ABSTRACT
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.
ABSTRACT
Differences are existed in two textbooks of doctor-patient communication between China and foreign countries concerning perspectives of doctor-patient communication,teaching goals and applicable scope based on the consensus on importance of doctor-patient communication and education training.Contents in textbooks of china emphasize the logic of discipline while that of foreign countries pay attention to the logic of clinical treatment.The advantages of textbooks of China are having strong theoretical basis and ample contents while those of foreign text books are practicability and effectiveness.Some suggestions which to benefit the textbook development of Chinese doctor-patient communication has been offered:textbooks of doctor-patient communication in our country should be separated from those of nursing communication; advantages and experiences of foreign textbooks should be drew from; in-depth development of doctor-patient communication theory research and education reform should be conducted; diversification of teaching materials of doctor-patient communication should be gradually perfected ; teaching quality of doctor-patient communication should be improved.
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Objective To observe the cognitional differences between teachers and students concerning teaching objective,curriculum,teaching methods and effect and teaching reform and to pro-vide references for teaching reform. Methods Medical humanistic questionnaire was designed to survey teachers and students. Data were processed by SPSS 18.0 and were analyzed by Chi-square. P value smaller than 0.05 signifies significant differences. Results There were significant differences in cognition of medical humanistic ability,emotion controlling ability,curriculuma provision and teaching methods between teachers and students.12.9% teachers and 41.3% students considered that the opportunity of medical humanistic practice was plenty while 55.7%teachers and 35.3%students thought that the univer-sity attached little importance to medical humanistic teaching. Conclusions Key points of humanistic reform include making clear the teaching objectives,emphasizing practice of medical humanistic teach-ing,improving curriculum and deepening appraisal reform.
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A questionnaire survey aimed to explore the ECs'current status is conducted in three-level hospitals of Tianjin, the existing questions and reasons of ECs in China are analyzed.
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Through analyzing on the statistics of published-year distribution and published-journal distribution of the research paper of China Ethical Committee,the progress and limits of the research from China Ethical Committee during past two decades are summarized.
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The executive supervision mechanism of IRBs in U.S.A and China are compared and analyzed.Based on the specific situation and realities in China,the plan of adopting good experiences of American peers to perfect the current Chinese IRBs' executive mechanism is also conceived.