基于CAN总线实训考核系统

已有的实训考核系统必须人为设置故障点,设置繁琐,工作效率低。采用CAN总线结合ATMega8单片机的智能考核系统可以很好地解决上述问题。本系统能提高了培训效率,减轻考评工作的强度。     

医学期刊统计表格常见问题分析

分析医学期刊统计表格设计中存在的问题,并提出改进意见,以引起作者和编辑的注意,旨在增强统计表格的科学性、准确性和可读性,进一步提高期刊的质量.     

毛泽东的医药卫生思想及其现实意义

毛泽东在领导中国人民长期进行革命建设的实践中,极大地关注了医疗卫生工作,逐渐形成了“为人民服务”的医德宗旨观,“救死扶伤、实行革命的人道主义”的医德原则观,中西医结合以及“把医疗卫生工作的重点放到农村去”等系统的医药卫生思想,这些思想对于我们构建社会主义和谐社会仍然具有重要意义。     

英国GCSE化学考试探究性技能评价方法及启示

科学探究性技能的评价是英国GCSE化学课程考试评价目标中重要的一项.它对探究性技能进行分领域评价,制定详细的、便于操作的评价目标和评定细则,突出课程作业在评价中的地位,重视学生的探究过程和关注学生发展,其做法值得我国借鉴.     

辅导员对新建地方本科院校学生考研的引导作用

学生考研比率日益成为评价高校教学质量的重要指标之一。辅导员在新建本科院校学生考研工作中可以充分发挥角色优势,从学生考研意识、学习方法、心理疏导及信息服务等多方面起引导作用。     

从实验队伍结构谈对实验人员的考评和激励机制的思考

从对实验队伍的年龄结构,职称结构、学历结构和职务结构的分析,提出了对实验人员的考核评估和激励机制的思考。     

Learning Acetabular Fracture Classification using a Three-Dimensional Interactive Software: A Randomized Controlled Trial

Acetabular fractures are a real challenge for junior doctors as well as experienced orthopedic surgeons. Correct fracture classification is crucial for appreciating the fracture type, surgical planning, and predicting prognosis. Although three-dimensional (3D) tutorial is believed to improve the understanding of the complex anatomy structure, there have been few applications and randomized controlled trials to confirm it in orthopedics. This study aims to develop a 3D interactive software system for teaching acetabular fracture classification and evaluate its efficacy. Participants were randomly but evenly allocated into either the experimental group (who learned the acetabular fracture classification using a 3D software) or the control group (who used a traditional two-dimensional [2D] tutorial). Both groups were then tasked to classify 10 acetabular fractures and complete a five-point Likert scale on their satisfaction of each learning modality. To calculate significance (P < 0.05), independent t-test was used for normally distributed data whereas Mann-Whitney U test for non-normally distributed data. The experimental group significantly outperformed the control group (t (28) = 2.526, P = 0.017) with identifying correct acetabular fracture classification. Moreover, Likert scale score in the experimental group was also significantly higher than in the control group (Z = 2.477, P = 0.013). This 3D classification software has objectively and subjectively showed an advantage over the traditional 2D tutorial, resulting in an improved classification accuracy and higher Likert scale score. The 3D software has the potential to improve both clinical knowledge as well as identifying correct patient management in orthopedics.     

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.     

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.