Anatomy integration blueprint: A fourth‐year musculoskeletal anatomy elective model

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science‐dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi‐specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. Anat Sci Educ 7: 379–388. © 2014 American Association of Anatomists.     

Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents

To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five‐point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice. Anat Sci Educ 7: 135–143. © 2013 American Association of Anatomists.     

PBL法在临床护理学教学中的应用与思考

目的:观察以问题为基础学习法(PBL)对学生掌握知识体系的作用.方法:随机整群抽样设具有可比性的PBL施教组(61人)和PBL对照组(63人),PBL施教组的临床护理学教学自循环系统疾病护理开始应用PBL法,其他的均与对照组相同,采用传统的课堂讲授法,然后两组同样进行临床护理学理论知识考试,进行实验前后的比较.结果:前阶段两组考试成绩的差异无统计学意义(P>0.05),而后阶段两组考试成绩的差异具有统计学意义(P<0.05).结论:PBL法有利于学生系统掌握理论知识.     

医学临床本科学生实习质量的影响因素及对策分析

临床实习是医学教育的一个重要组成部分,但是,随着医疗体制改革,就业压力、继续深造、教学氛围和医疗环境等因素对学生的临床实习带来了很大的冲击和影响。于是,加强医学生在实习期间的思想教育和管理成为高等医学教育中不容忽视的问题。现笔者就管理临床实习工作几年来观察到的影响因素及相应对策做相应分析。     

新时期下呼吸内科临床教学方法研究

根据现代医学教育的发展和目前呼吸内科临床教学的实际情况,结合现代医学教育中有关呼吸内科临床教学的相关研究成果及教学改革的新成就,借鉴和吸取教学新方法和新成果.根据当前呼吸内科的相关理论及教学特点,详细地介绍呼吸内科临床教学过程中运用全新的教学模式,并采用现代的教育教学手段来培养和提高学生的独立分析能力及解决实际问题的能力,全面提高教学后学生的临床实践能力及随机应变能力,打造呼吸内科全新的教学体系和教学模式.     

提高实践操作能力 培养科研创新思维

在实验教学过程中,结合学科特点,提高学生的实践操作技能。通过开展设计性实验和毕业论文的撰写,培养学生的科研能力。     

症状引入临床护理教学模式的设想

在相关文献研究的基础上结合自己的教学实践,提出对问题导向教学模式指导下的临床护理教学改革的设想。通过对问题导向教学模式的解析,得出问题导向教学模式指导下护理教学应有的特征,进而提出问题导向教学模式指导下护理课程的重构及教学方案,即打破原有学科体系,以护理问题为纲、为经,护理程序为纬,重整教学内容,具体到教学环节则以临床任务的处理为载体,以实际的护理工作过程为主线,始终坚持贯彻能力本住的综合学习,最终建立一个适应现代高职护理要求的临床护理教学模式。     

医学期刊应重视临床试验注册

从20世纪70年代提出概念,临床试验注册已由零散的自发状态发展到由世界卫生组织临床试验注册平台统一领导、各国政府支持并在全球展开。国际医学编辑委员会所有的成员杂志及其他一些国际知名杂志共2000余种均要求临床试验注册后才考虑发表。我国也有46种杂志支持临床试验注册。医学期刊审查临床试验注册时应参照WHO临床试验注册最低要求20个条目。医学期刊应从编辑、作者、读者3个层次就医学期刊如何实施临床试验注册制度进行教育和培训,才能真正推进医学期刊执行临床试验注册制度。     

临床问题教学与实习生素质培养

探索临床问题教学法,以提高实习生的临床综合素质。该校医疗系97、98级5、7年制实习生,设立研究组和对照组,在该院普通外科两个病区同时进行。认定了教师资格;实习后伦理学知识认识和普外专业理论考试成绩普遍提高;研究组实习生医德素质、临床能力、综合素质水平均优于对照组。     

临床医学研究生人文素质教育现状及对策研究——以角色认知为视角

临床医学研究生作为医学教育高层次的人才培养对象和临床实践的参与者,必须具备更高水平的人文素质。然而,我国目前对于临床医学研究生人文素质教育的研究较少,而且主要集中在课程设置、考试改革、教材建设、师资建设等层面,缺乏对他们的角色特点进行剖析,最终造成人文素质教育存在盲点。本文从角色认知的视角寻找全面提高临床医学研究生人文素质的途径和方法。