Consideration and Practice of Training and Examination Mode for Hospital Pharmacy Teachers / 中国药房

OBJECTIVE:To provide reference for the training and evaluation for hospital pharmacy teachers. METHODS:19 pharmacists-in-charge in the pharmacy department of our hospital received training of teaching ability,and theory test and multi-sta-tion practical technique test were conducted after training. The items examined in theory test included training rules,the profession-al knowledge of pharmacy and teaching method;the content of practical technique test included checking prescriptions/medication orders,drug dispensing,medication management,patient education and ADR report. Each teacher’s test included 3 of 5 items above based on different responsibilities. All scores were analyzed and summarized. RESULTS:The score of practical technique test was higher than the score of theory test;teachers’grasp of training rules was the worst in theory test;in practical technique test,the score of medication management was the highest for teachers worked at the post of dispensing;while the score of patient education was higher than the score of ADR report for teachers who were clinical pharmacists,the differences were statistically sig-nificant(P<0.05). CONCLUSIONS:In order to improve teaching ability, teachers should receive intensive training on the train-ing rules and the professional knowledge of pharmacy;the multi-station examination mode will be improved in many modes such as increasing stations,standardized test paper and standardized trainees;meanwhile,the young pharmacists should be encouraged for positive commitment to the teaching work and continuously enriched with experience.

Needs assessment of faculties’ development on teaching methodology at MNUMS / Шинэ санаа Шинэ нээлт

Regardless the possession of any graduation and qualifications anywhere in order to train the doctors and medical professionals with the capabilities to work in any places there are the needs of the knowledgeable mentors to teach their knowledge, abilities and trends to the students in national, regional and international levels. This survey was started to determine the needs of the skills development of the mentors of the Mongolian National University of Medical Sciences under the mission to make it as one of the best 100 medical universities in the Asia-Pacific region and in order to create the favorable environment to accelerate the development of the university and creating a team consists from qualified mentors and researchers by improving the trainings, researches and clinical favorable environment including the quality improvement of the activities.The total of 333 mentors from the 5 structures and 3 branches of the Mongolian National University of Medical Sciences were surveyed to be developed by the University of Michigan including the use of the widely used questionnaires in the universities consisting from 7 groups and 81 questions to determine the needs of the mentors.The working range of the best medical mentors including their needs of the skills was studied. The 55.7% (50.4-61.0%) of the mentors included in the survey were told that the facilitation of the learning needed, 82.4% (78.3-86.5%) as the role models needed, 79.9% (75.6-84.2%) as the provision of the information is needed, 76.3% (71.7-80.9%) as 82.8% (78.8-86.9%) as the planning needed and 81.0% (76.8-85.2%) as the assessment of the training is needed.There is a need to develop the skills related to the 6 frameworks as the learning facilitation for the mentors, role model providers, information providers, resource developers, planners and assessors.

Advantages ofmentorship for young college instructorspolicy in promoting teaching quality / 国际中医中药杂志

The mentorship for young college instructorspolicy is aiming to provide an individual training for the young teachers to improve their teaching skills efficiently. In this article, the advantages for improving the young teachers teaching ability through the fundamental teaching, scientific research quality and clinical practice were briefly discussed.

An empirical study of skill points in pathology courses / 中华医学教育探索杂志

Objective To investigate the characteristics and distribution of class teaching skill points in state high quality course pathology using Flanders interaction analysis system to analyze the teaching video of pathology course.Methods Teaching videos of state high quality course (pathology course) between 2006 and 2012 were analyzed by Flanders interaction analysis system.Frequencies of using teaching skill,presentation skill and interaction skill were statistically analyzed.Results The study found that frequencies of using teaching skill points in pathology course were decreased in the following order:presentation skill (53.94％),interaction skill (26.64％) and teaching skill (19.42％).Sensory focusing was most commonly used in presentation skill.Monitoring and expressing concern were most commonly used in interaction skill.Gestures and cases were most commonly used in teaching skill.Conclusions Teachers in pathology teaching should correctly handle the relationship among the presentation,interaction and teaching skills according to the teaching objectives and teaching content.

A System for Medical Students to Evaluate the Teaching Skills of Medical Staff / 医学教育

1) We report on a system implemented in 2007 in the Department of Otolaryngology, Osaka University School of Medicine, to allow medical students to evaluate the teaching skills of medical staff and report on the effects of interventions, based on the evaluations, to improve the teaching skills of the staff.<BR>2) The scores for teaching skills in clinical training as evaluated by medical students were significantly increased after the staff had checked their scores to improve their teaching skills.<BR>3) The number of students choosing to do clinical clerkships in the Department of Otolaryngology was higher in 2008, when students evaluated the staff s teaching skills, than in 2007, when they did not.

Evaluation of Faculty's Instructional Abilities by Students in a Clinical Introductory Program / 医学教育

In a clinical introductory program, each group of 9 fifth-year medical students rotated through 9 courses every 2 weeks. In each class, students evaluated the instructional abilities of the faculty. Eighty-two students answered 7 questions on a 5-point scale immediately after each class was completed. Because the questionnaire also served as a record of attendance, responses were obtained from all students who attended. Overall satisfaction was correlated most strongly with teaching skills, followed by contents of the class to achieve goals and the level of difficulty. The evaluation of faculty's instructional abilities by students can provide valuable information on areas to improve so that students can be educated more effbctively and with greater satisfaction.