军校预防医学专业本科学员临床课程教学现状及建议

随着医学模式的转变,预防医学已经成为现代医疗体系的重要组成部分,在提高公共卫生健康水平方面发挥着越来越重要的作用。为了更好地开展预防医学工作,预防医学专业学员不仅要掌握牢固的预防医学专业知识,更要具备丰富的临床医学知识。针对预防医学专业本科学员的临床课程教学,我校经过多年的探索与改革,已经积累了丰富经验,教学质量较高;但现阶段仍然存在着一些问题。本文分析我校预防医学专业本科学员临床课程的教学现状及存在的主要问题,并提出建议;从而为进一步提高预防医学专业本科学员的临床课程教学质量提供依据。     

“观赏渔业”课程教学的实践与探索

《观赏渔业》是新兴"水族科学与技术"本科专业学生的专业核心课程,也是水产养殖学专业课程体系中的重要组成。结合作者多年在《观赏渔业》课程教学中的实践和探索,以培养学生对观赏水族的兴趣为本,通过对教学方法的创新、实践教学的注重,极大地激发了学生对该课程的兴趣,充分调动了学生学习和实践的积极性与主动性,增强该课程实践功能促进了教学效果的提高。同时,这对培养水族专业人才,满足中国现代水族产业发展对高素质人才的需要亦具有重要的作用。     

关于肿瘤生物学导论课程建设的思考

癌症严重威胁了人类健康和社会发展,幸运的是大多数癌症是可以预防的,因此,开设肿瘤生物学导论不仅仅对医学生,对生命科学学院(尤其是师范院校)的学生来说也是十分必要的。该文从教学理念、师资队伍、课程设置及教学大纲和教材选择四个方面介绍了三年来首都师范大学生命科学学院为高年级本科生开设肿瘤生物学导论的经验和思考。肿瘤生物学是一门新兴、高速发展、多学科交叉的学科,该课程采用以全英文为主的探索性双语教学,强调师生互动及开放式的考查,明确双语教学的根本目的在于让学生直接接触肿瘤生物学的前沿知识。通过该课程,学生直接接受前沿知识的能力及参与肿瘤生物学研究的兴趣得到了有效的提升。     

Learning-by-doing: experience from 20 years of teaching LCA to future engineers

Purpose

In support of the sustainable development of our societies, future engineers should have elementary knowledge in sustainability assessment and use of life cycle assessment. Publications on pedagogical experience with teaching life cycle assessment (LCA) in high-level education are however scarce. Here, we describe and discuss 20 years of experience in teaching LCA at MSc level in an engineering university with the ambition to share our insights and inspire teaching of LCA as part of a university curriculum.

Methods

We detail the design of an LCA course taught at the Technical University of Denmark since 1997. The course structure relies on (i) a structured combination of theoretical teaching, practical assignments and hands-on practice on LCA case studies, and (ii) the conduct of real-life LCA case studies in collaboration with companies or other organisations. Through the semester-long duration of the course, students from different engineering backgrounds perform full-fledged LCA studies in groups, passing through two iterations—a screening LCA supporting a more targeted LCA.

Results and discussion

The course design, which relies on a learning-by-doing principle, is transparently described to inspire LCA teachers among the readers. Historical evolution and statistics about the course, including its 192 case studies run in collaboration with 105 companies and institutions, are analysed and serve as basis to discuss the benefits and challenges of its different components, such as the theory acquisition, the assignment work, the LCA software learning, the conduct of case studies, the merits of industrial collaborations and grading approaches.

Conclusions

We demonstrate the win-win situation created by the setting of the course, in which the students are actively engaged and learn efficiently how to perform an LCA while the collaborating companies often get useful insights into their analysed case studies. The course can also be an eye opener for companies unfamiliar with LCA, who get introduced to life cycle thinking and the potential benefits of LCA. We have no hesitation in recommending industries and LCA teachers to engage into such collaborations even in the fundamental teaching of LCA techniques.

     

Using the two-hybrid screen in the classroom laboratory

The National Science Foundation and others have made compelling arguments that research be incorporated into the learning of undergraduates. In response to these arguments, a two-hybrid research project was incorporated into a molecular biology course that contained both a lecture section and a laboratory section. The course was designed around specific goals for educational outcomes, including introducing research to a wide range of students, teaching students experimental design and data analysis, and enhancing understanding of course material. Additional goals included teaching students to search genomic databases, to access scientific articles, and to write a paper in scientific format. Graded events tested these goals, and a student evaluation indicated student perception of the project. According to our analysis of the data, the yeast two-hybrid screen was a success: several novel clones were identified; students met expectations on graded lab reports, the poster session, and the final paper; and evaluations indicated that students had achieved the outlined goals. Students indicated on the evaluations that the research project increased their interest in research and greatly improved understanding of the course material. Finally, several students in the course intend to submit the findings of the research project to an undergraduate research journal.     

Public access for teaching genomics,proteomics, and bioinformatics

When the human genome project was conceived, its leaders wanted all researchers to have equal access to the data and associated research tools. Their vision of equal access provides an unprecedented teaching opportunity. Teachers and students have free access to the same databases that researchers are using. Furthermore, the recent movement to deliver scientific publications freely has presented a second source of current information for teaching. I have developed a genomics course that incorporates many of the public-domain databases, research tools, and peer-reviewed journals. These online resources provide students with exciting entree into the new fields of genomics, proteomics, and bioinformatics. In this essay, I outline how these fields are especially well suited for inclusion in the undergraduate curriculum. Assessment data indicate that my students were able to utilize online information to achieve the educational goals of the course and that the experience positively influenced their perceptions of how they might contribute to biology.     

Can medical students teach? A near-peer-led teaching program for year 1 students

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ～30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.     

《动物病理学》精品课程建设的探索与实践

为加深精品课程内涵的深刻认识,加强对精品课程的指导与建设,有效促进课程体系及教学内容、教学方法和教学手段的改革,以安徽农业大学《动物病理学》国家精品课程的建设为例,从提高教学团队素质、提升教学资源建设、推进课程教学改革等方面总结该门精品课程的建设经验和心得体会。     

European College of Gerodontology: undergraduate curriculum guidelines in Gerodontology

Effective undergraduate teaching of gerodontology to present and future dental students is important if good oral health care of older people is to be assured. A review of the undergraduate curriculum for gerodontology is presented and indicates the need for a knowledge base from which new graduates can develop a special interest in care of older patients. The aim is improved care of older patients, satisfaction for teaching staff involved and improved professional standing for Dentistry. Motivation of students could also be achieved by the positive match between rising patient awareness and ethical responsibility of the profession for those older patients. As it stands, the undergraduate curriculum should include topics on specific care for the elderly and other patient groups, which extend the competences already agreed by the Association for Dental Education in Europe (ADEE). The logistics of teaching these topics will need co‐ordination of those staff with appropriate skill and interest, preferably as a development of existing curriculum content.     

细胞生物学课程体系优化的实践与思考

细胞生物学是当代生物科学中发展最快的一门前沿学科,面对细胞生物学知识不断地翻新,形势的发展迫切需要对其教学体系进行科学化建设,对教学内容和平台进行更新和优化。该文从教学经历出发,总结借鉴相关有益的教学方法,从教学重点、教学内容、教学方式和实验教学四个相互关联的层面探讨提高细胞生物学的教学质量和课程建设的发展。     

Awareness and Acceptance of Evolution and Evolutionary Medicine Among Medical Students in Pakistan

Evolutionary medicine is a perspective on medical sciences derived through application of theory of evolution to aid in therapeutics. This study sought to determine the level of knowledge and acceptance of evolutionary theory in medical students along with their attitude toward teaching evolutionary medicine as a part of their undergraduate course. Factors that are likely to cause difficulty in teaching evolutionary medicine were also identified. A cross-sectional study was carried out at Army Medical College, National University of Sciences and Technology, Pakistan in which 299 medical students were selected by nonprobability convenient sampling technique to participate in the study. Participants’ views were obtained by a structured questionnaire comprised of three sections: appreciation of evolutionary medicine, acceptance of evolutionary theory, knowledge of evolutionary theory. Medical students had a low acceptance [mean measure of acceptance of theory of evolution (MATE) = 58.32] and a low knowledge (mean score of 5.20 out of a total ten marks). Students believed that religious beliefs, lack of resources, and an existent extensive medical curriculum would cause difficulty in imparting such an education despite its potential to improve medical research and clinical practice. Only 37.2% agreed that the subject should be taught in medical schools as an individual subject.     

使用外国教材进行《微生物学》英语教学的体会

采用Prescott等编撰的第5版(2002出版)为教材进行了两届生物类专业本科生的微生物学全英语教学,深切地体会到该书是一本内容丰富、结构灵活、重视对学生能力培养的优秀教材.教材内容将知识系统性和基础性有机结合,紧跟学科发展前沿,充分体现出先进性.对于教师建立科学的课堂讲授体系、丰富教学内容、保证教学效果发挥重要作用.采用英语原版教材全英文授课,有助于培养学生国际化视野和全球化发展的适应能力.     

Thoughts on Learning and Teaching in the First Two Years of the Medical Curriculum

Suggestions for improvement of the educational program in the first two years of the medical curriculum are made in the light of simultaneous experiences as teacher and student. The learning needs of the student should be given more consideration. Many of the present learning-teaching problems could be solved by closer communication and collaboration between instructors teaching the same students coupled to an official recognition of the value of good teaching. In spite of a multiplicity of courses and basic science departments, the student is a single person with a rather limited goal. He is required to learn and remember a vast amount of detailed factual information during his first two years of the medical curriculum. The medical student should be reinstated as an integral human component of the structure and functioning of each department. This is a difficult task because the dual functions of research in a specialized discipline and undergraduate medical teaching frequently pull an individual''s or department''s activities in opposite directions and lead to administrative problems.     

高师院校微生物实验教学改革的实践与思考

针对中学新课改下的微生物学实验教学体系对高师院校现行微生物实验教学进行了改革,提出以培养学生的动手能力为出发点,从实验内容改革,实验教学手段改革和实验教学人员等方面入手,尝试建立一套适合高师院校生物科学专业本科生的微生物实验课程的创新教学体系。     

A computerized database-management system for curriculum analysis.

This report describes a computerized database-management system designed to allow users to retrieve and report information on the curriculum of an undergraduate pathophysiology course. With the system the user can locate where and in what context a topic is covered in the course and can answer queries and prepare reports concerning, for example, format and duration of sessions, teaching aids used and instructors. The system is a unique tool that can be used to optimize course structure and content. It can easily be expanded to include other undergraduate medical courses, and the techniques can be applied to other disciplines.     

生态学综合实验的教学探索与实践

暨南大学生态学专业是2004年开始招生的新办专业,生态学综合实验是生态学专业的一门综合性实验课程。课程设置充分发挥学科点在水域生态学方面的优势,以科研促进本科教学,开设了若干具有水生态特色的综合实验。经过一年的教学探索与实践,取得了良好的效果。本论文就该实验课的课程设置、内容安排、教学效果等进行了总结。     

A curriculum on physician-patient sexual misconduct and teacher-learner mistreatment. Part 2: Teaching method.

Medical educators have become increasingly aware of the need for health care professionals to receive more training about the causes and consequences of physician-patient sexual misconduct and teacher-learner mistreatment and harassment. A curriculum in use at the University of Toronto includes a didactic component, consisting of lectures, and an experiential component, consisting of a workshop. This article concerns how, by discussing case vignettes designed to illustrate salient points, the participants have an opportunity to consider their responses in actual clinical and teaching situations. Evaluation of the course by 373 participants shows that the curriculum is considered acceptable and is likely to be of benefit. Of the course participants, 54% (15/28) of those attending the course for faculty and 39% (133/345) of those at subsequent courses stated that they would change their clinical and teaching practices in positive ways as a result of attending. A further 38% (130/345) stated that they already practised in a manner congruent with the model discussed.     

国际工程教育认证下基于成果导向教育(OBE) 理念重构闭环式环境工程微生物学课程教学

工程教育专业认证是国际通行的工程教育质量保障制度,也是实现工程教育国际互认和工程师资格国际互认的重要基础.工程教育专业认证要求按照成果导向教育(Outcome Based Education,OBE)理念设计课程教学,教学过程要以学生为中心,最终形成持续改进的闭环式教学模式.环境工程微生物学是环境工程专业的核心课程之一...     

Linking cardiovascular theory to practice in an undergraduate medical curriculum

Case-based teaching (CBT) tutorials were introduced by the Physiology Department at Adelaide University to bridge the gap between theory and practice in the early years of undergraduate medical education. With the use of a clinical case-based environment, CBT aimed to achieve integration of structure-function relationships and an increase in students' capacity to apply a physiological understanding to clinical observations/symptoms and data. With peer-peer interactions in small groups, students could trial history taking and examination skills, interpret common investigations, and relate their findings to an understanding of structure and function. Here, the cardiovascular tutorials highlight the centrality of an understanding of structure and function in the evaluation of a case of syncope. An independent evaluation of the students' learning experience demonstrated that CBT tutorials were successful in their aims. The "hands-on" experience was highly rated, with students reporting that the CBT approach gave relevance to structure and function. Whatever the curriculum learning style, underpinning practice with an understanding of theory remains a desirable feature of medical education.     

Training mechanical engineering students to utilize biological inspiration during product development

The use of bio-inspiration for the development of new products and devices requires new educational tools for students consisting of appropriate design and manufacturing technologies, as well as curriculum. At the University of Maryland, new educational tools have been developed that introduce bio-inspired product realization to undergraduate mechanical engineering students. These tools include the development of a bio-inspired design repository, a concurrent fabrication and assembly manufacturing technology, a series of undergraduate curriculum modules and a new senior elective in the bio-inspired robotics area. This paper first presents an overview of the two new design and manufacturing technologies that enable students to realize bio-inspired products, and describes how these technologies are integrated into the undergraduate educational experience. Then, the undergraduate curriculum modules are presented, which provide students with the fundamental design and manufacturing principles needed to support bio-inspired product and device development. Finally, an elective bio-inspired robotics project course is present, which provides undergraduates with the opportunity to demonstrate the application of the knowledge acquired through the curriculum modules in their senior year using the new design and manufacturing technologies.