ABSTRACT
This study proposes the guiding principles, reform ideas and realization paths of college English curriculum reform based on the orientation of medical colleges and the objectives of talents cultivation. Taking Xiamen Medical College's English curriculum reform as an example, it has systematically built a curriculum system which incorporates medical humanities and medical disciplines, and is featured by medical science. Meanwhile it has probed into the connotation of "new medical science" and explored curriculum construction and teaching reform integrated by information technology, as well as the intelligent curriculum evaluation system, thus providing reference for college English curriculum reform in medical colleges and universities under the background of "new medical science".
ABSTRACT
"Bio-separation engineering" is a compulsory course for undergraduate students majored in bioengineering, and an important part of the "emerging engineering education" system for bioengineering. Our teaching team follows the principle of "student development as the center, innovation thinking as the core". Guided by the concept of "learning achievement", we reconstructed the teaching contents of this course, and carried out the teaching reform aiming at solving several long-standing problems. These include, for instance, the theoretical teaching is separated from the experimental practice, and students cannot internalize the theoretical knowledge into practical ability in time. Moreover, the contents of course is out-of-date and out of line with industry demand, the teaching form and assessment methods are relatively single, and the students' professional ability and quality are not effectively cultivated. In the new curriculum system, in which the "online" and "offline" teaching are both applied, we broke the boundary between theoretical and experimental courses, and made the contents keep up with the forefront of industry development through research-based teaching. In terms of teaching methods and teaching evaluation, we made full use of modern information technology to enrich classroom teaching activities, and carried out complete, dynamic and diversified assessment for students. These teaching reform measures greatly improved the students' interest in learning this course, as well as their professionalism and research ability.
Subject(s)
Humans , Bioengineering , Biomedical Engineering , Curriculum , Learning , StudentsABSTRACT
Microbial Engineering is a practical and applied course, it is therefore an indispensable part of teaching to let the students practice in the production line of an enterprise. However, lack of internship resources has always been a bottleneck hampering the high-level internship training during teaching the Microbial Engineering course. A virtual production line developed based on information technology enables students to learn the theoretical knowledge of the complex production system. Moreover, it enables students to perform complex virtual operations, thereby improving students' practicing and innovation abilities. In order to let the virtual simulation experiments project play a great role in undergraduate teaching, this article summarizes the progress, characteristics, and value of the virtual simulation experiments for Microbial Engineering. In addition, the main challenges that limit its shared application are also discussed, with potential solutions prospected.
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Humans , Computer Simulation , Curriculum , Learning , StudentsABSTRACT
For displaying the three-dimensional (3D) digital model of teeth, we constructed a digital learning platform of "oral anatomy and physiology-tooth morphology" based on the WeChat small program of smart phones integrating teaching resources like texts, pictures, videos, three-dimensional animation and others. The textual content of tooth morphology was edited according to the Chinese textbook Oral Anatomy and Physiology (seventh edition) of the People's Health Publishing House and Wheeler's Dental Anatomy, Physiology and Occlusion. After photographing and cone beam CT scanning the tooth in vitro, JPEG file of tooth contour and DICOM file of tooth cross section were obtained. Continuous tomographic dynamic pictures of the tooth and 3D videos was presented by adopting software of Photoshop CS6, CS 3D imaging (affiliated simple software of cone beam CT), Snagit, Video Editor and Aijianji. Following steps of WeChat official website to register, develop, compose code, upgrade pictures and texts, submit to be verified and release, small program "Dental Anatomy Learning Platform" was completed and put into use. According to the survey, 90.3%(93) users believed the small program is helpful to learn Oral Anatomy and Physiology, especially in deepening the understanding of the tooth morphology and structure; 96.1%(99) users considered that the small program can be added to the classroom as a supplement, but it can't replace the textbook totally. The development of "Dental Anatomy Learning Platform" will provide methodological guidance for the development and integration of various dental teaching resources on the internet.
ABSTRACT
For displaying the three-dimensional ( 3D ) digital model of teeth , we constructed a digital learning platform of "oral anatomy and physiology-tooth morphology" based on the WeChat small program of smart phones integrating teaching resources like texts , pictures , videos , three-dimensional animation and others. The textual content of tooth morphology was edited according to the Chinese textbook Oral Anatomy and Physiology (seventh edition) of the People's Health Publishing House and Wheeler's Dental Anatomy, Physiology and Occlusion. After photographing and cone beam CT scanning the tooth in vitro, JPEG file of tooth contour and DICOM file of tooth cross section were obtained. Continuous tomographic dynamic pictures of the tooth and 3D videos was presented by adopting software of Photoshop CS6, CS 3D imaging (affiliated simple software of cone beam CT), Snagit, Video Editor and Aijianji. Following steps of WeChat official website to register, develop, compose code, upgrade pictures and texts, submit to be verified and release, small program "Dental Anatomy Learning Platform" was completed and put into use. According to the survey, 90.3％(93) users believed the small program is helpful to learn Oral Anatomy and Physiology, especially in deepening the understanding of the tooth morphology and structure;96.1％( 99 ) users considered that the small program can be added to the classroom as a supplement, but it can't replace the textbook totally . The development of "Dental Anatomy Learning Platform" will provide methodological guidance for the development and integration of various dental teaching resources on the internet.
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The organ-system-based curriculum (OSBC) medical teaching model with the organ system as the main line closely links the basic medical curriculum with the clinical practice,and breaks the boundaries between different subjects.As this novel teaching model is still in the early stage in China,Chongqing Medical University pioneered to reconstruct the teaching system for OSBC teaching reform,including the great efforts to integrate e the traditional 24 courses into 12,and to allocate talents from various basic and clinical teaching departments to form a new integrated teaching team.In 2011,this new mode was implemented in a pilot class of students.The results showed the 2011 five-year pilot class showed more satisfaction than did the traditional teaching class [(92.5 ± 4.6)％ vs.(72.5 ± 4.9)％,P＜0.05].Besides,the test scores of the pilot class and the traditional class were (80.0 ± 3.6) and (71.0 ± 5.9) respectively(P＜0.05),and the failing rate was (3.7％ in pilot class and 9.3％ in traditional class(P＜0.05).Since the pilot class perform better than the traditional one,the reform of OSBC was implemented for all five-year clinical medicine program in Chongqing Medical University in 2018.
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In order to meet the needs of social development for public health talents and optimize the curriculum system and teaching content of preventive medicine, the course of "Health Emergency" should be set up. It integrates the related content in many courses, and there are 20 hours for theory and 18 hours for experiment or practice. The course takes the emergency response as the cutting point focuses on the projects with high demand of the industry improves the platform and expands the content of emergency skill training through the extracurricular activities and special lectures. Combining theory with practice, this paper explores teaching reform measures that are conducive to improving students' core competence in public health.
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Medical education at college is the very first step of life-long learning as a medical doctor. Curricular reforms in Japan took place in the early 21st century, and can be exampled by the development of a model core curriculum, the emergence of the CAT (common achievement test) examination, the development of clinical clerkship and so on. The International accreditation of medical schools has just started spring of 2017. It highlights outcome-based education, which accelerates the connection of undergraduate education with postgraduate training.
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The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.
Subject(s)
Humans , Clothing , Curriculum , Education , Education, Medical , Education, Premedical , Humanities , Learning , Motivation , Schools, Medical , Seoul , Social Sciences , Students, PremedicalABSTRACT
Taking the application of integration teaching in neurology curriculum as an example, by analyzing the Harvard Medical School , the University of Toronto School of Medicine and the Shanghai Jiaotong University School of Medicine on the course curriculum, the issues related to neurology curriculum integration has been explored. The results show that the integration of teaching mode reflects the two major characteristics of multi discipline integration, clinical and basic integration, and it emphasizes the organ system as the center, the problem based learning (problem-based learning, PBL), Problem-Based Learn-ing, Case-based Learning and other teaching methods will play an important role in the medical educa-tion reform in the important position.
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Through quantitative methods,the study evaluates the effectiveness of Web-based Autonomous Learning in College English curriculum reform in a medical college,in order to explore the effect of network autonomous learning on improving medical undergraduates' English listening and speaking ability.The study shows that in four-semester College English learning,by urging students to carry out autonomous listening and speaking based on network and computer and adopting the in class + after class learning mode,the students' English listening and speaking ability has been improved,and their interest in learning has also been enhanced.However,students' emotional factor and curriculum design have great influence on online autonomous learning in the Curriculum Reform.
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The University of Hong Kong (HKU) Li Ka Shing faculty of medicine (established 1886), introduced curriculum reform in 1997, and implemented problembased learning (PBL) as a part of hybrid curriculum. The reform made significant modi fi cations to timetabling including reorganization of basic sciences program into systembased blocks structured around PBL tutorials, lectures, practicals, demonstrations and relevant anatomy dissections. Assessment was also integrated at the faculty rather than departmental-based for the first three medical years. During the reform, apprehension and concern in relation to outcomes and quality of graduates were raised, particularly on students’ basic science foundation and whether students would be able to cope with demands related to PBL. To address these concerns, a study was undertaken to evaluate new graduates’ performance from two aspects: (1) knowledgebased performance before their internship, and (2) onthejob performance during their internship, under the old and new curriculum. To evaluate intern’s knowledgebased performance, a written test consisting of multiple choice questions and short answer questions, based on combination of basic sciences knowledge and clinical scenarios was given to two cohorts of old (2000-2001) and new (2002-2003) graduates. To evaluate graduate’s onthejob performance, scores from internship performance over the past 9 years were retrieved from the faculty. Results from the first 2 years of new curriculum graduates and the last two cohorts of old curriculum graduates demonstrated that they had similar basic sciences knowledgebased performance. On the other hand, new curriculum graduates did significantly better in their on-the-job internship performance. Areas of strength within our graduates were attitude to staff, sense of responsibility and attitude to patients.
ABSTRACT
In order to promote the integration between disciplines, the convergence between basic course and clinical teaching, increasing students ability including the active learning and life-long learning ability, finding problem and solving problem ability, teamwork spirit and so on. After nearly 3 years preparation, Hebei Medical University successfully carried out the PBL teaching in Seven-year Clinical Medicine Science. Combining with the teaching activities, formative assessment was carried out, and PBL teaching website was established. The reform has already achieved initial results, got good responds from teachers and students. Through the study, it has been confirmed that the PBL teaching method in Hebei Medical University is effective and worthy to reference.
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The paper introduces application and development of medical information technologies and elaborates the overall reform of medical science undergraduate curriculum made by Oregon Health and Science University including the reform method and the curriculum provision after reform.It points out the enlightenment for medical informatics curriculum reform of China from the perspectives of intensif-ying utilization of computing devices, valuing interaction with patients, enhancing combination with clinical practices, etc.
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Objective:To investigate the necessity of this course is open, the rationality of the teaching content and links and the practicability of courses and students'satisfaction to this course.Methods:Using self -made questionnaire in a medical university three grade 89 medical students implement investigation.Results:74.2% of the students think learning this course wares or harvest is larger, 63%of the students like the video observation dis-cussion method and role playing method, the combination of both 61 .8% students do not agree to increase the school, teaching content, teaching process to arrange reasonable teaching appraisal is the difficulty.Conclusion:Based on the perspective of curriculum integration, innovation teaching methods, teaching openness, strengthen practice teaching, improve teaching evaluation is a key to enhance the teaching effectiveness of doctor -patient communication.
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Este artigo analisa o processo de formação do CEFD/UFSM, no que se refere à relação entre conhecimentos das Ciências Sociais e das Ciências Naturais. Nossa hipótese é a de que existe dicotomia entre tais ciências e que hoje isto se expressa na divisão dos cursos de Licenciatura e Bacharelado. Ao realizarmos pesquisa documental entre os currículos de formação foi possível perceber que, com a divisão na reforma curricular de 2005-2006, a formação em Educação Física no CEFD retrocede na história e divide a área segundo concepções da década de 1960,colocando saber científico e prática pedagógica em polos distintos.
This article analyzes the formation of CEFD / UFSM regarding the relationship between knowledge of social sciences and natural sciences. Our hypothesis is that there is such adichotomy between science and this is expressed today by the division of undergraduateand high school. The documentary research studies EF has enabled note that under the division of curriculum reform 2005-2006, training in Physical Education CEFD back inhistory according to the conceptions of the 1960, because it puts the knowledge scientific and pedagogical practice in different poles.
En este artМculo se analiza el proceso de formaciСn de CEFD / UFSM con respecto a larelaciСn entre el conocimiento de las Ciencias Sociales y Ciencias Naturales. NuestrahipСtesis es que existe una dicotomМa entre tales ciencias y esta se expresa en laactualidad por la divisiСn de Licenciatura y Bachillerato. Nuestra investigaciСn documental de los estudios de EF posibilitС observar que, bajo la divisiСn de la reforma curricular 2005-2006, la formaciСn en EF en CEFD retrocede en la historia de acuerdo alas concepciones de la dИcada de 1960, porque pone el conocimiento cientМfico y laprАctica pedagСgica en distintos polos.
Subject(s)
Humans , Curriculum , Natural Science Disciplines , Physical Education and Training , Social Sciences/education , Social SkillsABSTRACT
As reformas educacionais ocorridas na década de 1990 objetivaram intervir na formação dos trabalhadores para torná-los aptos às demandas da mundialização do capital. Na área da Educação Física, as novas diretrizes curriculares são o resultado dessas reformas, assumindo o papel de mediar as relações entre a formação e a intervenção do professor. Este artigo, extrato de uma pesquisa bibliográfica e documental fundada no Materialismo Histórico-Dialético, analisou o processo de elaboração das Diretrizes Curriculares Nacionais para os cursos de graduação em Educação Física. Assinala-se que esses documentos legais, além de legitimar os interesses da classe social ideologicamente identificada com o capital, tendem a subsumir a formação do trabalhador em Educação Física a essa lógica.
The educational reforms in the 1990s aimed to intervene in employee formation to make them fit the demands of capital globalization. In the area of Physical Education, the new curriculum guidelines are the result of these reforms, assuming the role of mediating the relationship between formation and teacher intervention. This article, an extract of bibliographical and documentary research, based on Dialectical-Historical Materialism, analyzed the process of preparing the National Curriculum Guidelines for undergraduate courses in Physical Education. It is noted that these legal documents, and to legitimize the interests of social class ideologically identified with capital, tend to subsume the worker’s formation in Physical Education this logic.
Las reformas educativas dirigidas, en la década de 1990, tuvo por objetivo intervenir en el proceso de formación de los trabajadores para adaptarlos a las exigencias de la globalización del capital. En la área de Educación Física, las nuevas directrices curriculares son el resultado de estas reformas, asumiendo el papel de la mediación de las relaciones entre la formación y la intervención del profesor. Este artículo, extracto de una investigación bibliográfica y documental basada en el Materialismo Histórico Dialéctico, se analiza el proceso de elaboración de las Directrices Curriculares Nacionales para los cursos de graduación en Educación Física. Se señala que estos documentos legales convierten en legítimos los intereses de la clase social identificada con el capital y tienden para la sujeción de la formación este trabajador en esta lógica.
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Combined with the practice of curriculum reform in Xuzhou Medical College for for-eign clinical medical students, this paper discussed its experiences in compiling the teaching syllabus, programming rational courses, increasing practical class hours, establishing corresponding elective courses, taking various teaching methods and using flexible testing mode.
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Three different arrangements of neurology curriculum were compared including the traditional neurology teaching in Wuhan University School of Medicine,neurology teaching modules in clinical pathophysiology and therapeutics (CPPT) in University of Chicago Pritzker School of Medicine and the clinical pathophysiology and therapeutics (CPPT) as well as the current reform of neurology teaching in Wuhan University School of Medicine.This article discussed the issues related to the neurology curriculum integration in medical school.Results showed that curriculum integration in ‘ teaching reform class' was praised by teachers and students.Integrating basic medical courses into clinical courses of neurology is of great importances in improving the quality of medical education in China and cultivating high-quality medical personnel to meet the requirements of the times.
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Assessment mode is a bottleneck in medical education reform nowadays.Although traditional assessment tools,such as written examination,are still widely used in medical education assessments,they have obvious limitations.With the enhancement of requirements in physicians' abilities,assessments on some basic abilities of physicians are still insufficient.The United States and Europe not only focus on the curriculum reform but also the development of appropriate assessment tools,therefore,some new assessment tools are invented.These assessment tools are applicable to the formative assessment and are student-centered,being able to promote the development of education and provide new options for medical education assessments.