ABSTRACT
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.
ABSTRACT
Examination reform was explored in Introduction to clinical medicine, and a new evaluation system was constructed which included the combination of formative assessment and sum-mative assessment as well as content system, operation system and monitoring system. The feedback mechanism of formative assessment was put into a full use to improve the teaching effect in this new evaluation system. At the same time, the method of summative assessment was substituted from the traditional closed-book exam to literature translation and presentation carried out by groups. The com-bination of summative assessment and formative assessment could evaluate the teaching efficiency of introduction to clinical medicine more comprehensively and objectively. In addition, it played an ac-tive role in improving students' comprehensive ability and their learning enthusiasm.
ABSTRACT
According to the characteristics of Introduction to Clinical Medicine and the teaching requirements for medical English major,scaffolding instruction was introduced.The teaching method was adopted in which the key points of the whole chapter was reviewed by the students before class,the frames was built by the teacher in class and filled by the students through group discussion after class,and finally the problems which came across by the students during group discussion after class was solved by the interaction between the teacher and students in the next class.Besides,building tertiary grade frames made the students first understand the key points of the whole chapter vertically and then command the progressive mechanism of every disease from basic medicine to clinical medicine and finally build the connections between the knowledge points horizontally,which inspired students' learning interest and improved their comprehensive ability to analyze the clinical case.The result proved that scaffolding instruction could improve the grades of final examination obviously and enhance the classroom efficiency.
ABSTRACT
This paper introduced the teaching reform in the integrated course of introduction to clinical medicine in China medical university.According to the capacity and quality in the global minimum essential requirements in medical education (GMER) proposed by the Institute for International Medical Education (IIME),we carried out the teaching reform of ‘early exposure to clinic’ in the integrated course of introduction to clinical medicine based on the theory of competency-based education (CBE) and took capacity-building as the teaching objective.We achieved good teaching effect and appraisal by students.
ABSTRACT
At Nippon Medical School, a "Basic Clinical Training Course" is provided as an introduction to clinical medicine. Medical students undergo initial clinical skills training with simulators. We describe the technique of effective training to acquire clinical skills and the results of student evaluations and a questionnaire survey.1) The training consisted of 8 practicums, including internal examination, funduscopic examination, otoscopic examination, breast examination, auscultation (heart sounds and lung sounds), and collection of blood samples. Medical students moved in rotation once per time period (45 minutes) and performed practical training in each unit, which comprised 2 practicums.2) The training with the prescribed number of 50 students in 4 time periods was efficiently performed for 2 days and required 9 trainers per day. Student evaluations and a questionnaire survey revealed the interest and enthusiasm of medical students and showed they thought highly of the training.3) The training was efficiently performed and was thought to help reduce the teaching load of instructors. The educational effect of the training can be strengthened by increasing the convenience of the clinical simulation laboratory, by reinforcing the education of clinical skills and attitudes in clinical clerkship, and by evaluating these factors after the completion of the clinical clerkship.
ABSTRACT
The paper systematically introduces the teaching content and method of Introduction to Modern Clinical Medicine, which is an optional course especially for the non-medical students in those majors like Pharmacy, Medical Trading, Biotechnology, Sanitary Inspection ect. The paper also deeply discusses the problems of designing principle, the depth and extent of the teaching content.