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Based on the summary and reflection of the existing course construction content, this paper redesigns the course teaching to Brain Functional Imaging and forms a new curriculum construction scheme, including improving the professional teachers' ability of the teaching team by means of "internal training" + "external introduction", building an online and offline integrated teaching mode by combining online teaching resources such as course website with offline teaching (such as literature guidance, classroom discussion, comprehensive experimental design, etc.), and designing comprehensive experiments related to Electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS), which is driven by scientific research projects, based on the scientific research experimental platform of the teaching and research department. This construction scheme is of great significance for improving the teaching quality of the course, stimulating the learning interest of graduate students, and cultivating the comprehensive application and practical innovation ability of graduate students' brain imaging technology. And it also provides the reference for the further construction of the course and teaching reform in the future.
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Regional anatomy teaching not only requires students to deal with the basic knowledge of human body including the level, location and adjacent relationship, but also to understand the clinical application of anatomical structure. Based on the four aspects of field anatomy, simulated surgery, clinical application lectures and CBL teaching, this study formulated a suitable assessment method to reconstruct the teaching system of regional anatomy relying on the improvement of the laboratory environment and the teacher team, aiming at cultivating students' clinical practice ability as the core and building a new regional anatomy course to meet the teaching needs of the new era.
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To adapt to the general educational requirements for military academies to prepare for victory under the new situation, the present paper proposed the overall thought of strengthening the post education for military hygiene through analyzing the main problems and causes existing in the current education, combined with the experience and practice of foreign military post education. Moreover, we combined the current situation and reality of post education in military medical universities, and analyzed the corresponding countermeasures from the aspects of teaching staff, course construction, information construction, teaching method and assessment model, expecting to provide guidance and help for better carrying out the post education of military hygiene in the future.
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Objective:To explore the teaching evaluation of online open course of hematology based on small private online course (SPOC) platform by means of quantitative method.Methods:The fourth-year undergraduates of clinical medicine major were selected to receive online course learning of hematology, including video viewing, rich text browsing, in-class quizzes, and seminars. The teaching contents covered the basis of hematological diseases, anemic diseases, hematological tumors, bleeding and coagulation disorders. Teaching evaluation was conducted through teaching behavior assessment, unit test, course examination and SPOC scoring. Linear regression analysis was used to analyze the correlation between the duration of the teaching video and student learning behavior. The correlation between video learning quantity and viewing time and course test scores and SPOC scores was analyzed. Kruskal-Wallis test was used to compare the differences in curriculum learning behavior (participation rate). T-test was used to compare the differences between the two results of two unit tests and to calculate the alternative-form reliability. Chi-square test was used to compare the differences in scores of different sub-specialty questions in hematology, and the differences of participation rate of different examination points of hematological tumors. Results:The teaching video viewing rate was significantly higher than the participation rate of rich text browsing and in-class quizzes ( P < 0.001; P < 0.001). There was no obvious correlation between video duration and video viewing, rich text browsing, in-class quizzes ( R = 0.168, F = 0.81, P = 0.376; R = 0.057, F = 0.07, P=0.802; R=0.124, F=0.37, P=0.546). There was a significant positive correlation between the participation rate of video viewing and rich text browsing and in-class quizzes ( R =0.890, F=76.41, P<0.001; R=0.934, F=163.67, P < 0.001). The participation rate of anemic disease unit test was significantly higher than that of hematological tumors ( χ2 = 49.08, P<0.001), bleeding and coagulation disorders ( χ2= 25.97, P< 0.001), and the second results were significantly improved ( t=-2.09, P=0.040), and the alternative-form reliability was 0.750. There was no significant difference in the participation rate of different sub-specialty courses ( χ2=5.20, P=0.074); the number of video watching was significantly positively correlated with SPOC scores ( R=0.523, F=196.22, P<0.001); the participation rate of molecular genetics and molecular biology tests of blood tumor was significantly lower than that of general clinical information questions ( P < 0.05). Conclusion:Teaching videos are the foundation of online courses. Increasing the number of video viewing and improving video viewing rate can effectively mobilize the enthusiasm of extensive learning, such as rich text browsing and in-class quizzes, and improve learning participation. It is conducive to the improvement of students' academic performance. Simple behavior factors such as video viewing time are not recommended as performance evaluation indicators. Unit test takes two times to get the highest score, which is conducive to improving professional learning level through learning behavior, without affecting the reliability of the performance evaluation. The online open course based on the SPOC platform is conducive to the balanced development of the course teaching of Hematology.
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Objective:To discuss the practice and application of "artificial intelligence + big data" in the construction of thoracic surgery golden course.Methods:The intern students of the Department of Thoracic Surgery in Harbin Medical University Cancer Hospital were selected as the research objects, and they were randomly divided into 2 groups with 36 cases in each group. The control group was taught with regular courses, and the observation group was taught by the golden course system under "artificial intelligence + big data". After the course, self-made assessment forms were used to assess the academic performance (theoretical knowledge assessment results and skill operation assessment results) of the two groups of medical students. The excellent and good rate of knowledge mastery and the mastery of clinical operation techniques were scored by the teachers, and the evaluation was made from the aspects of learning attitude, the mastery degree of theoretical knowledge and clinical operational techniques, etc. In addition, self-made innovative thinking ability scale was used to assess the medical students. SPSS 22.0 was used for independent samples t test and chi-square test. Results:There was no statistically significant difference between the two groups of theoretical knowledge assessment scores and skill operation assessment scores before the teaching; after the course, the theoretical knowledge assessment scores and skill operation assessment scores of the control group were higher than those before the teaching, with statistically significant differences ( t=5.37, 4.17, P<0.05). After the course, the theoretical knowledge assessment scores and skill operation assessment scores of the observation group were higher than those before the teaching, with significant differences ( t=10.93, 8.24, P<0.05). The results of theoretical knowledge assessment and skill operation assessment in the observation group were significantly higher than those in the control group after the course ( t=7.10, 5.77, P<0.05). In the control group, 17 cases were excellent in knowledge mastery, accounting for 47.22%, and the rate of knowledge mastery was 83.33% (30/36); in the observation group, 26 cases were excellent in knowledge mastery, accounting for 72.22%, and the excellent and good rate of knowledge mastery was 100% (36/36), and the difference was statistically significant ( χ2=4.55, P=0.033). After the course, the innovative thinking ability of the control group was higher than that before the teaching, the innovative thinking ability of the observation group was higher than that before the teaching, and the innovative thinking ability of the observation group was higher than that of the control group, and the difference was statistically significant ( t=7.07, P<0.001). Conclusion:The use of the "artificial intelligence + big data" golden course to build a teaching system can improve the academic performance, knowledge mastery and innovative thinking ability of medical students.
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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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In order to adapt to the needs of innovative medical personnel training,Zunyi Medical University conducted teaching reform and curriculum construction for human parasitology.Key teachers were trained by strengthening the construction of the teaching staff.Through the preparation of lessons,lectures,supervision and other measures,the teaching quality has been improved.Teaching reform was carried out by the introduction of humanities knowledge,scientific research training,and formative evaluation.Through the development of quality curriculum resources,standardized teaching archives,improved scientific research,and quality service for the society,the curriculum construction of human parasitology has been greatly improved.
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Objective To construct a"Field and Disaster Nursing"course which is suitable for the military and local higher nursing education, on-the-job and post training education to organic integrate the modern disaster nursing teaching and military field nursing teaching. Methods Based on the methods of qualitative and quantitative research, such as literature research, interviews and observational method, a preliminary plan of curriculum design was established, and an expert consultation table was designed.The Delphi expert consultation method was used to conduct two rounds of consultation with 30 related experts on disaster relief.Quantitative data were obtained and statistical data were analyzed. Results The final screening results of the curriculum content applicability index are 4 first grade, and 23 for the two level.A set of"Field and Disaster Nursing"curriculum had been set up that is suitable for education and training needs of the military and local fusion. Conclusion The construction of this course provides a training thought for exploring disaster nursing education suitable for China's national conditions, and has reference and guiding significance for further implementation of military and civilian integration and multi participatory disaster nursing teaching practice.
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OBJECTIVE:To explore medical course construction for community pharmaceutical service talents cultivation. METHODS:According to the requirements for community pharmaceutical service talents cultivation in vocational colleges, Yancheng Health Vocational & Technical College strengthened the medical course construction by optimizing the curriculum system structure,selecting the teaching contents,reinforcing the students’vocational ability education and infiltrating humanistic educa-tion. RESULTS:In terms of medical curriculum structure,the college integrated the basic medical and clinical disciplines respec-tively into Essentials of Basic Medicine and Essentials of Clinical Medicine. In terms of selection the teaching contents,the college tried to weaken medical discipline consciousness and to follow the logical relationship among medical disciplines,not only pursuing the integrity and systematization of the knowledge from different subjects. Besides,the college added teaching contents,strength-ened the cultivation of vocational skills,and increased the practical teaching contents as well as infiltrates the humanistic education into the practical teaching. CONCLUSIONS:Strengthening medical course construction makes it better for medical course structure and teaching contents to achieve the requirements of the pharmaceutical service talent cultivation goals of“good command of medi-cine and pharmacy”.
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In order to reinforce the development and sharing of elaborate educational resources and improve the educational quality, the course team completed the transformation and upgrading of the original fine course for the construction of national high-quality resource sharing class. In the con-struction of courses the organic combination of course content, method, skills, quality was focused on, and the transformation and upgrading of the course achieved further optimization of the excellent resources and full sharing.
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In view of the new situation in rapid variation with food safety and nutrition, and an urgent need of the practical talents in China, this study proposes corresponding reforming measures in improving teaching principle, teaching content, teaching methods, teaching equipment, teaching evalu-ation and training teachers.
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Clinical biochemical test course construction in the new medical model, first of all, requires a combination of subject characteristics of the course, and proceeds with the improvement from the teaching methods and evaluation system. Secondly, we should cultivate students' doctor-patient communication skills and humanities quality in the teaching process. Finally, we should establish the effective clinical biochemical test teaching mode to achieve both teaching and learning.
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It was discussed about the way of teaching base construction and teachers training for the rehabilitation therapy, including the self-training, domestic and international studies, cooperation with Taiwan Chung Shan Medical University and the first-level hospitals in Guangdong. It resulted in the improvement of the levels of education and academic title of the teathers, and development of teaching bases.
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Based on the minimum basic requirements of global medical education (GMER), and taking example of training experience of domestic and foreign medical students' learning clinical skills , we have made a detailed analysis of the backgrounds , necessity and feasibility of opening course clinical basic skills to the order-oriented medical students in Chongqing. We have also put for-ward some countermeasures and suggestions to ensure the quality of teaching , so as to promote the course smoothly.
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To improve the quality of medical postgraduate students in our school and to meet the needs of basic medicine and the development of personalized medicine , we opened the course“molecular pathology” to medical graduates. To make the molecular pathology the true bridge course between basic medicine and clinical medicine, we optimized the content of molecular pathology, cre-ated diagnostic technical platform matched with molecular pathology, rationalized management system worked in the basic pathology and clinical pathology. Practice has proved that “molecular pathology”curriculum promotes medical postgraduate students' transformation of medical philosophy, cultivates their innovation ability in scientific research and clinical practice ability etc.
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Team-oriented scientific project competition-based ideas and measures in teaching of Medical Information Analysis course were studied by introducing non-medical cases into discussion and analysis , simulating brain storm conference , and supplementing team competition .
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To improve the quality of postgraduate students,school of medicine of Shanghai Jiao Tong University have offered medical molecular genetics course to postgraduates and obtained good teaching efficiency. More than ten professors gave lectures on the academic foreland,leading students to find and solve academic problems and training practical and innovative ability of students. Accord-ing to the questionnaires of evaluation of the course and suggestions from postgraduates in the recent two years,some recommendations for the further teaching reform were proposed,such as using multi-plex teaching models,strengthening communication for teaching information with the students,em-ploying comprehensive evaluation methods and strengthening coordination and management of the course.
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Pathogen biology is a main course of curricula in medical university.In developing quality courses,we optimized Pathogen biology course content,created the PBL teaching mode suitable for this course,set up network teaching platform,enhanced teachers' qualification,constructed comprehensive and exploratory experiment teaching system,wrote new teaching syllabus and other measures,made the Pathogen biology course construction more reasonable and perfect.
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@#The education of rehabilitation therapy is important in the modern rehabilitation medicine education. The course of rehabilitation therapy specialty cannot meet the needs of the education. Hubei University of Medicine reformed the course arrangement, textbook construction, method and content of teaching from 2008 to develop the rehabilitation therapists with modern ideas
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The need of eight-year clinical students for bioinformatics undergraduate courses is described.In addition,the measures and experiences on textbooks choosing,teaching content assignment,teaching methods designing and test means innovation are also discussed.All these provide a reference implementation for the development of eight-year clinical bioinformatics courses.