ABSTRACT
El tronco encefálico, se caracteriza por sus pequeñas dimensiones y la complejidad de su estructura. Se confeccionó el sistema de medios con el objetivo de ofrecer al estudiante, los conocimientos relacionados con la configuración externa e interna del tronco encefálico, con un nivel de organización y representación que permitiera la sistematización de las características morfofisiológicas de cada una de sus porciones y su integración, contribuyendo a dirigir correctamente el trabajo independiente. El sistema incluye modelos tridimensionales y láminas, cada modelo posee una guía de señalamientos, posee además un folleto que complementa teóricamente la información que se muestra. Facilitó la integración entre configuración externa e interna del tronco encefálico, permite a su vez la vinculación básico-clínica y la inclusión del estudiante en la actividad cognoscitiva independiente. Se concluye que el sistema contribuyó a la correcta dirección del trabajo independiente, así como a la autopreparación del estudiante.
The brainstem is characterized for its small dimensions and the complexity of its structure. The system of aids were made to offer to students, the knowledge related to the external and internal configuration of the brainstem, with a level of organization and representation that permit the systematization and integration of its morphology and physiology characteristics, contributing thus to the correct direction of the independent work. The system includes models and sheets, each model possesses its guide of fixing. It possesses a pamphlet that complements the theoretical information according with its level of updating and deepening. It facilitated the integration between external and internal configuration of the brainstem, permitting the basic and clinical linking and the inclusion of the student to independent cognitive activity. It is concluded that the system of teaching aids contributed to the correct direction of the independent work of the students, as well as its himself preparation.
Subject(s)
Students, Dental , Teaching Materials , Brain Stem/physiologyABSTRACT
The experiment contents were integrated into three parts such as basic skills and verification experiment, systematic experiment and designing experiment. Basic skills and confirmato-ry experiments were performed alone with theory teaching by combination of modern teaching methods and traditional teaching methods, which consisted of “speaking”(experimental principles, methods and main technical points using multimedia), “looking”(demonstrating related operation on teaching website), teachers' demonstration, students' doing experiment independently and summarizing. In this part, the experimental operation skills such as the sterile operation technology, staining technology, microscopy technology and pure culture were emphasized. Systemic experiments would be carried out after completion of the most theory, the experiment time could be adjusted according to the experiment content, and the PBL teaching method was taken in this stage. After the theory teaching of Medical Microbiology was finished, students voluntarily participated in design experiments in the last stage, which were the fusion of scientific research subject and the experimental teaching. From the preview experiment, experiment operation, experiment report, to the final test, the multi-dimensional evalua-tion was implemented throughout the course of experiment teaching.
ABSTRACT
In the teaching reform of anatomy,department of human anatomy in Heze medical college put forward a new teaching means-Non-verbal communication teaching.The reasonable use of the paralanguage,gesture,posture,eye contact,facial expressions can optimize the teaching of anatomy and achieve good teaching effect.
ABSTRACT
OBJETIVO: Caracterizar el uso de los medios de enseñanza en el encuentro docente en su momento orientador en la asignatura Morfofisiología Humana I del Nuevo Programa de Formación de Médicos (NPFM) en el Policlínico-Facultad Félix Edén Aguada en Cienfuegos, Cuba. Marzo-junio 2007. MÉTODOS: Se realizó un estudio de investigación en el campo de la enseñanza de pregrado, fueron sujetos de este estudio 35 profesores y una muestra de 75 estudiantes el 17 por ciento del universo de 441 que recibían la asignatura. Se utilizaron métodos teóricos para el análisis, la síntesis y se realizó la triangulación a partir de los fundamentos teóricos de la investigación, los criterios de los autores y la información recogida con la aplicación de los métodos empíricos. Estos últimos se utilizaron en la aplicación de una encuesta a profesores, otra a estudiantes y una guía de observación a la actividad orientadora. RESULTADOS: Se caracterizó el uso de los medios de enseñanza, las que con más frecuencia apoyan el momento orientador en el encuentro docente fueron: las presentaciones de imágenes fijas apoyada de la computadora a través del programa PowerPoint de Microsoft Office, las guías didácticas contenidas en el CD de la asignatura Morfofisiología Humana I y la pizarra. CONCLUSIONES: El uso de los medios de enseñanza en el momento orientador del encuentro docente en la asignatura Morfofisiología Humana I, está en función de los objetivos de la actividad, los contenidos y los métodos de enseñanza, destinados a contribuir al aprendizaje de los estudiantes
OBJECTIVE: To characterize the use of teaching means in the educational meeting in its guiding moment in I Human Morphophysiology subject of the New Program of Physicians Training in the Félix Edén Aguada Faculty-Polyclinic in Cienfuegos province, Cuba, March-June, 2007. METHODS: A research study was conducted in the pregraduate teaching field including 35 professors and a sample consisted of 75 students the 17 percent of a universe of 441 receiving this subject. For analysis authors used theoretical methods, synthesis and also a triangulation from the theoretical principles of research, the author's criteria and the information collected with empirical application retrieval. These latter were used in the application of a survey among professors, another in students and an observation guide to directing activity. RESULTS: The use of teaching means was characterized, where the fixed images presentations supported by computer through the Power Point of Microsoft Office Program, the didactic guides in the CD of I Human Morphophysiology Subject and the blackboard are those that more frequent support the guiding moment. CONCLUSIONS: The use of teaching means in the guiding moment of teaching meeting in I Human Morphology Subject depending on the activity objectives, the contents and the teaching methods aimed to contribute to students learning
Subject(s)
Education, Medical/methods , Physiology/education , Morphogenesis , Teaching MaterialsABSTRACT
La literatura docente es de gran importancia en el proceso docente-educativo, pues contribuye a desarrollar con eficiencia este proceso ante los problemas existentes en la educación como consecuencia del vertiginoso desarrollo científico técnico. Estos medios de enseñanza tienen determinadas características, que si no se tienen en cuenta crean serios problemas docentes. El objetivo de este trabajo es explicar brevemente las características fundamentales de la literatura docente, destacando su evolución histórica, problemas funcionales, concepto y clasificación. La literatura docente tiene sus orígenes en la invención de la escritura en el Oriente Antiguo y se ha desarrollado progresivamente hasta nuestros días en que el aumento de conocimientos causado por el extraordinario desarrollo científico-técnico ha provocado grandes problemas en la educación. La literatura docente es el conjunto de materiales impresos (publicaciones) que se utilizan en el proceso docente educativo de forma organizada, cuya función fundamental es transmitir a los educandos la información correspondiente al programa analítico de su asignatura y de acuerdo con sus funciones didácticas se clasifican en cuatro categorías: básica, complementaria, auxiliar y de consulta.
The literature related to teaching is very usefulness in the teaching-educational process since it contribute to develop efficiently this process in face of the existing education problems as a consequence of the dizzy scientific-technical development. These teaching means have determined features that if are not took into account may to create serious teaching problems. The aim of present paper is to explain briefly the fundamental features of teaching literature, emphasizing its historical evolution, the functional problems, concept and classification. This literature has its origins in the creation of the writing in the Far East and progressively developed up to nowadays where the increasing knowledge provoked by the extraordinary scientific-technical development has leading to serious problems in education. The teaching literature is the collection of printed materials (publications) used in the teaching-educational process in a organized way, whose fundamental function is to transmit to students the training corresponding to the analytical program of its subject and according to its didactic functions are classified in four categories: basic, complementary, auxiliary and of consultation.