ABSTRACT
Objective To evaluate the implementation effect of the teaching of high-altitude military medical geography , and to provide guidance for the teaching reform of this curriculum . Methods A questionnaire survey was conducted on the curriculum of high-altitude military medical geography among 108 undergraduate students majoring in high-altitude medicine in 2011 class (5 years). The contents of the investigation included learning motivation, learning interest, learning outcome, curriculum contents, and practical teaching. SPSS 18.0 was used for the treatment of investigation results. Results Among the 103 students who participated in the questionnaire survey, 69 (67.0％) were interested in the curriculum itself and 77 (74.8％) were interested in the knowledge of high-altitude human geography. There was a lack of understanding of the importance of the curriculum and its impact on future work. The examination results showed that most students mastered the contents of this curriculum and the overall teaching goal was reached, with an excellent and good rate of 63.0％(68 students). Conclusion The curriculum construction should be combined with the requirements for the first job after graduation. The curriculum system should be further perfected and its contents should be optimized to give full play to its interdisciplinary characteristics. The contents of human geography can be added to stimulate students' learning enthusiasm.
ABSTRACT
La dinámica de grupos permitió que 77 estudiantes del curso regular de Medicina Tropical, efectuaran durante cuatro años, un ensayo sobre la docencia en medicina centrada en el estudiante, mediante la participación en la publicación de artículos médicos en revistas científicas indexadas. Se publicaron 21 artículos: cuatro de investigación clínica, trece de investigación bibliográfica y cuatro de investigación docente con 27 estudiantes que participaron como autores. Se revisaron 823 referencias bibliográficas en la elaboración de los artículos: 20 por ciento de autores venezolanos y 80 por ciento de extranjeros. La ejecución de la experiencia permitió a los estudiantes adquirir destrezas y habilidades en el manejo eficiente de la información bibliográfica, cuando se elaboraron los artículos médicos. Enseñar medicina significa también aprender a publicar la información que va generando la investigación clínica y docente. El propósito fue el de narrar, evaluar y analizar una experiencia docente en la Cátedra de Medicina Tropical
The group dynamics strategy permitted that 77 students from the regular Tropical Medicine course during a four year period, carry out an assay about Teaching Medicine centered on the student, by means of participating and writing medical papers published in indexed medical journals. Twenty one papers were published: four on clinical investigation, thirteen reviews and four on teaching investigation, with 27 students participating as authors. For the publication of the mentioned papers, 823 references were revised: 20 percent corresponded to Venezuelan authors and 80 percent were from other countries. Participating in this experience permitted to the students the practice of capacities and skills related to reference revision applied to writing medical papers. Teaching medicine means also, learning how to publish the data generated during clinical and the teaching practices. The aim was to describe, analyze and evaluate a teaching experience in the Tropical Medicine Department
Subject(s)
Education, Medical , Health Educators/education , Research/education , Periodicals as Topic , Students, MedicalABSTRACT
The practice and exploration of bilingual teaching for the course of microbiology has been made in order to improve the students foreign lingual level and to meet the higher requirement on tip-top person with the social development. As a result,bilingual teaching is welcome,and the teaching effect is so distinct that the aim was reached to either study the fundamental knowledge or enhance the English level.