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Objective:To investigate the effects of teaching reform to strengthen the integration of basic medicine and clinical medicine by analyzing the scores of the National Medical Licensing Examination from 2014 to 2018.Methods:Through the improvement of the training program, the establishment of subject integration courses, the standardization of case teaching mode and the establishment of comprehensive medical experiment courses, the teaching reform of the combination of basic medicine and clinical medicine was carried out. The differences in the scores of the National Medical Licensing Examination between the students from Dalian University and those from the whole country were compared, including the average total scores, the passing rates, the average mastery rates of the basic medicine, and the average mastery rates of the cognitive level of the basic medicine.Results:In 2014, 2015 and 2016, the average total scores of the students from Dalian University were 384.70±53.62, 395.45±50.49, and 401.43±50.88, respectively, which were lower than those from the whole country (396.15±58.85, 400.78±56.88, and 405.15±58.06). The average mastery rates of the basic medicine of the students from Dalian University were 56.28%, 62.45%, and 64.92%, respectively, lower than those from the whole country (58.41%, 62.46%, and 65.36%). The average mastery rates of the basic medicine of the students form Dalian University from 2014 to 2016 were lower than those from the whole country, and those were higher in 2017 to 2018 than the whole country. The average total scores of the students form Dalian University in 2017 and 2018 were 397.11 and 400.26 ± 61.15, respectively, higher than those from the whole country (388.91 and 397.01±58.35). The average mastery rates of the basic medicine of the students form Dalian University were 61.53% and 59.85%, respectively, higher than those from the whole country (58.64% and 58.38%). The total passing rates of the students from Dalian University in 2014 and 2016 were 91.11% and 72.73%, respectively, lower than those from the whole country (91.18% and 73.75%), while in 2015, 2017 and 2018 those were 76.47%, 77.78%, and 77.59%, respectively, all higher than those from the whole country (73.59%, 74.29%, and 76.89%). All the data showed a trend of increase with the teaching reform process.Conclusion:Strengthening the teaching reform of the combination of basic medicine and clinical medicine during the learning stage of basic medicine could improve students' learning interest and attention to the basic medical knowledge, strengthen the understanding of the relevance of basic medicine to clinical medicine, and play a positive role in the cultivation of medical students' post competency and the achievement of the goal of training applied medical talents.
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The experimental class is a very important part of teaching process for medical students. Relying on the medical virtual simulation experiment center of Henan University, in this study, we select the appropriate experimental items and related knowledge content of the medical virtual simulation experiment center and post them to the students. Students are required to log in to the experimental center to strengthen the study of basic medical experimental knowledge by watching experimental videos and learning experimental principles, and then carry out virtual experimental operations. In terms of the teaching content, the required experimental virtual operation are required to complete, and in terms of teaching form, we adopt the combination of online experimental teaching course and webcast course teaching. This experimental teaching method is easy for students to accept, stimulates high enthusiasm for learning, and inspires curiosity for basic medical knowledge for the students, which significantly improves the teaching effect.
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In the spirit of curriculum-centered principle, the research group actively explored the content construction, operation mode and teaching method reform of comprehensive experimental course of basic medicine. Guided by diseases and application, experimental teaching courses based on the preparation and intervention process of animal models of diseases were extensively carried out, and "innovative" experimental items were added to ensure that the course contents reflected the frontier and the times. The course construction was guided by the training of biomedical frontier methods, making efforts to cultivate students' learning ability, practical ability and innovative ability. In addition, on the basis of optimizing the course content construction oriented to practical application and innovation, a virtual simulation experiment project is built, combined with online-offline hybrid teaching, to improve the comprehensive practical ability of trainees.
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The School of Basic Medical Sciences of North Sichuan Medical University explores the reform of the basic medicine teacher's ability cultivation from the following aspects, including the classroom teaching quality, practical teaching skills, the innovation ability of scientific research, the basic and clinical integration and so on. Practice has proved that these reforms have greatly improved the quality of teachers' abilities and also the quality of education and teaching.
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Physicians play a central role in the fields of medical service, research, and industry, so it is imperative to produce well-qualified doctors. Medicine is composed of science and arts, both necessary for its practice, and thus, the education outcomes in basic medical education in a medical school include basic biomedical sciences, social sciences and clinical sciences. Adequate science competencies create a deeper and better understanding of scientific knowledge, concepts, and methods fundamental to clinical science, and contribute to the scientific, technological, and clinical developments. The science competencies are primarily obtained by studying basic medicine in basic medical education, which has been criticized for failing to do so sufficiently in Korea. The failure is attributed to insufficient education time, teachers, and budgets, but the most critical factor is the lack of awareness regarding the importance of the science competencies of the physicians. Such ignorance also affects the Korean Medical Licensing Examination (KMLE). The KMLE tests competency in clinical sciences, preventive medicine, and medical laws, but not in basic biomedical sciences, which might result in insufficient science competency of the physicians and a decrease in the overall quality of the medical health service. Tests must be urgently introduced in KMLE on the competencies of basic biomedical sciences to improve the science competency of the physicians. The representative organizations of the medical society should take vigorous actions for the introduction of the basic medicine examination in KMLE.
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Budgets , Education , Education, Medical , Fibrinogen , Health Services , Jurisprudence , Korea , Licensure , Preventive Medicine , Schools, Medical , Social Sciences , Societies, MedicalABSTRACT
Nursing research is a powerful driving force to promote the development of nursing discipline. The cross integration of basic medical research technology in nursing research lays a foundation for the nursing discipline to meet the realistic challenges and meet the contemporary needs. This paper reviews the practice process of basic medical research technology starting from parallel to cross development in nursing discipline research in Army Medical University (Third Military Medical University), looking forward to the future of in-depth integration of basic medical research technology and nursing research, social needs and core concepts of foot care. We hope to provide reference for the development and construction of nursing discipline for colleagues.
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The integrated curriculums of basic medicine in Shanxi Medical University are as follows: nine basic medical courses were integrated into 10 medical modules, with additional training including PBL and TBL case discussion, clinical clerkship, flipped classroom and other non-integrated subjects etc. In order to assess the interest of students for integrated curriculum, their intrinsic motivation, as well as their comprehension and application of medical knowledge, we gave anonymous questionnaire to 149 students, 16 teachers in basic medicine, and 10 teachers in clinical medicine. Results showed that more than 90% students were willing to take the integrated curriculum and participate in PBL and TBL case discussion, and students who were unwilling to take the curriculum were less than 10%, they thought that the knowledge of new curriculum system was incoherent. The proportion of students from higher grade who were unwilling to participate in the flipped classroom was increased from 6.7% to 95.0%. Most of the teachers both in basic and clinic medicine believed that new curriculum system was helpful for students to comprehend basic medical knowledge and strengthen their discriminating ability, but did not function in improving students' practical ability. In the further reform on teaching, details like the coherence of knowledge and the content selected when self-studying should be improved.
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The integrated curriculums of basic medicine in Shanxi Medical University are as follows:nine basic medical courses were integrated into 10 medical modules,with additional training including PBL and TBL case discussion,clinical clerkship,flipped classroom and other non-integrated subjects etc.In order to assess the interest of students for integrated curriculum,their intrinsic motivation,as well as their comprehension and application of medical knowledge,we gave anonymous questionnaire to 149 students,16 teachers in basic medicine,and 10 teachers in clinical medicine.Results showed that more than 90％ students were willing to take the integrated curriculum and participate in PBL and TBL case discussion,and students who were unwilling to take the curriculum were less than 10％,they thought that the knowledge of new curriculum system was incoherent.The proportion of students from higher grade who were unwilling to participate in the flipped classroom was increased from 6.7％ to 95.0％.Most of the teachers both in basic and clinic medicine believed that new curriculum system was helpful for students to comprehend basic medical knowledge and strengthen their discriminating ability,but did not function in improving students' practical ability.In the further reform on teaching,details like the coherence of knowledge and the content selected when self-studying should be improved.
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Objective To investigate the construction and practice of an integrated interdisciplinary course based on cases and its effect on the development of common competency in students majoring in clinical laboratory science.Methods 116 students majoring in clinical laboratory science were enrolled from class 2014 (control group,n=59) and class 2015 (experimental group,n=57) in the study.The integrated interdisciplinary course based on cases was taught in the experimental group,while the traditional courses were taught in the controls.At the end of the fourth semester,exam scores of pathophysiology of all the students were compared.Questionnaires for teaching effects were scored in the experimental group at the beginning and at the end of the experiment semester,respectively.The scores were processed with SPSS 19.0 for independent-samples t-test.The experimental group was further divided into two subgroups,experimental class 1 with the course taught as case-based learning (CBL) and experimental class 2 with the course taught as team-based learning (TBL).Comparison between the questionnaire scores and the pathophysiology scores were also performed in the two experimental classes.Results The pathophysiology scores of the experimental group (75.65 ± 7.13) were significantly higher than those of the controls (69.94 ± 9.77),P=0.000.The scores of the 15 indicators in the questionnaire for the experimental group were significantly higher at the end of the semester than those at the beginning of the semester (P＜0.01),including scores of learning interest [(7.59 ± 1.48) vs.(3.81 ± 1.80)],connection among basic medicine courses [(8.19 ± 1.22) vs.(4.07 ± 1.57)],integration of basic and clinical medicine courses [(8.33 ± 1.19) vs.(3.36 ± 1.42)],problem analyzing ability[(8.10 ± 1.17) vs.(3.64 ± 1.44)],problem solving ability [(7.71 ± 1.14) vs.(4.12 ± 1.51)],self-learning ability [(8.07 ± 1.55) vs.(3.52 ± 1.54)],communication skills [(8.02 ± 1.15) vs.(3.59 ± 1.34)],teamwork [(7.55 ± 1.17) vs.(3.19 ± 1.38)],and critical thinking [(7.41 ± 1.23) vs.(3.72 ± 1.36)] at the end of the semester and at the beginning of the semester,respectively.Conclusion The integrated interdisciplinary course based on cases can promote the development of post competency among students majoring in clinical laboratory science during basic medical education.
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Objective To explore the characteristics and problem of young teacher in basic medicine science during implementing double tutorial system in the process of eight-academic-year medical students training . Methods Two questionnaires were designed for investigating the state of the double tutorial mode in the process of eight-academic-year medical students training .Results The young teachers play an important role in implementation of double tutorial system .They met some problems in student selection and research tutoring .Meanwhile , they hope that the double tutorial system can be improved , including increasing the scientific foundation support , salary and so on.Conclusions The young teachers are the main force in implementation of double tutorial system for eight-ac-ademic-year medical students , and the related policy and rules are needed for stimulating the young teachers to fur-ther efforts .
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Basic medicine teaching is an important part of the medical student cultivation.Its contents are boring and complicated,and difficult to learn and remember.In the process of basic medicine teaching,educational researchers have been trying to combine a variety of teaching methods and apply them flexibly.They want to be able to fully mobilize the enthusiasm of the students.However,it is difficult to obtain a satisfactory result because of the limited number of course hours.The micro-media are open,interactive and no time limit.Therefore,combining micro-media with a variety of teaching methods in the teaching processis expected to create a new teaching mode of basic medicine and achieve a good teaching result.
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The classification for papers on research of basic and clinical medicine was studied using the MeSH and check tags indexing rules according to the NIH definition of research on clinical medicine based on PubMed, and its scientificalness was verified according to the papers published in New England Journal of Medicine, Lancet, and Journal of American Medical Association from 2006 to 2015. The classification is of realistic significance for the scientific research management departments to keep abreast of the status quo and level of research on basic and clinical medi-cine and to make policy of scientific research management.
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Based on the analysis of the necessity of the integration of the medical ethics education into basic medical morphology experiment teaching, this paper discussed the principles of appropriate and suitable integra-tion. In addition, it pointed out the measures to integrate the medical ethics education into basic medical morpholo-gy experiment teaching:integrating the revere life education with the teaching content, strengthening the death edu-cation, and giving full play to the teacher′s leading role.
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Virtual experiments teaching has been characterized by openness, interactivity and re-source sharing. It efficiently improves the experiments teaching effects and promotes the teaching reform. At present the virtual experiment systems used by domestic universities can realize simulation of the ex-perimental principle, apparatus, object, operation and data. In the virtual experiment system students deepen the understanding of the experiments through foregrounding and the networked virtual experiment manage-ment effectively improves the effects of experiments teaching through behind-the-scenes action.
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Medical cell biology is an important basic medical course. Owing to its complex and esoteric knowledge and few lessons, there is a dilemma of teaching and learning. From learning situation analysis, the course team building programs, operation and management of the program, learning evaluation program, the author has conducted exploration and preliminarily proved that the medical cell biology curriculum team learning is conducive to the cultivation of students ' innovation ability and the team cooperation spirit as well as improvement of students ' learning interest, which is worthy of application and promotion.
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The development trend of medical education is comprehensive, which is character-ized by breaking the boundaries among different disciplines, constructing a main line centering on or-gan and system, and implementing student-centered problem-based learning. This paper analyzed the main problems of basic medical education in Wuhan University of Science and Technology, such as insufficient teaching reform to promoting students' autonomous learning and failed to create excellent teaching and research group et al. Also, the paper proposed comprehensive reform measures such as integrating teaching units , establishing Teacher Education Development Center, implementingCourse director andTeam leader system, promoting teaching model ofstudent centered and in-tegrating curriculums of basic medicine to establish course model centering on the organ and system et al, with some success.
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In clinical practice, the teachers should lead students to integrate the basic medical and clinical medical knowledge, and promote their comprehensive ability. Taking the department of gynaecology as an example, we learn from the analysis of specific practice that teachers need to pay attention to the reasonable conversion between doctors and teachers, strengthen their own basic medical knowledge reserves and teaching ability, strengthen the experience exchange with the teachers who teach basic course and give students clear interpretation of the relevant basic medical knowledge, pro-mote students to converse from basic medical skills to clinical skills, from theory to practical skills, and enable students to adapt to the role of interns as soon as possible.
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Based on the concept of general education in higher education,Zhongshan school of medicine of Sun Yat-sen University launched general education course-‘ basic medicine introduction' to all non-medical undergraduates.Teaching contents,teaching methods and teaching effects of this course were explored and evaluated.By introducing basic medicine,the overall objective is to guide students to consciously maintain the mental and physical health and to stimulate students' thinking on the meaning of life.
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The integrated course centered on organ system has been implemented for several years in Huazhong university of science and technology.Basic medicine courses were divided into three modules.Medical introduction Ⅰ was the first one which integrated nine basic medicine courses.Reform on teaching methods,teaching content,teacher training and experiment teaching were conducted and initial results were achieved.
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The important difference between post-graduate and undergraduate education is to train their reseach ability,which is very important especially to the post-graduate students of basic medicine who will be researchers.The problem in training research ability of post-graduate was studied in this paper and solution plan was put forward.