肥胖基因的研究及其新进展

肥胖原因复杂。一般来说，归结于环境和遗传两大因素。在一些啮齿类动物模型中发现：肥胖基因和瘦素受体基因在调节机体能量平衡和脂肪组织沉积方面似乎起主要作用。进一步研究发现瘦素是一种多效性分子，一方面调节摄食、代谢和内分泌功能；另一方面涉及到机体免疫、炎症和造血等分子机理。本着眼于当前一些相关科研成果，探索瘦素生物学效应机制，并前瞻瘦素应用与发展点。     

基于PBL教学法的家畜解剖学实验教学改革

在动物科学专业家畜解剖学实验课教学中进行了PBL(problem-based learning,以问题为中心)教学法试验,结果表明,PBL教学法在明显减少教师工作量的情况下,不影响学生对基础知识、知识要点和难点的学习,更有利于对学生分析和解决问题能力的培养.在家畜解剖学实验课教学中采用PBL教学法是可行的.     

国外教师临床教学决策思想研究

20世纪70年代以来的教师临床教学思维研究,从教师教学决策的角度描述了教师教学计划和教师课堂互动决策的过程.本文对相关文献进行了梳理与评述,以引发对这一问题的进一步研究.     

健美操课程中运动损伤的解剖学分析与思考

从解剖学角度对健美操基本技术中的落地技术、弹动技术、半蹲技术和身体控制等基本技术进行阐述与分析,提出重视动作过程中的解剖学特征,全面发展身体素质,特别是核心位置和下肢的力量性素质练习,充分做好准备活动和放松活动等建议,从而预防运动损伤,提升健美操的锻炼效果。     

Prosection or Dissection: Which is Best for Teaching the Anatomy of the Hand and Foot?

Due to the current trend of decreasing contact hours and less emphasis being given to the basic science courses in the pre-clinical years of medical education, it is essential that new approaches to teaching gross anatomy are investigated to ensure medical students are being adequately exposed to anatomical content. This study retrospectively analyzed practical examination data from four medical gross anatomy classes (N = 569) to ascertain which pedagogical approach, student participation in the dissection process, or interaction with prosected specimens is best for teaching the anatomy of the hand and foot. Data analysis involved the use of propensity score matching, a nonparametric preprocessing statistical approach which ensures accurate representation of the true treatment effect by balancing cohorts prior to statistical analysis. Statistical analysis indicated that those students who were exposed to the anatomy of the hand through interactions with prosected specimens performed 5.6% better (P = 0.012) while for the foot, students who interacted with prosections performed 13.0% better (P < 0.001). Although limited, data from this study suggest that utilizing prosections of the hand and foot seems to be a more advantageous pedagogical approach for teaching these regions than requiring students to dissect them.     

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course

The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory practical, and palpation practical examinations. Subgroup A performed significantly better on laboratory practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory practical, or palpation practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.     

Interactive Lecture in the Dissection Hall: Transforming Passive Lecture into a Dynamic Learning Experience

Traditionally, cadaver dissection and didactic lectures have formed the mainstay of teaching gross anatomy, but, apathy of the learners toward didactic lectures and reduction in the time allotted for teaching anatomy have necessitated adoption of interactive teaching methods that require lesser student contact time. In this study, for two consecutive years, first-year medical students were taught selected gross anatomy topics using Interactive Lecture in the Dissection Hall (ILDH). Instead of discarding the traditional methods, ILDH combined the two into a single, cohesive, interactive session, to teach the topic through multiple, short, segments of lecture alternating with interactive demonstration on the specimen. This method emerged by combining the insight gained from the newer teaching methods and reasoning from the cognitive load theory and contiguity principle. Students’ performance after ILDH was assessed by a test and was compared with the performance after conventional method of teaching. Students’ perception toward ILDH was assessed by a questionnaire. Students perceived that ILDH not only helped them in understanding the concepts better (97.7%), but, was also a better learning experience (99.2%). Majority felt that ILDH should be made an integral part of teaching anatomy (97.7%). Students’ performance in the test after the unified approach of ILDH was significantly better than with the split-source format of conventional methods. Students’ satisfaction, improved scores, and time efficiency indicate that ILDH may be an optimum method for teaching selected topics in anatomy.     

Using the Jigsaw Method to Teach Abdominal Anatomy

This study evaluates a cooperative learning approach for teaching anatomy to health science students incorporating small group and peer instruction based on the jigsaw method first described in the 1970's. Fifty-three volunteers participated in abdominal anatomy workshops. Students were given time to become an “expert” in one of four segments of the topic (sub-topics) by allocating groups to work-stations with learning resources: axial computerized tomography (CT) of abdominal structures, axial CT of abdominal blood vessels, angiograms and venograms of abdominal blood vessels and structures located within abdominal quadrants. In the second part of workshop, students were redistributed into “jigsaw” learning groups with at least one “expert” at each workstation. The “jigsaw” learning groups then circulated between workstations learning all sub-topics with the “expert” teaching others in their group. To assess abdominal anatomy knowledge, students completed a quiz pre- and post- workshop. Students increased their knowledge with significant improvements in quiz scores irrespective of prior exposure to lectures or practical classes related to the workshop topic. The evidence for long-term retention of knowledge, assessed by comparing end-semester examination performance of workshop participants with workshop nonparticipants, was less convincing. Workshop participants rated the jigsaw workshop highly for both educational value and enjoyment and felt the teaching approach would improve their course performance. The jigsaw method improved anatomy knowledge in the short-term by engaging students in group work and peer-led learning, with minimal supervision required. Reported outcomes suggest that cooperative learning approaches can lead to gains in student performance and motivation to learn. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.     

我国临床医学教育综合改革的探索和创新--“5＋3”模式的构建与实践

上海市5所高校围绕临床医学教育改革进行了系统的理论研究和实践探索,构建了适合国情的“5＋3”临床医学人才培养模式。该模式不仅探索了我国研究生临床技能水平提高的根本途径,实现了临床医学专业学位教育与住院医师规范化培训的实质性结合,促进了住院医师规范化培训制度的建立健全,而且创新了“5＋3”为主体的我国临床医学人才培养体系,明确了医学教育结构优化和学制学位调整的改革方向,同时也引领了我国其他领域专业学位教育模式改革。     

胃肠外科急诊中腹腔镜探查的临床案例研究

随着腹腔镜技术在外科领域的应用越来越常见,大量的手术将腹腔镜技术应用于实践与尝试。针对这一现象,本文对胃肠外科急诊中腹腔镜的探查情况进行了临床案例的研究,首先阐述了胃肠外科技术的发展,然后本文通过对两个案例的研究,选用两种不同的探查方式对两个案例进行了调查研究。根据仿真实验结果表明,腹腔镜的探查对于胃肠外科急诊的诊断效果是显著的,腹腔镜的主要优点是创伤面积小,失血容量少,并发症少并且恢复速度快。