Study on the cognition, learning habit and learning effect of Clinical Epidemiology among different types of postgraduates / 中华医学教育探索杂志

Objective:To investigate the cognition and learning habits of different types of postgraduates and evaluate learning effect and its potential risk factors on clinical epidemiology in a medical college, so as to provide relevant data for improving the teaching method and learning effect of clinical research methods for postgraduates.Methods:A cross-sectional study design was conducted to enroll all the postgraduates of Grade 2020 in a military medical school. A self-filled questionnaire was adopted to collect data. The discrepancy of cognition and learning habits between different types of postgraduates was evaluated by univariate analysis. Discussion was conducted to clarify the potential risk factors of learning effect. t tests or Mann-Whitney U tests were conducted to test the differences between groups for continuous variables. Chi-squared tests or McNemar tests were applied to evaluate the difference between groups for categorical variables. Results:A total of 652 postgraduate students were enrolled for analysis, including 409 master students (62.7) and 243 doctoral students (37.3). The proportion of doctoral students who have heard of clinical epidemiology ( χ2=19.99, P<0.001), who have learned clinical epidemiology ( χ2=9.20, P=0.002), who are interested in ( χ2=11.41, P=0.001) and think the course is important ( χ2=10.71, P=0.001), who previewed before class( χ2=11.21, P=0.001), reviewed after class ( χ2=3.29, P=0.001) and actively discuss in class ( χ2=11.64, P=0.001) is significantly higher than that of master students, the difference was statistically significance. The average score of all the postgraduates was (5.50±1.62) points before teaching and (7.47±1.90) points after teaching, the difference was statistically significant ( t=-23.49, P<0.001). After teaching, the grades of full-time students improved more than that of part-time graduate students, there was statistical significance in the master group ( t=4.41, P<0.001), while not in the doctor group ( t=0.94, P=0.351). Conclusions:The mastery of key points on clinical epidemiology have significantly improved after teaching among the postgraduates of different types. Different teaching methods and processes should be adopted to the variety of postgraduates according to their knowledge foundations and shortcomings. Besides, standardizing their learning habits are of certain significance to improve the learning effect.

The significance and path of narrative turn in the course of “doctor-patient communication” / 中国医学伦理学

By integrating the concept of narrative medicine and relevant models and tools into the Doctor-patient Communication course， this paper expounds the connotation of narrative medicine under the context of “new medicine” and “big health” and the practical significance of the shift to narrative in Doctor-patient Communication course in three aspects： academic frontier， social needs and practical needs. This paper analyzes the four dimensions of innovation that narrative medicine， as the frontier of the discipline， historical accumulation， educational philosophy and professional skills， provides for the Doctor-patient Communication course， and explores the effective path to realize the narrative transformation of the course. It is expected to achieve the purpose of forging students’ humanistic medical skills and literacy through teaching innovation， realizing the coordination of medical education and competency orientation， adapting to the psychological and social increase， the change of people and health， and promoting the reform of the supply side of medical talents.

Exploration and practice on the "golden course" construction of high altitude military hygiene course in military medical university / 中华医学教育探索杂志

High Altitude Military Hygiene is the professional core course of high-altitude medicine, which is significant to the cultivation of military medical talents urgently needed by plateau troops. Under the background of "golden course" construction and army curriculum reform, aiming at the problems such as outdated content of course materials, single teaching mode and insufficient capacity of practical courses, we actively explored the effective path of "golden course" construction, including the renovation of the curriculum-construction concept, the optimization and reorganization of the teaching content, the expansion of case teaching and equipment teaching methods, and the implementation of curriculum ideological and political education and examination reforms. The reform has further improved the learning effect of students and the level of curriculum construction, and also provided beneficial reference for the construction of similar courses in military colleges and universities.

Exploration of college English curriculum reform under the background of new medical science—a case study of Xiamen Medical College / 中华医学教育探索杂志

This study proposes the guiding principles, reform ideas and realization paths of college English curriculum reform based on the orientation of medical colleges and the objectives of talents cultivation. Taking Xiamen Medical College's English curriculum reform as an example, it has systematically built a curriculum system which incorporates medical humanities and medical disciplines, and is featured by medical science. Meanwhile it has probed into the connotation of "new medical science" and explored curriculum construction and teaching reform integrated by information technology, as well as the intelligent curriculum evaluation system, thus providing reference for college English curriculum reform in medical colleges and universities under the background of "new medical science".

Reform of the bio-separation engineering curriculum under the context of "Emerging Engineering Education" / 生物工程学报

"Bio-separation engineering" is a compulsory course for undergraduate students majored in bioengineering, and an important part of the "emerging engineering education" system for bioengineering. Our teaching team follows the principle of "student development as the center, innovation thinking as the core". Guided by the concept of "learning achievement", we reconstructed the teaching contents of this course, and carried out the teaching reform aiming at solving several long-standing problems. These include, for instance, the theoretical teaching is separated from the experimental practice, and students cannot internalize the theoretical knowledge into practical ability in time. Moreover, the contents of course is out-of-date and out of line with industry demand, the teaching form and assessment methods are relatively single, and the students' professional ability and quality are not effectively cultivated. In the new curriculum system, in which the "online" and "offline" teaching are both applied, we broke the boundary between theoretical and experimental courses, and made the contents keep up with the forefront of industry development through research-based teaching. In terms of teaching methods and teaching evaluation, we made full use of modern information technology to enrich classroom teaching activities, and carried out complete, dynamic and diversified assessment for students. These teaching reform measures greatly improved the students' interest in learning this course, as well as their professionalism and research ability.

Development of the virtual simulation experiments for Microbial Engineering and perspectives on its shared application / 生物工程学报

Microbial Engineering is a practical and applied course, it is therefore an indispensable part of teaching to let the students practice in the production line of an enterprise. However, lack of internship resources has always been a bottleneck hampering the high-level internship training during teaching the Microbial Engineering course. A virtual production line developed based on information technology enables students to learn the theoretical knowledge of the complex production system. Moreover, it enables students to perform complex virtual operations, thereby improving students' practicing and innovation abilities. In order to let the virtual simulation experiments project play a great role in undergraduate teaching, this article summarizes the progress, characteristics, and value of the virtual simulation experiments for Microbial Engineering. In addition, the main challenges that limit its shared application are also discussed, with potential solutions prospected.

Application of flipped classroom teaching mode supported by 3D printing model in embryology experiment teaching / 解剖学报

Objective To explore the teaching effect of flipped classroom teaching mode supported by the 3D printing model in the embryology experiment. Methods Totally 76 students from class 2016 were randomly divided into two groups: the experimental group previewed the embryo 3D models before class and taught other students in class, while the control group did not preview the embryo 3D models before class. An embryo knowledge test and a questionnaire survey were carried out before and after the experimental class to compare the differences of knowledge mastery and self-evaluation between the two groups. Results In the aspect of self-evaluation, the self-evaluation of the experimental group students in explaining the causes and explaining the process of development was significantly improved after the lecture (P<0.05), while the self-evaluation of the control group students in identifying the structure, understanding knowledge, telling the causes and explaining the process of development was significantly improved (P< 0.05). In terms of knowledge test scores, the scores of students in the experimental group and the control group after teaching were higher than those before teaching (P < 0.05). The improvement of the knowledge test in the control group was significantly higher than that in the experimental group (P<0.05). The experiment group' s grades of knowledge test were significantly higher than the control group in the second experiment. 70.27% of the students thought that they were still lack of knowledge in the introspection of the causes of wrong answers. The misunderstanding of English nouns (15.54%), psychological factors (5.41%) and other factors (8.78%) also caused the students to lose points in the knowledge tests. Conclusion The combination of the 3D printing model and the flipped classroom teaching mode can effectively improve the teaching effect, which should be paid attention to in the reform of embryology experimental teaching.

Development and application of "Dental Anatomy Learning Platform" based on WeChat small program of smart phones / 中华医学教育探索杂志

For displaying the three-dimensional ( 3D ) digital model of teeth , we constructed a digital learning platform of "oral anatomy and physiology-tooth morphology" based on the WeChat small program of smart phones integrating teaching resources like texts , pictures , videos , three-dimensional animation and others. The textual content of tooth morphology was edited according to the Chinese textbook Oral Anatomy and Physiology (seventh edition) of the People's Health Publishing House and Wheeler's Dental Anatomy, Physiology and Occlusion. After photographing and cone beam CT scanning the tooth in vitro, JPEG file of tooth contour and DICOM file of tooth cross section were obtained. Continuous tomographic dynamic pictures of the tooth and 3D videos was presented by adopting software of Photoshop CS6, CS 3D imaging (affiliated simple software of cone beam CT), Snagit, Video Editor and Aijianji. Following steps of WeChat official website to register, develop, compose code, upgrade pictures and texts, submit to be verified and release, small program "Dental Anatomy Learning Platform" was completed and put into use. According to the survey, 90.3％(93) users believed the small program is helpful to learn Oral Anatomy and Physiology, especially in deepening the understanding of the tooth morphology and structure;96.1％( 99 ) users considered that the small program can be added to the classroom as a supplement, but it can't replace the textbook totally . The development of "Dental Anatomy Learning Platform" will provide methodological guidance for the development and integration of various dental teaching resources on the internet.

Development and application of "Dental Anatomy Learning Platform" based on WeChat small program of smart phones / 中华医学教育探索杂志

For displaying the three-dimensional (3D) digital model of teeth, we constructed a digital learning platform of "oral anatomy and physiology-tooth morphology" based on the WeChat small program of smart phones integrating teaching resources like texts, pictures, videos, three-dimensional animation and others. The textual content of tooth morphology was edited according to the Chinese textbook Oral Anatomy and Physiology (seventh edition) of the People's Health Publishing House and Wheeler's Dental Anatomy, Physiology and Occlusion. After photographing and cone beam CT scanning the tooth in vitro, JPEG file of tooth contour and DICOM file of tooth cross section were obtained. Continuous tomographic dynamic pictures of the tooth and 3D videos was presented by adopting software of Photoshop CS6, CS 3D imaging (affiliated simple software of cone beam CT), Snagit, Video Editor and Aijianji. Following steps of WeChat official website to register, develop, compose code, upgrade pictures and texts, submit to be verified and release, small program "Dental Anatomy Learning Platform" was completed and put into use. According to the survey, 90.3%(93) users believed the small program is helpful to learn Oral Anatomy and Physiology, especially in deepening the understanding of the tooth morphology and structure; 96.1%(99) users considered that the small program can be added to the classroom as a supplement, but it can't replace the textbook totally. The development of "Dental Anatomy Learning Platform" will provide methodological guidance for the development and integration of various dental teaching resources on the internet.

Practice and reflection on the "organ-system-based" curriculum reform / 中华医学教育探索杂志

The organ-system-based curriculum (OSBC) medical teaching model with the organ system as the main line closely links the basic medical curriculum with the clinical practice,and breaks the boundaries between different subjects.As this novel teaching model is still in the early stage in China,Chongqing Medical University pioneered to reconstruct the teaching system for OSBC teaching reform,including the great efforts to integrate e the traditional 24 courses into 12,and to allocate talents from various basic and clinical teaching departments to form a new integrated teaching team.In 2011,this new mode was implemented in a pilot class of students.The results showed the 2011 five-year pilot class showed more satisfaction than did the traditional teaching class [(92.5 ± 4.6)％ vs.(72.5 ± 4.9)％,P＜0.05].Besides,the test scores of the pilot class and the traditional class were (80.0 ± 3.6) and (71.0 ± 5.9) respectively(P＜0.05),and the failing rate was (3.7％ in pilot class and 9.3％ in traditional class(P＜0.05).Since the pilot class perform better than the traditional one,the reform of OSBC was implemented for all five-year clinical medicine program in Chongqing Medical University in 2018.

Exploration on the curriculum reform for developing competency in health emergency response of students of preventive medicine / 中华医学教育探索杂志

In order to meet the needs of social development for public health talents and optimize the curriculum system and teaching content of preventive medicine, the course of "Health Emergency" should be set up. It integrates the related content in many courses, and there are 20 hours for theory and 18 hours for experiment or practice. The course takes the emergency response as the cutting point focuses on the projects with high demand of the industry improves the platform and expands the content of emergency skill training through the extracurricular activities and special lectures. Combining theory with practice, this paper explores teaching reform measures that are conducive to improving students' core competence in public health.

Premedical Curriculum in Seoul National University College of Medicine / 의학교육논단

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students' lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students' learning motives, expansion of social sciences and humanities curriculum for the development of students' capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

Present undergraduate medical education with connection to Postgraduate education / 医学教育

Medical education at college is the very first step of life-long learning as a medical doctor. Curricular reforms in Japan took place in the early 21st century, and can be exampled by the development of a model core curriculum, the emergence of the CAT (common achievement test) examination, the development of clinical clerkship and so on. The International accreditation of medical schools has just started spring of 2017. It highlights outcome-based education, which accelerates the connection of undergraduate education with postgraduate training.

The comparison of integrated neurology curriculum among Chinese and North American medical schools / 中华医学教育探索杂志

Taking the application of integration teaching in neurology curriculum as an example, by analyzing the Harvard Medical School , the University of Toronto School of Medicine and the Shanghai Jiaotong University School of Medicine on the course curriculum, the issues related to neurology curriculum integration has been explored. The results show that the integration of teaching mode reflects the two major characteristics of multi discipline integration, clinical and basic integration, and it emphasizes the organ system as the center, the problem based learning (problem-based learning, PBL), Problem-Based Learn-ing, Case-based Learning and other teaching methods will play an important role in the medical educa-tion reform in the important position.

Influence of online autonomous learning in college English curriculum reform / 中华医学教育探索杂志

Through quantitative methods,the study evaluates the effectiveness of Web-based Autonomous Learning in College English curriculum reform in a medical college,in order to explore the effect of network autonomous learning on improving medical undergraduates' English listening and speaking ability.The study shows that in four-semester College English learning,by urging students to carry out autonomous listening and speaking based on network and computer and adopting the in class + after class learning mode,the students' English listening and speaking ability has been improved,and their interest in learning has also been enhanced.However,students' emotional factor and curriculum design have great influence on online autonomous learning in the Curriculum Reform.

Pain and Joy in Implementation of Curriculum Reform: The University of Hong Kong Medical Faculty Experience.

The University of Hong Kong (HKU) Li Ka Shing faculty of medicine (established 1886), introduced curriculum reform in 1997, and implemented problembased learning (PBL) as a part of hybrid curriculum. The reform made significant modi fi cations to timetabling including reorganization of basic sciences program into systembased blocks structured around PBL tutorials, lectures, practicals, demonstrations and relevant anatomy dissections. Assessment was also integrated at the faculty rather than departmental-based for the first three medical years. During the reform, apprehension and concern in relation to outcomes and quality of graduates were raised, particularly on students’ basic science foundation and whether students would be able to cope with demands related to PBL. To address these concerns, a study was undertaken to evaluate new graduates’ performance from two aspects: (1) knowledgebased performance before their internship, and (2) onthejob performance during their internship, under the old and new curriculum. To evaluate intern’s knowledgebased performance, a written test consisting of multiple choice questions and short answer questions, based on combination of basic sciences knowledge and clinical scenarios was given to two cohorts of old (2000-2001) and new (2002-2003) graduates. To evaluate graduate’s onthejob performance, scores from internship performance over the past 9 years were retrieved from the faculty. Results from the first 2 years of new curriculum graduates and the last two cohorts of old curriculum graduates demonstrated that they had similar basic sciences knowledgebased performance. On the other hand, new curriculum graduates did significantly better in their on-the-job internship performance. Areas of strength within our graduates were attitude to staff, sense of responsibility and attitude to patients.

The application and effect of PBL teaching method in Hebei Medical University / 中华医学教育探索杂志

In order to promote the integration between disciplines, the convergence between basic course and clinical teaching, increasing students ability including the active learning and life-long learning ability, finding problem and solving problem ability, teamwork spirit and so on. After nearly 3 years preparation, Hebei Medical University successfully carried out the PBL teaching in Seven-year Clinical Medicine Science. Combining with the teaching activities, formative assessment was carried out, and PBL teaching website was established. The reform has already achieved initial results, got good responds from teachers and students. Through the study, it has been confirmed that the PBL teaching method in Hebei Medical University is effective and worthy to reference.

Investigation and Analysis of the Satisfaction Degree with the Doctor-patient Communication Curriculum Reform in A Medical College in Guangdong / 中国医学伦理学

Objective:To investigate the necessity of this course is open, the rationality of the teaching content and links and the practicability of courses and students'satisfaction to this course.Methods:Using self -made questionnaire in a medical university three grade 89 medical students implement investigation.Results:74.2% of the students think learning this course wares or harvest is larger, 63%of the students like the video observation dis-cussion method and role playing method, the combination of both 61 .8% students do not agree to increase the school, teaching content, teaching process to arrange reasonable teaching appraisal is the difficulty.Conclusion:Based on the perspective of curriculum integration, innovation teaching methods, teaching openness, strengthen practice teaching, improve teaching evaluation is a key to enhance the teaching effectiveness of doctor -patient communication.

Enlightenment of Medical Informatics Curriculum Reform of Oregon Health and Science University in the USA / 医学信息学杂志

The paper introduces application and development of medical information technologies and elaborates the overall reform of medical science undergraduate curriculum made by Oregon Health and Science University including the reform method and the curriculum provision after reform.It points out the enlightenment for medical informatics curriculum reform of China from the perspectives of intensif-ying utilization of computing devices, valuing interaction with patients, enhancing combination with clinical practices, etc.

A relação entre as ciências sociais e as ciências naturais na formação em educação física do CEFD/UFSM / The relationship between social and natural sciences in physical edacation training in CEFD / UFSM / La relación entre ciencias sociales y ciencias natutrales en formación educación física en el CEFD / UFSM

Este artigo analisa o processo de formação do CEFD/UFSM, no que se refere à relação entre conhecimentos das Ciências Sociais e das Ciências Naturais. Nossa hipótese é a de que existe dicotomia entre tais ciências e que hoje isto se expressa na divisão dos cursos de Licenciatura e Bacharelado. Ao realizarmos pesquisa documental entre os currículos de formação foi possível perceber que, com a divisão na reforma curricular de 2005-2006, a formação em Educação Física no CEFD retrocede na história e divide a área segundo concepções da década de 1960,colocando saber científico e prática pedagógica em polos distintos.

This article analyzes the formation of CEFD / UFSM regarding the relationship between knowledge of social sciences and natural sciences. Our hypothesis is that there is such adichotomy between science and this is expressed today by the division of undergraduateand high school. The documentary research studies EF has enabled note that under the division of curriculum reform 2005-2006, training in Physical Education CEFD back inhistory according to the conceptions of the 1960, because it puts the knowledge scientific and pedagogical practice in different poles.

En este artМculo se analiza el proceso de formaciСn de CEFD / UFSM con respecto a larelaciСn entre el conocimiento de las Ciencias Sociales y Ciencias Naturales. NuestrahipСtesis es que existe una dicotomМa entre tales ciencias y esta se expresa en laactualidad por la divisiСn de Licenciatura y Bachillerato. Nuestra investigaciСn documental de los estudios de EF posibilitС observar que, bajo la divisiСn de la reforma curricular 2005-2006, la formaciСn en EF en CEFD retrocede en la historia de acuerdo alas concepciones de la dИcada de 1960, porque pone el conocimiento cientМfico y laprАctica pedagСgica en distintos polos.