RESUMO
Guided by the development of new medical science proposed by Ministry of Education and the "Education and Training Plan for Excellent Doctors 2.0", shifted from treatment-oriented to whole life-health cycle, we have explored curriculum ideological and political education in metabolic-related curriculum chain. Firstly, we constructed a core teaching team and had the training of curriculum ideological and political education. The top-level design was made with the integration of moral education into medical education. Secondly, the syllabus was comprehensively revised, containing the connotation of "morality education". The elements relevant to curriculum ideological and political education hidden behind professional courses were excavated. Finally, the mixed teaching mode of online combining with offline was carried out. Metabolism-related curriculum chain, focused on "metabolism, diabetes, obesity and patient education", formed a progressive link from basic medical science to practice to clinical, strengthening the "prevention, treatment and health care" based "one health" philosophy and giving full play to the implicit curriculum ideological and political education hidden behind professional courses. Our practice shows that the implementation of curriculum ideological and political education in metabolism-related curriculum has been accepted by students, and curriculum ideological and political education has been become part of professional courses. The "gene chimera" mode for curriculum ideological and political education incorporation into professional courses needs to be infiltrated imperceptibly, and the effect will be visualized in the future.
RESUMO
For medical students, we combine the laboratory practice with clinical applications by developing biochemical and molecular biology experiments. In this experiment, students first collect their own buccal epithelial cells by a noninvasive mouthwash method. Then, they extract genomic DNA and perform polymerase chain reaction (PCR) to amplify angiotensin-converting enzyme (ACE) gene using genomic DNA as a template. Finally, the polymorphism of ACE gene is observed by electrophoresis. Students not only learn the techniques but also acquire knowledge of the ACE gene polymorphism. By establishing the relationship among ACE polymorphism and high blood pressure and myocardial hypertrophy, students should be able to understand the gene polymorphism and its association with susceptibility to disease. This laboratory practice teaching can also stimulate desire to do scientific research. Experimental results from many individuals can help us determine and analyze the fractions of ACE gene types in Chinese cohorts. Such an experiment strongly activates students and provides a solid foundation for the medical students' future research and clinical application. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 168-174, 2019.
Assuntos
Células Epiteliais/metabolismo , Laboratórios , Peptidil Dipeptidase A/genética , Polimorfismo Genético , Estudantes de Medicina , Humanos , Peptidil Dipeptidase A/metabolismoRESUMO
For second year medical students, we redesigned an original laboratory experiment and developed a combined research-teaching clinical biochemistry experiment. Using an established diabetic rat model to detect blood glucose and triglycerides, the students participate in the entire experimental process, which is not normally experienced during a standard clinical biochemistry exercise. The students are not only exposed to techniques and equipment but are also inspired to think more about the biochemical mechanisms of diseases. When linked with lecture topics about the metabolism of carbohydrates and lipids, the students obtain a better understanding of the relevance of abnormal metabolism in relation to diseases. Such understanding provides a solid foundation for the medical students' future research and for other clinical applications.
