Résumé
Objective To explore the difference between the results of the cross-disciplinary joint teaching method and the traditional teaching method in medical humanity courses.Method 128 students in one military medical university were selected to be randomly assigned to the study group and the control group,using the cross-disciplinary joint teaching mode (study group,n=64) and traditional teaching mode (control group,n=64) in medical humanity courses.For the joint teaching mode,we compiled the teaching materials of medical humanities,formed the teaching team and organized the academic communication after class by social media.After all courses were finished,the subject cognition and approval of whole students were evaluated by the unified arranged examination and questionnaire.Then the data was processed by SPSS 18.0.Results On the aspect of subject cognition,the total scores of the study group were higher than control group in health law [(76.2 ± 3.34) vs.(72.5 ± 4.76);t=3.32,P=0.000] and medical ethics [(75.3 ±2.93) vs.(68.3 ± 3.10);t=4.01,P=0.000].On the aspect of subject approval,the recognition of the students of the study group in these three subjects were more than those of the control group except the selfevaluation of medical psychology (P=0.000).Conclusion The application of cross-disciplinary joint teaching method on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students.To implement this model,however,multi-sided resources are needed for colleges to coor-dinate,for perfect results require more practical exploration.
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On the guidance of student-centered course optimization,College of Stomatology,Shanghai Jiaotong University carried out reforms in stomatology introductory study as an elective course by establishing aims,revising teaching contents and methods,setting up new evaluation standards,which won students'universal acceptability.Meanwhile,the reformational prospect of bilingual teaching in the course was expected.
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Based on the basic requirement of medical education criteria,we reform courses by improving the goal,content,form and teaching method,and search for the method of improving the quality of teaching and cultivating.
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Analyzing some misunderstandings about TCM classics education reform,clarifying the meanings of TCM clinical basic subject and curriculum.Pointing out that to reinforce teaching of TCM classics,the emphasis should be put on the understanding of therapy with syndrome differentiation system and clinical application of prescription and syndrome.Finally proposing concrete measures about textbook reform of seasonal febrile disease and its developing direction.