk using a classic paper by Walter Cannon

Classroom discussion of the classic article by Walter B. Cannon in 1914, entitled "The emergency function of the adrenal medulla in pain and the major emotions," is an excellent tool to teach graduate students the interaction between stress, emotions, and cardiovascular function. Using this article, we are able to review important early research by Dr. Cannon, including discussion of his scientific methods and results and how they hold true today. This article outlines how this classic paper is used to allow students to explore basics principles of cardiovascular control during stress. The teaching points that are presented illustrate how students can be directed to understand the interrelationship between chronic stress and cardiovascular disease.     

Student test scores are improved in a virtual learning environment

This study evaluates the effectiveness of delivering the core curriculum of an introductory neuroscience course using a software application referred to as a virtual learning interface (VLI). The performance of students in a virtual learning environment (VLE) is compared with that of students in a conventional lecture hall in which the same lecturer presented the same material. This study was not designed to determine whether grades are improved by augmenting a lecture with other information. The VLI takes advantage of audio, video, animation, and text in a multimedia computer environment. Our results indicate that raw average scores on weekly examinations were 14 percentage points higher for students in the VLE compared with those for students in a conventional lecture hall setting. Moreover, normalized test scores were over 5 points higher for students in the VLE. This analysis suggest that a core curriculum can be effectively presented to students using the VLE, thereby making it possible for faculty to spend less class time relaying facts and more time engaging students in discussion of scientific theory.     

工业微生物学教学内容与方法改革探讨

工业微生物学单独作为教程的时间较短,在教学内容和教学方法上,还需经过多方面的改革探讨.从基础理论知识与科研,实验教学及生产生活实践的有机结合等角度对教学内容改革进行了探讨;采用计算机辅助教学(CAI)模式,把基于问题的学习(PBL)和基于案例的学习(CBS)的启发式教学方法相结合,引入部分双语教学的方法,对教学方法进行了改革.通过以上两方面的探讨实践,学生对工业微生物学产生了较浓厚的兴趣,达到了教改的目的.     

工业微生物学教学内容与方法改革探讨

工业微生物学单独作为教程的时间较短, 在教学内容和教学方法上, 还需经过多方面的改革探讨。从基础理论知识与科研, 实验教学及生产生活实践的有机结合等角度对教学内容改革进行了探讨;采用计算机辅助教学(CAI)模式, 把基于问题的学习(PBL)和基于案例的学习(CBS)的启发式教学方法相结合, 引入部分双语教学的方法, 对教学方法进行了改革。通过以上两方面的探讨实践, 学生对工业微生物学产生了较浓厚的兴趣, 达到了教改的目的。     

Teaching aldosterone regulation and basic scientific principles using a classic paper by Dr. James O. Davis and colleagues

Classroom discussion of scientific articles can be an effective means of teaching scientific principles and methodology to both undergraduate and graduate science students. The availability of classic papers from the American Physiological Society Legacy Project has made it possible to access articles dating back to the early portions of the 20th century. In this article, we discuss a classic paper from the laboratory of Dr. James O. Davis on the regulation of aldosterone synthesis from the adrenal zona glomerulosa cell. Dr. Davis has conducted much of the seminal research investigating the renin-angiotensin system and the regulation of aldosterone release by angiotensin II. In addition to a characterization of the effects of ACTH on aldosterone regulation, this study is useful for discussing the basic principles of negative feedback pathways of the hypothalamic-pituitary axis. This study also provides examples of early bioassay techniques for the detection of angiotensin II and of the importance of quantitative measurements when investigating physiological responses. Three figures and one table are reproduced from the original article along with a series of discussion questions designed to facilitate discovery learning.     

细胞生物学教学改革初探

细胞生物学是生命科学专业的一门必修的专业基础课,占有非常重要的地位。鉴于我院细胞生物学课程课时安排少、实验少、与已修课程有重复内容、相关科学前沿知识不能及时更新、"填鸭式"教学模式和传统的以"讲"为主的教学方法等严重影响该课程教学质量的教学现状,提出了从课程结构体系、课程教学内容,教学方法及考核方式等方面的一系列改革探究,课程结构体系方面由专业任选课变更为专业基础课,适当增加了理论课时;从课程内容来看,取缔与已修课程的重复内容,适当补充最新科研动态、介绍相关的诺贝尔奖,积极鼓励学生参与教师的相关科研项目和申报大学生科研创新活动项目,培养学生的科研创新能力;从教学模式来看,教师要积极利用图文并茂的多媒体教学、适时放映学生喜欢看的相关电教视频、课堂上多以讨论和提问的方式教学;考核采用平时成绩加期末成绩的方式,不断提高教学效率和课堂管理水平,促进教学质量的提高。     

Trial of integrated laboratory practice

In most laboratory practices for students in medical schools, a laboratory guidebook is given to the students, in which the procedures are precisely described. The students merely follow the guidebook without thinking deeply, which spoils the students and does not entice them to think creatively. Problem-based learning (PBL) could be one means for the students themselves to actively learn, find problems, and resolve them. Such a learning attitude nurtures medical students with lifelong learning as healthcare professionals. We merged PBL and laboratory practices to promote deep thinking habits and developed an integrated laboratory practice. We gave a case sheet to groups of students from several schools. The students raised hypotheses after vivid discussion, designed experimental protocols, and performed the experiments. If the results did not support or disproved the hypothesis, the students set up another hypothesis followed by experiments, lasting for 4 or 5 consecutive days. These procedures are quite similar to those of professional researchers. The main impact achieved was the fact that the students developed the experimental design by themselves, for the first time in their college lives. All students enjoyed the laboratory practice, which they had never experienced before. This is an antidote to the guidebook-navigated traditional laboratory practice, which disappoints many students. As educators in basic medical sciences stand on the edge in terms of educating the next generation, there is a need to provide a strong foundation for medical students to design and perform scientific experiments. The integrated laboratory practice may provide the solution.     

Emergency contraception and RU-486 (mifepristone): do bioethical discussions improve learning and retention?

To systematically investigate whether the inclusion of a bioethical discussion improves the learning and retention of biological content, students in two sections of an introductory zoology class were taught the biology behind emergency contraception and RU-486. Students in one section of the course participated in a bioethical discussion, whereas students in the other section participated in a content-only discussion. Pre- and postsurveys, response paragraphs, and a final exam were collected and used to examine the learning and retention of content knowledge. Results suggested that students who participated in a bioethical discussion of emergency contraception and RU-486 learned and retained information better than students who received content-only instruction. Interestingly, students who participated in the bioethical discussion also appeared to be more confident in their answers. The results of this study may inform the teaching practices and goals of science educators who would like to incorporate a discussion of bioethical issues into their curriculum but often feel that content coverage is paramount.     

Making Sense of Scientific Biographies: Scientific achievement,nature of science,and storylines in college students’ essays

In this article, the educative value of scientific biographies will be explored, especially for non-science major college students. During the ‘Scientist’s life and thought’ course, 66 college students read nine scientific biographies including five biologists, covering the canonical scientific achievements in Western scientific history. Students’ essays were initially analysed in terms of four dimensions of scientific achievement: personal traits and talent, socio-cultural environment, scientific inquiry and debate, and historical significance. Further analysis focused on noticeable aspects in the nature of science (NOS). Based on the analyses, the idea of a story grid was devised in order to identify major storylines that show students various ways of making sense of scientific biographies. The analysis shows the aspects in which biographies are instrumental for students to identify and engage critically with issues related to the NOS. The article concludes with some implications for designing history of science courses for non-science major college students.     

An historical-physiological analysis of the discussion between I. P. Pavlov and V. M. Bekhterev on the problems of localizing functions in the cerebral cortex

This article is the first of the domestic publications on physiology and medical history, which highlights the discussion between I. P. Pavlov and V. M. Bekhterev on the issue of localization of functions in human cerebral cortex: it provides information of the visit by I. P. Pavlov to the clinic of V. M. Bekhterev; it discusses the role of V. M. Bekhrerev's students who described the cortex zones of tonotopics, gustation, regulation of salivation and stomach secretion, which I. P. Pavlov denied. Unlike articles on factography and history of physiology, which in various ways praise the scientists, this article is based of the modern approaches of medical history and scientific knowledge, in particular, it provides a retrospective of the major facts of the discussion.     

以“立德树人”为核心的医学微生物学思政教学设计

为了促进医学生的全面发展,为社会输送更多的德才兼备的高素质医学人才,我们医学微生物学课程组在贯彻“爱国敬业、救死扶伤、甘于奉献、仁心仁术、善于沟通”等根本性培养目标的基础上,进一步结合学科特点及医学科学家的培养需求,着重从“生物安全责任意识”“科普宣传、社会责任”及“科学精神”这3个方面对医学微生物学思政教学进行了“有意识”地规划和设计。另一方面,利用钟南山、陈薇等榜样的力量对医学生进行立体、多方位的素质培养。实施手段包括数据、图片、主题讨论、案例分析、科普宣传材料制备等。在学生中进行的问卷调查结果显示教学效果良好。     

Characterisation of Digestive Enzymes in Freshly Killed Animals

We present an investigation (for A-level biology students and equivalent) into the mechanism of glucose-induced extracellular acidification in unbuffered yeast suspensions. The investigation is designed to enhance understanding of aspects of the A-level curriculum that relate to the phenomenon (notably glucose catabolism) and to develop key skills in scientific enquiry.We demonstrate that glucose-induced extracellular acidification (monitored by pH electrodes linked to a computer) is inhibited by glycolytic and TCA cycle inhibitors. Dimethylsuccinate, which forms succinate after entering cells, also induces acidification that is inhibited by malonate, an inhibitor of succinate oxidation. The yeast plasma membrane has a proton pump that extrudes protons from the cell. However, inhibitors of the pump do not affect glucose-induced acidification during 20 minutes of monitoring pH, indicating that under the experimental conditions employed, the pump does not have a significant role in the process. Taken together, the data indicate that glucose-induced acidification of the medium occurs as a result of its catabolism and subsequent outward diffusion of the CO₂ derived from respiration and/or fermentation. A discussion is presented on how the investigations developed skills of scientific enquiry in undergraduate trainee teachers who carried out some of the experiments and on how the investigations can be used to enhance these skills in A-level students.     

Helping Science and Drug Development to Succeed through Pharma-Academia Partnerships: Yale Healthcare Conference 2013

The theme of the 2013 Yale Healthcare Conference was “Partnerships in Healthcare: Cultivating Collaborative Solutions.” The April conference brought together leaders across several sectors of health care, including academic research, pharmaceuticals, information technology, policy, and life sciences investing. In particular, the breakout session titled “Taking R&D Back to School: The Rise of Pharma-Academia Alliances” centered on the partnerships between academic institutions and pharmaceutical companies. Attendees of the session included members of the pharmaceutical industry, academic researchers, and physicians, as well as graduate and professional students. The discussion was led by Dr. Thomas Lynch of Yale University. Several topics emerged from the discussion, including resources for scientific discovery and the management of competing interests in collaborations between academia and the pharmaceutical industry.     

民办高校科研导师制的探索、实践与成效

大学生创新能力的培养是高等教育的重要内容之一.我院开展了基于大学生科技创新项目的科研导师制,以培养学生的创新实践能力和科研的"工匠精神",并帮助学生进行学业规划.科研导师还将项目成果转化为教学案例引入课堂,扩大受益面.科研导师制的实施得到了学生的普遍认可,人才培养质量明显提高.本文还探讨了科研导师制实施中需要关注的问题...     

药学英语学术写作初探

在西方大学,写作常常被作为最重要的学科,每一门课都是一门写作课。但在中国,很多人认为,学术论文写作仅仅是从汉语到英语的翻译。因此,很多作者提交的论文存在很多问题。仅仅有少数专家和研究生在国外知名杂志发表文章。文章审稿者通常让作者把文章全部重写。本文目的旨在为药学专门用途英语写作课程提供设计思路。设计这类课程时,主要问题是分析学习者的特定需求。其他问题包括：目标、语法结构、习得技巧以及评估等。这篇文章在实验过程中采用图示训练法,评估方式采用形成性评估与终结性评估相结合的方式,通过援引药学英语专业写作课,将此课程作为个案研究,将各个问题逐一讨论,为药学英语学术写作课程提出建议。     

Assessing students’ abilities in processes of scientific inquiry in biology using a paper-and-pencil test

The aim of the study was to describe, categorise and analyse students’ (aged 14–16) processes of scientific inquiry in biology and chemistry education. Therefore, a theoretical structure for scientific inquiry for both biology and chemistry, the VerE model, was developed. This model consists of nine epistemological acts, which combine processes of scientific thinking and inquiry methods. Based on the theoretical structure, a paper-and-pencil test was developed to investigate the students’ abilities in the acts of scientific inquiry. Each of the nine acts was operationalised to generate multiple-choice items. For each act, ten items were constructed. In total, ninety items per subject were tested in a field study to evaluate their psychometric quality. The article focuses on the outcomes for testing in biology. In biology, 537 students were tested with a paper-and-pencil test, following a multi-matrix design in which each student solved twenty-seven items. Data from 260 students have been analysed so far. Seventy-five items showed satisfactory item characteristics. The distribution of the items’ difficulties fits the students’ abilities appropriately. We conclude that theory-driven epistemological acts can be operationalised in tasks that assess students’ abilities in scientific inquiry.