Training needs of postgraduates in dental general anaesthesia.

Questionnaires given to 25 dentists and eight doctors attending a course on dental general anaesthesia showed that only four of the eight doctors had a diploma in anaesthetics. One of the doctors and eight of the dentists had had no postgraduate instruction in anaesthesia. More short courses of postgraduate instruction should be provided and some of these should be designed for the team of dental operator, anaesthetist, and dental surgery assistant.     

Teaching communication skills to clinical students.

Seven years'' experience in teaching communication skills to first year clinical students at St Mary''s Hospital School of Medicine is described. The first component consists of a day during the introductory clinical course; this is divided into a lecture and small seminar groups and involves behavioural scientists and clinicians from many departments. The second component uses simulated patients and video feedback and takes place in small groups later in the year. Participation of the students through active critical discussion, role play, and interactive video feedback are important aspects in the success of the course. The methods have been refined through evaluation by students and tutors. This article aims to allow others, already running or considering such a course, to develop effective courses within the practical constraints of their own institutions.     

Higher professional training in general practice: provision of master's degree courses in the United Kingdom in 1993.

Review of a 1993 survey of the 29 United Kingdom departments of general practice (or equivalent) identified seven master''s degree courses available for general practitioners. Up to another 11 are planned within the next five years. Around 50 general practitioners undertake all such courses at any one time. Possible reasons for this low uptake include cost, lack of flexibility of courses, and the prospect of writing a thesis. Appropriate master''s courses are essential to the future development of general practice, and this paper postulates the characteristics of an "ideal" course.     

Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine

ObjectiveTo develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills.DesignDevelopment and validation of an assessment instrument and before and after study.SettingVarious postgraduate short courses in evidence based medicine in Germany.ParticipantsThe instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds.InterventionIntensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups.ResultsThe questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention.ConclusionsThe instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills.

What is already known on this topic

Numerous observational studies have investigated the impact of teaching evidence based medicine to healthcare professionals, with conflicting resultsMost of the studies were of poor methodological quality

What this study adds

An instrument assessing basic knowledge and skills required for practising evidence based medicine was developed and validatedAn intensive 3 day course on evidence based medicine for doctors from various backgrounds and training level led to a clinically meaningful improvement of knowledge and skills     

基于学以致用教育理念的“微生物药物学”课程教学实践与思考

培养符合社会发展需要的应用型专业技术人才,提升学生的科学素养、创新意识和解决实际问题的高阶能力是高等教育专业课程教学的根本目标。“微生物药物学”是生命科学本科生和研究生的专业方向课程,为学生今后从事科学探索、应用研究和工业生产奠定理论基础和实践能力。本文基于应用导向型教学理念,就教学内容和教学体系改革进行探讨,构建“主题知识—专题讨论—项目驱动—科研训练—仿真平台—实践学习”多元化实践教学模式,并提出破解制度障碍和条件约束等困境的对策。教学评价结果表明,学生对课程的教学效果和教学方式持肯定态度,实现了“学以致用”的教学目标,为加强应用型微生物学课程建设提供了参考。     

基于虚拟仿真技术的生物工程类综合实验教学改革与实践

生物工程类专业要求学生有较强的抽象问题思考分析能力,对学生的综合实践能力也有着更高要求,由于其专业特点,需要通过开展一系列实验培养解决复杂问题的能力.因此,开展针对生物工程类专业综合性实验的改革与实践以改善传统综合性实验的教学现状就显得尤为重要,对于综合性人才的培养具有十分积极的意义.本文阐述了滨州学院"生物工程综合实...     

On the teaching of ecological restoration in Brazil: an analysis of postgraduate courses

Several ambitious restoration targets have been set for recovering degraded ecosystems in Brazil (21 million hectares with a legal deficit of native vegetation). The development of scientific knowledge and skilled professionals is necessary to meet this demand and is fundamental for achieving success in medium‐ and long‐term restoration. In this study, we describe the availability and profile of postgraduate courses on ecological restoration in Brazil. We surveyed 272 postgraduate programs, comprising six specific areas of concentration (forestry, soil sciences, botany, environmental engineering, ecology, and environmental science). We analyzed all selected courses in terms of location, approach (economic, social, and legal), and restoration techniques. Only 27% of the postgraduate programs analyzed offer ecological restoration courses, and 49% of these are offered in the southeast region of the country. Regions covered by nonforest ecosystems, such as Pampas, Caatinga, and Pantanal, were poorly represented. Legal aspects were considered in 51% of the courses, whereas social and economic approaches were only considered in 2.7 and 11% of the courses, respectively. Seedling planting (85%) and nucleation (68%) were the most frequently cited techniques of active restoration, and passive restoration was mentioned in 63% of the courses. Our findings highlight the need for increasing postgraduate courses in areas with nonforest ecosystems, especially due to a lack of knowledge about restoration of these areas. The incorporation of economic and social approaches is highly recommended, considering the importance of these attributes in achieving success in large‐scale restoration initiatives.     

全英文“环境工程微生物学”的国家线下一流本科课程成长之路

国家一流本科课程的评审认定是教育部全面深化教育教学改革的重要举措,也是提升本科教学质量的重要一环,极大地促进了任课教师对标评价量规进行教研教改。为促进环境工程专业核心基础课的教改,“环境工程微生物学”全英课程组在先进的教育思想、方法和教育心理学的指导下,对教学理念、课程内容、教学组织和实施等多方面进行了大胆的改革和创新,注重课程思政和因材施教,增加课堂教学的师生互动和生生互动;针对工科类学生的培养目标,引入实际工程的应用案例,在课内外补充环境微生物工程领域研究的最新进展和教师的科研成果,注重提升课程的高阶性、创新性和挑战度,从多方面强化知识、能力、素质的有机融合,学生学习效果明显提高。申报并获认定为首批国家线下一流本科课程和广东省一流本科课程。     

The Middle Care Round

As an experiment in postgraduate education a 25-week course in weekly ward rounds for general practitioners and local authority nurses was established at a district general hospital of 340 beds. A total of 73 rounds were held, divided into 12-, 4-, and 9-week courses, from January to December 1969. Ninety-nine general practitioners and district nurses (including health visitors) attended one or more of these rounds. Seventeen consultants participated and there were 273 doctor attendances and 190 nurse attendances. The average attendance per round was four doctors and two nurses. The number of rounds conducted by each of the consultants throughout the course varied from two to six. This paper presents an evaluation of the course.     

The Bearing of the Sandwich Course on the University Education of Biologists

A practical course for postgraduate students is described in which the drawing techniques used to observe, report, and explain biological structures and developments were taught and practised.     

新媒体在研究生教学中的应用

当今教育技术现代化高度发展的环境下,随着以计算机为核心的新媒体技术的迅速发展,计算机辅助教学工具和辅助教学媒体在教学中的应用已经日趋广泛和成熟,应用新媒体教学可以充分调动学生学习的积极性,可以有效培养学生的思辨性以及分析解决问题的能力,更可以根据每个学生的自身情况制定个性化学习方案。同时以微信,微博为代表的社交互动平台也愈发显示出其在教育教学中无可替代的作用。将这些社交互动平台与研究生教学相结合可以拓展师生之间的交流方式,可以帮助学生开阔眼界与视野并有助于其与行业顶尖人才直接交流心得体会,也可以帮助学生拉近与老师之间的距离并有助于学生自主学习。本文通过对新媒体,新技术的深入研究以及对微信,微博等社交互动平台与研究生教学相结合的密切关注探讨这些前沿科技在硕士研究生尤其是在临床医学类研究生教学领域的应用前景。     

Quality of obstetric care provided for Asian immigrants in Leicestershire.

Between 1976 and 1981 some 939 perinatal deaths occurred to women living in Leicestershire, of which 128 (14%) were to Asian women. The qualifications of the general practitioners, the gestation at which women start antenatal care, and perinatal death were used as structural, process, and outcome measures for evaluating the services provided to Asian immigrants within this population. Perinatal deaths were divided into four groups: congenital malformation, macerated stillbirth, asphyxia in labour, and immaturity. Asian mothers had one and a half times the risk of perinatal mortality when social class, parity, height, legitimacy, and the general practitioner''s qualifications were taken into account. Asian and non-Asian mothers with general practitioners who were not on the obstetric list had more than twice the risk of a perinatal death when a similar adjustment was made. Recommendations include priority allocation of community midwives to practitioners not on the obstetric list, the establishment of postgraduate courses for such doctors, and the continued evaluation of the effect of such proposals on perinatal mortality.     

研究生基因工程实验教学改革探讨

基因工程是一门实践性非常强的专业课程,教学改革是非常必要的。在研究生基因工程实验课的教学过程中,通过加强课程规划,构建和谐课堂,充实教学内容,重视师资队伍建设以及不断将科研内容渗入到教学过程中等方式进行实验教学的教学改革,提高了学生实验兴趣,收到了良好的教学效果。     

“新工科”背景下“生物分离工程”课程创新改革

“生物分离工程”是生物工程专业本科生的一门重要的专业必修课,是生物工程专业建立“新工科”课程体系的重要组成部分。本教学团队坚持“以学生发展为中心,以创新思维为核心”的教育理念,以“学习成果”为导向的创新理念,针对课程长期存在的“理论教学与实验课脱节,学生不能及时地将理论知识内化为实践能力”、“课程内容陈旧,与行业需求脱节”、“授课和考核方式相对单一,学生的专业能力和素质未能有效培养”等痛点问题开展教学改革,重构课程内容。打通理论课和实验课的界限,开展“线上+线下”混合教学,通过科研反哺教学,使课程内容紧跟行业发展前沿,充分利用现代信息技术手段开展更丰富的课堂教学活动,并对学生进行全程化、动态化和多样化的考核,全面提升学生的能力。     

Enhancing Bioinformatics and Genomics Courses: Building Capacity and Skills via Lab Meeting Activities

Reading, writing, publishing, and publicly presenting scientific works are vital for a young researcher's profile building and career development. Generally, the traditional educational curricula do not offer training possibilities to learn and practice how to prepare, write, and present scientific works. These are rather a part of lab meeting activities in research groups. The lack of such training is more critical in some developing countries because this adds to the rare opportunities to discuss and become involved in the exchanges on state of the art scientific literature. Here the authors relate their experience in introducing a weekly 1-day lab meeting in the framework of two previously organized 3-month courses on “Bioinformatics and Genome Analyses”. The main activities which are developed during these lab meetings include scientific literature follow up as well as preparing and presenting oral and written scientific reviews. These activities prove to be useful for a student's self-confidence building, for enhancing their active participation during the lectures and practical sessions, as well as for the positive impact on running the whole course program. Incorporation of such lab meeting activities in the course program significantly improves the capacity building of the participants, their analytical and critical reading of scientific literature, as well as communication skills. In this work it is shown how to proceed with the different steps involved in the implementation of lab meeting activities, and to recommend their regular institution in similar courses.     

数学原理在遗传学教学中的应用与实践

遗传学在生命科学中具有举足轻重的作用,其建立、发展和完善与数学紧密相连。由于遗传学自身具有较强的理论性和实践性,其内容较为抽象,导致部分学生缺乏学习兴趣。采用"渗透式"教学的方法,把遗传学知识和数学思维有机结合,巧妙应用数学的方法和技巧,将部分遗传现象进行数学抽象和逻辑推理,提升学生对遗传学的认识和理解层次,进一步提高学生的学习和研究能力。     

Disability as identified from general practice records.

Thirty eight doctors who attended a postgraduate educational course provided information about disabled patients identified in a search of 7000 records. Disablement was defined as a major disruption to the normal lifestyle of patients in appropriate age and sex groups. Altogether 242 people were identified as disabled, equivalent to 32 per 1000 population, which is closely similar to that published by Harris, who identified patients by postal questionnaire. Among adults aged 15 to 64 more men were identified than women, and we suggest that a higher rate of disablement might be expected in men. Disablement among women may be underestimated because of underrecognition by doctors of disability in housewives. Fifty two per cent of all disabled people were able to attend the doctor''s surgery, and 72% were receiving regular medication; 79% were dependent on relatives, but only 30% were dependent on statutory services. In the opinion of the recording doctors medical and nursing needs were well met, though not the social needs, where the importance of living alone is noteworthy.     

青年教师对医学临床课程教学能力现状调查及应对策略研究

如何提高我国临床课程青年教师团队的素质与教学能力,是近年来伴随国内医学教育发展扩大而日益突出的问题。作为当前医学临床课程的教学主力,青年教师的教学能力会对医学临床课程教学效果产生重大影响。但绝大部分临床课程青年教师都毕业于医学院校,未曾接受专业的师范类培训,导致尽管自身临床知识丰富,但教学水平明显受限的情况发生。本研究采取对我院各科室青年临床教师进行问卷调查的方法,深入分析青年教师的临床教学能力现状与问题,并提出改进方案,以使他们能够更快完成青年临床医师与青年临床教师之间的角色变换,提升自身教学能力,进而提高我院临床课程的教学质量。