Practice of organ system integration education in the clerkship teaching of digestive system / 中华医学教育探索杂志

The integration education is organized around "an organ system" of the body, and integrates multiple medical disciplines orderly, which is the main trend of medical education reformation at home and abroad. Digestive diseases are diverse and complicated, so that it is of great significance to apply integration education mode in the clinical teaching of digestive system. Taking the clinical clerkship teaching of digestive system in The First Affiliated Hospital of Chongqing Medical University as an example, through reasonably integrating the course content, fully applying problem-based learning (PBL) method, taking multiple teaching methods, combing ideological and political education, and paying more attention to improving the teachers' training, the learning enthusiasm of students could be stimulated, their independent thinking ability and holistic medical view could be cultured, and the teaching effect would be effectively improved.

Discussion on Dilemma and Countermeasures of Ethical Clinical Practice Education for Imaging Medical Students / 中国医学伦理学

This paper expounded the problems and dilemma existing in the ethical practice education of ima-ging medical students, which was the separation between professional education and ethical education, and the sep-aration between medical ethics and medical education, and formed "two layers of skin". This paper analyzed the reason was that the education department and education manager neglected management;the quality of teachers was not high and the ability was weak;students had no enthusiasm and interest in ethical education and lack of medical ethics practice education platform. This paper put forward the strategy of integration of professional and ethical edu-cation, the objective of integration, integration content and the six paths and methods of integration. Namely: the scientific design and organization implementation of education manager;improving teachers' quality ability;paying attention to teachers ' words and deeds to influence students; reforming traditional teaching mode and innovating teaching methods;constructing ethical clinical practice education platform using medical imaging, and constructing education platform of consultation and case discussion.

Metodologias ativas: um relato de experiência de estudantes de graduação em medicina da Universidade Vila Velha na disciplina de Interação Comunitária / Active methodologies: an experience report from undergraduate students in medicine of Vila Velha University in the Community Interaction module / Metodologías activas: un relato de experiencia de estudiantes de pregrado en medicina de la Universidad Vila Velha en la disciplina de Interacción Comunitaria

Este artigo relata a experiência de aplicação de metodologias ativas na disciplina "Programa de Interação Serviço Ensino e Comunidade" (PISEC) do curso de Medicina da Universidade Vila Velha (UVV). Utilizou-se a metodologia da problematização, que consiste em cinco passos: observação da realidade; definição de pontos-chave; teorização; hipótese de solução e aplicação à realidade. A problematização oportuniza a reflexão mediada pelo professor sobre atividades de interação, sendo um elemento chave para a satisfação pessoal dos alunos e para a melhoria do processo de aprendizagem.

This article reports the experience of applying active methodologies in the module"Learning, Services and Community Interaction Program" (PISEC) of the medicine course of Vila Velha University (UVV). We used the problematization methodology, which consists of five steps: observation of reality; defining key points; theorizing; hypothesis of solution and application to reality. The problematization provides reflective opportunities for teacher-mediated interaction activities, which are a key element to students' personal satisfaction and improvements in learning process.

Este artículo presenta la experiencia de aplicación de metodologías activas en la disciplina "Programa Interactivo de Aprendizaje, Servicio y Comunidad" (PISEC) del curso de Medicina de la Universidad Vila Velha (UVV). Se utilizó la metodología de problematización, que consiste en cinco pasos: observación de la realidad; definición de puntos claves; teorización; hipótesis de solución y aplicación a la realidad. La problematización ofrece oportunidades de reflexión sobre las actividades de interacción mediadas por el profesor, siendo un elemento clave para la satisfacción personal de los estudiantes y para mejorar el proceso de aprendizaje.