Diseño curricular del programa académico de la Maestría en Informática Médica Aplicada

Introducción: el Ministerio de Salud Pública de Cuba realiza numerosos esfuerzos por garantizar la informatización de sus procesos, donde la superación profesional representa un eslabón fundamental. La Escuela Nacional de Salud Pública implementa la Maestría en Informática en Salud, dirigida a los profesionales del sector que participan en el proceso de informatización. Sin embargo, el programa actual no se enfoca hacia el desarrollo de habilidades técnicas de los especialistas informáticos. Objetivo: diseñar el programa académico de la Maestría en Informática Médica Aplicada, enfocado al desarrollo de habilidades técnicas de los especialistas informáticos, que desde su puesto de trabajo contribuyen a la informatización de la salud pública cubana. Materiales y métodos: la investigación tiene un enfoque cualitativo, con alcance descriptivo, de tipo retrospectivo y diseño no experimental, de corte longitudinal. Se realizó un análisis documental, donde se identificaron las bases teóricas y los programas académicos existentes, que fundamentan el diseño curricular presentado. Resultados: se diseñó la propuesta de programa académico de la Maestría en Informática Médica Aplicada, con una estructura de 78 créditos. Cuenta con tres bloques de cursos básicos y especializados en temas de salud e informática. Es coordinado por la Universidad de las Ciencias Informáticas en colaboración con la Escuela Nacional de Salud Pública. Conclusiones: el programa implementado es pertinente y contribuye al desarrollo de habilidades técnicas en los especialistas informáticos, que participan en el proceso de informatización de la salud pública cubana, muestra de ello lo constituyen las estadísticas de la primera edición en curso de la maestría.

Introduction: The Cuban Ministry of Public Health makes numerous efforts to guarantee the computerization of its processes, where professional improvement represents a fundamental link. The National School of Public Health implements the Master´s Degree in Health Informatics aimed at managers of the sector who participate in the computerization process. However, the current program does not focus on developing the technical skills of computer specialists. Objective: To design the academic program of the Master´s Degree in Applied Medical Informatics, focused on the development of technical skills of computer specialists who, from their work position, contribute to the computerization of the Cuban public health. Material and methods: The research has a qualitative approach and a descriptive, retrospective, non-experimental, longitudinal design. A documentary analysis was carried out, where the theoretical bases and existing academic programs were identified, which underpin the presented curriculum design. Results: The proposed academic program for the Master´s Degree in Applied Medical Informatics was designed, with a structure of 78 credits. It has three blocks of basic and specialized courses in health and computer science topics. It is coordinated by the University of Informatics Sciences in collaboration with the National School of Public Health. Conclusions: The implemented program is relevant and contributes to the development of technical skills in computer specialists who participate in the process of computerization of Cuban public health, which is evidenced by the statistics of the first ongoing edition of the master´s program.

Design and application analysis of public health emergency training based on instructional system design model / 中华医学教育探索杂志

Objective:In order to improve the staff's ability to deal with public health emergencies, a third-class hospital in Beijing has made efforts to improve the emergency response ability of all staff members to achieve zero infection, and to carry out vocational training and assessment of all staff.Methods:The instructional system design (ISD) model system is used to design the training course. The online learning, electronic examination paper assessment and on-site training of people in the hospital were analyzed by Excel and SPSS 22.0.Results:After training, the average scores of trainees increased from 84 points to 100 points, and the average answering time was shortened from 308 s to 179 s. There were differences in the assessment scores before and after training for personnel with different professional titles, and there were differences in the assessment scores before and after training for personnel between different departments.Conclusion:In case of public health emergency, it is necessary to train and assess the whole staff. The application of ISD model is helpful to make training plan quickly. The application of online learning assessment is the first effective way of emergency training.

Exploration and practice of Autopsy and Accident Authentication case seminar / 中华医学教育探索杂志

This article discusses the design and implementation strategy of Autopsy and Accident Authentication case seminar, with the aim of linking pathology to clinic medicine, theory to practice, and cultivating and improving the thinking ability of analyzing and solving problems for medical students in their medical study. The article investigates the effects and feedback of six rounds of classes, reports three aspects as strengthening the systemic understanding of basic medicine, improving the application and thinking ability, and promoting the thinking of medical humanism, and also discusses the teaching effects, students' feedback, and the significance and existing defects of the seminar.

The application and research of using "creating significant learning experiences" in medical general education curriculum / 中华医学教育探索杂志

To improve the phenomenon of low participation and lack of innovation in education mode in general medical education elective courses, we have applied "creating significant learning experiences" to the design and implementation of medical general education curriculum, starting from six dimensions of learning including basic knowledge, application, synthesis, humanistic dimension, humanistic care, and learning to learn, setting learning goals, developing assessment tools and finally choosing teaching methods, thus forming a closed-loop teaching. And through the curriculum reform, collection of feedback and collation of data, the teaching activities designed according to this method fully meet and serve the teaching purposes, and assessment methods become more diverse and the content is more comprehensive, which reflects the multi-dimensional evaluation of the needs of general education.

Exploration and practice of standardized residency training: a six-step approach based public curriculum design of clinical postdoctoral program / 中华医学教育探索杂志

The competency-based medical education has formed a global trend, and puts forward a greater challenge for educational design of resident training. The traditional curriculum cannot meet the goal of competency-based education as the curriculum design is lack of theoretical support. Curriculum design is the core of training content, and serves as a significant contributing factor of training outcome. Based on the six-step approach curriculum design, the theory and practice are integrated to form a curriculum design based on theoretical guidance. Through feedback evaluation, the current curriculum design is continuously improved in order to achieve a higher competency-based training quality. With the 5-year experiences and practice, preliminary reform demonstrates effectiveness. The current study hopes to share the teaching reform experiences of residency training base and provide references for colleagues of medical education.

Curriculum reform of Higher Medical Education based on education outcome: learning outcome framework and competency requirements / 中华医学教育探索杂志

The establishment of outcome-based or competency-based education is an important feature of today's curriculum plans. This paper reviews the development and application of outcome-based education (OBE) in medical education. Based on the concept of OBE, the curriculum framework system of Higher Medical Education is reformed and optimized, and the frameworks of course learning outcome, curriculum teaching theme and curriculum competency are redesigned and determined. Outcome-based curriculum reform reflects the requirements of global healthcare education for medical talents in the new era. Driven by the learning outcomes of postgraduates, the curriculum reform focuses on cultivating the postgraduates' recognition, understanding, analysis and research of the phenomena and problem-solving abilities in medical education by providing courses with different teaching topics, clear learning objectives and requirements. The systematic improvement of teaching quality is helpful to further promote the scientific research of medical education and the cultivation of professional talents in medical education management.

Curriculum design of incorporating labor education into biostatistics teaching / 生物工程学报

The current implementation of labor education in college is insufficient and does not match its importance. The main reasons lie in outdated conceptual understanding, monotonic implementing form and lack of teaching resources for labor education. This status quo does not meet the requirements for professional and creative labor works in modern society. In order to address this challenge, we propose to incorporate labor education into professional education. Such incorporation not only mutually promotes both labor and professional education, but also integrates professional knowledge and labor skills during the teaching process, thus combining the elements of traditional labor education with timely requirement for creative labor works. This article introduced a way to incorporate labor education into biostatistics courses, and analyzed the mutually beneficial effect of such approaches.

Consideraciones sobre la formación basada en competencias y el enfoque Una Salud / Considerations on competency-based training and the One Health approach

Resumen El enfoque Una Salud requiere de una estrecha relación entre los profesionales veterinarios con otros actores y factores del medio donde desarrollan sus actividades. Este trabajo aborda los aspectos que deberían considerarse al incluir los dominios de competencias del enfoque Una salud en el contexto de la formación veterinaria. Se tratan rasgos de los diseños curriculares y analizan posturas en torno a la formación basada en competencias, para proponer la opción del modelo sistémico complejo. Para que los veterinarios logren incrementar su desempeño efectivo e impactar positivamente en sus territorios laborales, es necesario fortalecer su pensamiento sistémico sobre la interdependencia de la salud humana, animal y ambiental, así como su capacidad de moverse en diferentes entornos sociales, políticos, legales y culturales. Los profesionales de la medicina veterinaria deben ser competentes para diseñar, gestionar y evaluar las interacciones entre los seres humanos, los animales y su medio y conformar equipos multidisciplinarios. Las estrategias educativas para mejorar la comprensión de los estudiantes de los determinantes sociológicos y ecológicos de la salud, así como sus responsabilidades profesionales, no deberían ser un agregado a planes de estudio por demás disciplinares y fragmentados.

Abstract The One health approach requires a close relationship between veterinary professionals and other actors and factors in the environment where they carry out their activities. This paper addresses the aspects that should be considered when including the domains of the One Health approach competencies in the context of a veterinary study program. Features of the curricular designs are discussed and positions on competency-based training are analyzed in order to propose the option of the complex-systemic model. In order for veterinarians to be able to enhance their effective performance and positively impact on their working environments, it is necessary to strengthen their systemic thinking about the interdependence of human, animal and environmental health, as well as their ability to move in different social, political, legal and cultural environments. Veterinary medicine professionals must be competent to design, manage and evaluate interactions between humans, animals and their environment and to be part of multidisciplinary teams. Educational strategies to enhance students' understanding of the sociological and ecological determinants of health, as well as their professional responsibilities, should not be an add-on to too fragmented and disciplinary curricula.

Impacto de la Maestría en Informática Médica Aplicada en la informatización de la salud pública cubana / Master´s degree on Applied Medical Informatics - Its impact on Cuban Public Health informatics system / Impacto do Mestrado em Informática Médica Aplicada na informatização da saúde pública cubana

RESUMEN Introducción: El Ministerio de Salud Pública de Cuba realiza numerosos esfuerzos por garantizar la informatización de sus procesos, donde la superación profesional representa un eslabón fundamental. La Escuela Nacional de Salud Pública implementa la Maestría en Informática en Salud, dirigida a los directivos del sector que participan en el proceso de informatización. Sin embargo, el programa actual no se enfoca hacia el desarrollo de habilidades técnicas de los especialistas informáticos. Objetivo: Diseñar el programa académico de la Maestría en Informática Médica Aplicada y evaluar su impacto en el proceso de informatización de la salud pública cubana. Método: Estudio con enfoque mixto, alcance descriptivo, de tipo retrospectivo y diseño no experimental, de corte transversal. Se realizó un análisis documental para fundamentar el diseño del programa académico de la maestría y se aplicó un cuestionario para evaluar su impacto en el proceso de informatización de la salud pública cubana, con una muestra aleatoria (n=63). Resultados: Se diseñó el programa académico de la Maestría en Informática Médica Aplicada, con una estructura de 78 créditos. Fue coordinado por la Universidad de las Ciencias Informáticas en colaboración con la Escuela Nacional de Salud Pública. Además, se evaluó su impacto en el proceso de informatización de la salud pública cubana a partir de análisis estadísticos con los datos obtenidos. Conclusiones: El programa implementado es pertinente e impacta en el proceso de informatización de la salud pública cubana, muestra de ello lo constituye las estadísticas de la primera edición en curso de la maestría.

ABSTRACT Introduction: The Ministry of Public Health in Cuba is making numerous efforts to embed an informatics infrastructure in all its process where professionals with a high level of knowledge on the subject it´s essential. The National School of Public Health implements the Master's Degree in Health Informatics, aimed at the sector's managers who are involving in the informatics process. However, the current program does not focus on developing the technical skills of computer specialists. Objective: To design the academic program of the Master's Degree in Applied Medical Informatics and to evaluate its impact on the informatics process of Cuban public health. Method: A mixed approach, descriptive, retrospective and non-experimental design, and cross-sectional study, was carried out. A documentary analysis was conducted to support the design of the program and a questionnaire was applied to evaluate its impact on the informatics process of Cuban public health, with a sample randomly selected (n=63). Results: The academic program for the Master's Degree in Applied Medical Informatics was designed with a structure of 78 credits. Created in mutual collaboration between the Universidad de las Ciencias Informáticas (UCI) and the National School of Public Health. In addition, its impact on the informatics process of Cuban Public Health was evaluated on the basis of statistical analysis of data obtained. Conclusions: The program implemented is advisable and its successfully impact on the informatics process of Cuban public health, was reflected in the statistics of the first ongoing edition of the master's program.

RESUMO Introdução: O Ministério de Saúde Pública de Cuba realiza numerosos esforços para garantir a informatização de seus processos, onde o aperfeiçoamento profissional representa um elo fundamental. A Escola Nacional de Saúde Pública implementa o Mestrado em Informática em Saúde, destinado a gestores do setor que participam no processo de informatização. No entanto, o programa atual não se concentra no desenvolvimento de habilidades técnicas de especialistas em informática. Objetivo: Desenhar o programa acadêmico do Mestrado em Informática Médica Aplicada e avaliar seu impacto no processo de informatização da saúde pública cubana. Método: Estudo com abordagem mista, âmbito descritivo, tipo retrospectivo e desenho não experimental, transversal. Foi realizada uma análise documental para subsidiar o desenho do programa acadêmico do mestrado e aplicado um questionário para avaliar seu impacto no processo de informatização da saúde pública cubana, com amostra aleatória (n=63). Resultados: Foi elaborado o programa acadêmico do Mestrado em Informática Médica Aplicada, com uma estrutura de 78 créditos. Foi coordenado pela Universidade de Ciências Informáticas em colaboração com a Escola Nacional de Saúde Pública. Além disso, avaliou-se seu impacto no processo de informatização da saúde pública cubana com base em análises estatísticas com os dados obtidos. Conclusões: O programa implantado é relevante e impacta o processo de informatização da saúde pública cubana, exemplo disso são as estatísticas da primeira edição em andamento do mestrado.

Curriculum design and lesson plan compilation of PBL teaching in forensic pathology / 中华医学教育探索杂志

Causes analysis of death is the most common work in forensic pathology practice. When designing problem-based learning (PBL) teaching objectives, we should take cause analysis of death as the main line and give consideration to other related issues. The selected cases should be typical ones that solve the target problems, which can fully reflect the basic theoretical knowledge of forensic pathology, and have moderate difficulty, delights and clear conclusions. The PBL course is divided into three steps. The first step focuses on providing students with case information to guide them to find out the problems that need to be solved. The second step focuses on discussing the problems and making pathological diagnoses. The third step focuses on answering the question raised at the beginning of the course. Each lesson can also be divided into several sections by which the lesson plans should be prepared. In the teaching process, performing active interaction with students, controlling the direction of classroom development, balancing student opportunities should be done well in order to make the curriculum smoothly and achieve the purpose of teaching.

Exploration on integrated medical education reform in comprehensive universities / 中华医学教育探索杂志

After years of exploration, Central South University has comprehensively reformed and upgraded the curriculum in both horizontal and vertical integration, including optimizing and constructing a basic clinical core curriculum system with organ system integration as the main line, utilizing the advantages of comprehensive universities to further advance the cross-teaching reform of science, engineering, arts and medicine, strengthening pre-medical education with the goal of early exposure to medicine, promoting the reform of early contact clinical integrated teaching according to the concept of "early, multiple and repeated clinical practice", and accelerating the integration of clinical skills training courses with the support of clinical skills simulation teaching. After the integration, the faculty team has gradually matured and the teaching quality has been significantly improved, which has strengthened the students' medical thinking and overall literacy.

Planificación de actividades de enseñanza en un currículo integrado: el riesgo de la "desintegración" / Planning activities within an integrated curriculum: the risk of "disintegration"

Introducción: en 2014, tras más de 10 años de comenzada la Carrera de Medicina en el Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), en la comunidad educativa se comenzó a plantear la necesidad de realizar un cambio curricular con el objetivo de lograr la enseñanza de habilidades complejas en forma integrada para generar un aprendizaje significativo y un mayor desarrollo de competencias. El cambio curricular comenzó a implementarse en 2018. Propósitos: describir la experiencia de diseño de las actividades de enseñanza en un currículo integrado. Desarrollo: para el diseño de las actividades de cada módulo (de un cuatrimestre de duración) se conformaron grupos planificadores multidisciplinarios. El objetivo principal de la planificación fue que los estudiantes comenzaran a desarrollar las habilidades necesarias para poder llevar adelante las actividades profesionales (EPAs: Entrustable Professional Activities) al final de la carrera. Los escenarios donde transcurren las actividades del Ciclo Inicial son las sesiones de aprendizaje basado en problemas, los laboratorios para el desarrollo de habilidades, las charlas plenarias y la atención primaria orientada a la comunidad. Fueron definidas EPAs para desarrollarse en el Ciclo Inicial, que guiaron la planificación en diálogo con los contenidos seleccionados para el cuatrimestre. Para poder realizar un diseño integrado se estableció la relación de cada actividad con las de los módulos precedentes, retomando y complejizando los contenidos para que el diseño fuera espiralado. Conclusiones: el mayor desafío de esta experiencia radicó en que debimos sumergirnos en un nuevo paradigma. El principal logro como grupo planificador fue hacer propia esta nueva forma de enseñanza: basada en el alumno, en problemas, integrada, espiralada. Evaluaremos los resultados tras su implementación y rediseñaremos las actividades, de ser necesario. (AU)

Introduction: in 2014, after 10 years of the establishment of the School of Medicine at the Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), the educational community identified the need to make a curricular change to teach complex skills in an integrated way to generate meaningful learning and further development of skills. The new curriculum was implemented in 2018. Purposes: to describe our experience in designing teaching activities for an integrated curriculum. Development: multidisciplinary planning groups were formed to design the activities of each four-month module. The main objective was for students to develop the skills necessary to carry out professional activities (EPAs: Entrustable Professional Activities) by the time of graduation. The "Initial Cycle" activities took place in four scenarios: (i) problem-based learning; (ii) skills lab (iii) forum discussions; and (iv) communityoriented education. The EPAs that would be acquired in the Initial Cycle were selected. Those EPAs, together with the contents selected for the semester guided the planning groups. To ensure an integrated design, the relationships of each module with the preceding one were established. We adopted a spiral design where we returned to the same topics at a deeper level and with more complexity. Conclusions: the greatest challenge was that this experience involved a paradigm change. Our main achievement was to adopt a new form of teaching that was student and problem based, within an integrated and spiral curriculum. We plan to evaluate the results after implementation and redesign the activities, if necessary. (AU)

Exploration of "curriculum design" in biochemistry teaching / 中华医学教育探索杂志

The "student-centered" concept highlights the dominant position of students in the teaching process and makes up for the deficiency of traditional teaching mode.Based on the above idea,the teaching team of the author's department tried to improve teaching effect through effective teaching design in biochemistry.Firstly,the teaching goal (the goal of knowledge,ability and emotion) and the important situational factors the learning situation analysis,the characteristics of the course and the class,etc)should be identified.suitable teaching strategies he inspiration strategy,exploration strategy and problem solution strategy,etc.),teaching method (discussion,case study,problem based learning,etc.) and proper assessment (such as the summative assessment with formative evaluation) should be determined to organize classroom teaching.At the end of the class the timely feedback and the teaching reflection should be carried outto extend classroom teaching to extra-curricular class.The results showed that effective teaching designismore likely to stimulate students' learning enthusiasm,promote students' deep learning and achieve better teaching effects.

El diseño curricular de cursos en Educación Médica / Curriculum design in medical education courses

Se presenta un trabajo que aborda la superación profesional en la Educación Superior en la forma organizativa de "Curso", de acuerdo a lo establecido en el Reglamento de la Educación de Posgrado del Ministerio de Educación Superior, (Res 132/2004), con aplicación específica a la Educación Médica. Se profundiza en los componentes didácticos y metodológicos para el diseño de los cursos, partiéndose de forma necesaria de la identificación de necesidades aprendizaje de los profesionales de la salud sobre determinados problemas de salud y/o docentes que demandan solución en una institución de salud o a cualquier otro nivel del Sistema Nacional de Salud. Se detallan los componentes de la estructura curricular, con énfasis en la redacción de los objetivos, -el general del curso y los temáticos- con un enfoque constructivista, las tareas docentes incluidas dentro del propio diseño, la utilización de métodos problémicos y de discusiones grupales que propicien la autopreparación, y el intercambio entre los profesionales, la evaluación del aprendizaje y la evaluación del curso(AU)

We present a paper that addresses the professional improvement in higher education in the course as an organizational form, according to the Regulations of Postgraduate Education of the Ministry of Higher Education (Regulation 132/2004), with specific application to medical education. The teaching and methodological components for the design of the courses are deepened, starting from a necessary way of identifying the learning needs of the health professionals on certain health problems, and/or teachers who demand a solution in a health institution or at any other level of the National Health System. It details the components of the curricular structure, with emphasis on the writing of the objectives --the general of the course and the subjects--, with a constructivist approach, the teaching tasks included within the own design, the use of problematic methods and group discussions for self-training, and the exchange among professionals, assessment of learning, and evaluation of the course(AU)

The design and exploration on integrated curriculum of introduction to clinical medicine / 中华医学教育探索杂志

According to the training requirement of the biological-psycho-social medical model to the clinical medical students,in order to promote the comprehensive improvement of medical students' professional knowledge,hands-on ability and human qualities,we design the course of introduction to clinical medicine.Through six major functional modules such as basic professional quality,clinical diagnosis basic technology,basic skills related to the operation,the new progress in clinical medicine and technology,clinical nursing and medical relationship,and medical information management,we build up the core content of integrated course of introduction to clinical medical.In this way,the clinical and related basic knowledge and skills are integrated,the clinical course is closely connected with the basic curriculum,the medical and the humanities exchanges.Through this design,the foundation is laid out for the collaborative efforts of the organ-system of integrated curriculum reform.

Status quo and thinking on German geriatric nursing education / 中国实用护理杂志

The aim of this article is to explore the dual-system of German geriatric nursing, curriculum of geriatric nursing, concept of major and evaluation mode, which could provide references and reflection for national geriatric nursing development.

O processo de construção do currículo no mestrado profissional em saúde da família / The process of building the curriculum in the professional master's degree in family health / El proceso de construcción del currículo en la maestría profesional en salud de la familia

Resumo Trata-se de uma reflexão sobre o processo de desenvolvimento do currículo do curso de Mestrado Profissional em Saúde da Família, oferecido pela Rede Nordeste de Formação em Saúde da Família. Foram atores desse processo docentes de instituições de ensino e pesquisa, federais e estaduais. A construção do currículo, com duração de dois anos, incluiu a formação do Grupo de Desenvolvimento Curricular, responsável pelo desenho do curso e pela formação dos seus docentes. Discutem-se as etapas desse processo tendo como referência as bases pedagógicas que nortearam o desenho do currículo, com ênfase na formação de profissionais da saúde na modalidade mestrado profissional. Espera-se que a divulgação dessa experiência inovadora no âmbito da formação stricto sensu contribua para que outras experiências possam não somente ser pensadas e implementadas, mas também divulgadas.

Abstract This is a reflection on the process of developing the curriculum for the Professional Master's Degree in Family Health course offered by Northeast Training in Family Health Network. Professors from federal and state educational and research institutions participated in this process. The construction of the curriculum, that took two years to be completed, included the creation of the Curriculum Development Group, which was put in charge of designing the course and training its professors. The steps of this process were discussed with reference to the educational bases that guided the curriculum design, with emphasis on training health professionals in the professional master's degree mode. It is hoped that the dissemination of this innovative experience within the scope of stricto sensu training will contribute to other experiences not only being designed and implemented, but also disclosed.

Resumen Se trata de una reflexión sobre el proceso de desarrollo del currículo del curso de Maestría Profesional en Salud de la Familia, realizado por la Red Nordeste de Formación en Salud de la Familia. Los actores de este proceso fueron docentes de instituciones de enseñanza e investigación, federales y estatales. La construcción del currículo, con duración de dos años, incluyó la formación del Grupo de Desarrollo Curricular, responsable del diseño del curso y de la formación de sus docentes. Se discuten las etapas de este proceso teniendo como referencia las bases pedagógicas que orientaron el diseño del currículo, con énfasis en la formación de profesionales de la salud en la modalidad maestría profesional. Se espera que la divulgación de esta experiencia innovadora en el ámbito de la formación stricto sensu contribuya para que otras experiencias puedan no solamente ser pensadas e implementadas, sino también divulgadas.

Electroencephalogram curriculum design and implementation of clinical aerospace medicine / 中华医学教育探索杂志

With characteristics of the subject, teaching objectives, teaching contents, teaching methods and the examination form as the basic principle, electroencephalogram curriculum teaching of clinical aerospace medicine was adjusted. Starting from the teaching preparation stage, focusing on the important teaching points and making multimedia courseware carefully, one typical case was designed as the opening of the class, which led to the teaching content; the use of multimedia teaching means making theories of electroencephalogram comprehensible; case discussion was set in class to test teaching effects;once finding problems, they were rectified timely, and teaching experiences were also summarized at the end of the class. Thus, the teaching mode of student participation with teacher-student interaction was established, and the importance of training the student's ability to use knowl-edge flexibly to solve practical problems in their future jobs was manifested in the implementation process of teaching.

Research on EAP teaching model in medical university based on the concept of CBI (Content-based instruction) / 中华医学教育探索杂志

CBI (Content-based instruction) , integrating the content and language, can be used to guide teaching EAP (English for academic purposes). Main Teaching Models based on CBI (Content-based instruction) include immersion model, theme-based instruction and content for language practice. EGAP (English for general academic purposes) curriculum can be set up in medical universities in the second and third academic years, such as medical integrated course, medical listening & speaking course, medical writing course. ESAP (English for specific academic purposes) curriculum can be set up in the fourth and fifth academic years, such as clinical English,nursing English and stomato-logical English. Theme-based instruction can be applied in medical integrated course and listening&speaking course, including creating situation to lead in the theme, assigning tasks to experience the theme, setting topics to deepen the theme and giving assignment to explore the theme. Content for language practice model can be applied into medical writing course, such as teacher's demonstrating and explaining, students' absorbing and imitating and mutual evaluating. Immersion model can be used in ESAP (English for specific academic purposes), such as choosing typical cases to teach in English, teaching ward round in English, doctor-patient communication in English. Preliminary practice was carried out for one year, experimental class with theme-based instruction and content for language practice model, and control class with traditional teacher-centered teaching model. At the end of the practice, they were given the same test and questionnaire, it was found that CBI teaching models facil-itated to improve the students' English level and also enhanced their study motive and independent study ability.

Investigation and Analysis on Curriculum Design for Undergraduate Nursing Majors in TCM Colleges and Universities / 中国中医药信息杂志

Objective To investigate the differences of curriculum designs for undergraduate nursing majors among different TCM colleges and universities;To provide evidence for the development of the accreditation standards for academic quality of baccalaureate degree program in TCM colleges and universities which can be used as the standards for teaching reform. Methods Cultivating plans of 20 TCM colleges and universities for undergraduate nursing majors were collected. Current status and deficiency in curriculum design were obtained through comparative study and statistical analysis.Results The course names were lack of standardization;proportion of Chinese and Western medicine related courses were unreasonable;theoretical and practice teaching were irrelevant;optional courses were greatly inconsistent and irrational. Conclusion The further reform of the curriculum design for the undergraduate nursing majors in TCM colleges and universities is in urgent need, which can be standardized by developing the accreditation standards for academic quality of baccalaureate degree program in universities of Chinese Medicine.