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  • Basic Medicine Faculty of Shanghai Jiao Tong University
  • <正>History of Basic Medicine Faculty In 1952,schools and departments of domestic universities and colleges adjusted.St John’s University School of Medicine(1896-1952),Aurora University School of Medicine(1911-1952),and Tongde Medical College(1918-1952)merged into the Shanghai Second Medical College.The basic discipline teaching and research team was established at the beginning.
  • Review and expectation of integrated curriculum of basic medical sciences of Shanghai Jiao Tong University
  • Since early 1950 s,many domestic and foreign medical schools have carried out the integrated teaching reform of medical education. In our school of basic medical sciences,there have been three types of integrated curriculum reform carried out in history,i. e. horizontally integrated courses,problem-oriented basic medical sciences curriculum, and organ system-based integrated curriculum. This article reviews the experience of these three teaching reforms and the problems encountered and hopes to provide some references for the integration of basic medical sciences curriculum of other medical schools.
  • Teaching exploration and practice of the human body structure course
  • In the 21 st century,the medical model has transformed from the biological model to the biopsycho-social medical model. The transformation of medical model raises higher requirements for the training of medical staff. Comprehensive promotion of the reform of medical education has become the consensus and trend,which breeds the integrated medical teaching that is based on modules and organ systems. As one of eight integrated modules,the human body structure course of Shanghai Jiao Tong University School of Medicine introduces morphological structures of normal human organs according to function systems( such as locomotor system,digestive system,angiological system,and nervous system) of human organs and parts of human body. This course endeavors to integrate theories with practices,contents of disciplines of basic medicine,and basic medicine with clinical medicine. The human body structure course combines basic medicine with clinical medicine and is an important part of medical science.
  • Establishment and implementation of integrated course of molecule,cell and tissue
  • The organ and system-centered integrated curriculum has become a mainstream model of international medical education and an exploring model of Chinese medical education. However,there is no report on whether or how to integrate teaching contents of biological disciplines under this model in Chinese medical schools. Shanghai Jiao Tong University School of Medicine offers an integrated course named molecule,cell and tissue,which combines biochemistry,molecular biology,and cell biology with histology and physiology. This course not only reflects the integration of basic medicine and biology,but also focuses on molecular and cellular basis of structures and functions of human organs and systems. The course Molecule,Cell and Tissue breaks the boundaries of disciplines, provides integrated contents by deleting repeated contents,forms integrated key knowledge points,builds a reasonable integrated teaching team,modifies teaching methods,and adopts student-centered teaching models such as group report,co-teaching by teacher and students,and team-based learning. After 5 years of practice,this course has achieved satisfying teaching effect and can provide ideas and reference for the reform of Chinese basic medical education.
  • Experience in the modular teaching of the integrated course of metabolism and energy
  • The teaching of eight-year clinical medicine program of Shanghai Jiao Tong University School of Medicine was reformed since 2009 to replace the traditional teaching model with modular teaching. As one of reformed courses,the metabolism and energy course combines biochemistry and physiology related knowledge points and endeavors to overcome shortcomings of traditional basic medical knowledge education,such as simple learning contents,isolation between basic medicine and clinical medicine,simple teaching methods of teachers,and passive learning methods of students. After 6 years of teaching practice,the new teaching model has been recognized by both teachers and students and the teaching quality improves comprehensively,but there are still some shortcomings that need to be overcome. This paper summarizes the gain and loss of the modular teaching of integrated course of metabolism and energy,so as to provide reference for extending the reform of modular teaching and further improving the teaching quality.
  • Practice and thinking of the integrated curriculum of medical genetics and embryonic development
  • Objective To draw a conclusion from the experience on the integrated curriculum of medical genetics and embryonic development set up for the eight-year clinical medicine,and to lay the foundation for its application to the five-year clinical medicine. Methods The advantages and disadvantages of the integrated curriculumof medical genetics and embryonic development were analyzed with the comparative analysis method. And opinions of students of the eight-year clinical medicine on the teaching of the current integrated curriculum were learnt about with questionnaires. Results The current integrated curriculum of medical genetics and embryonic development has basically achieved the goal of simplifying the original teaching contents and the crossing and integration of the related discipline contents,the overall student satisfaction is high. Conclusion The integrated curriculum of medical genetics and embryonic development is helpful for the integral optimization of the medical curriculum framework,which can be expanded to the five-year clinical medicine in the future.
  • Practical study on the integrated course of general pathology and pathophysiology
  • This paper aims at summarizing the experience of offering the integrated course of general pathology and pathophysiology for eight-year clinical medicine program, providing references for further improving the teaching quality,and laying a foundation for expanding the course to five-year clinical medicine program. Teaching contents of the integrated course of general pathology and pathophysiology focus on the crossing and integration of relevant discipline knowledge and properly integrating the traditional pathological knowledge,which emphasizes morphological changes of human body,with the pathophysiological knowledge,which emphasizes functional and metabolic changes of human body. It is helpful for breaking the boundaries of disciplines and enabling students to understand the laws of occurrence and development of diseases as a whole.The teaching model has been improved by introducing new teaching methods such as PBL,so as to avoid the shortcomings of traditional teaching method. The innovation consciousness,spirit of active learning,and critical thinking of students are trained via discussions of clinical cases,so as to lay a solid foundation for the learning of subsequent clinical courses and academic research in the future. In summary,integrated course benefits the overall optimization of the structure of medical courses,promotes the improvement of teaching quality,and can be expanded to five-year clinical medicine program in the future.
  • Implementation and research of integrated curriculum of immunology
  • In order to get adapted to the teaching reform in Shanghai Jiao Tong University School of Medicine,and promote the integration of the teaching of basic and clinical medicine for medical students,the integrated curriculum of host defense and immunity integrates medical immunology with the morphological structure and histogenesisof the immune system. In this paper,we focus on the different integration medical immunology curriculum in the world and our unique integrated immunology curriculum. This paper introduces the condition of host defense and immunity both at home and abroad and its status and role in the integrated curriculum system in School of Medicine,and summarizes the contents,experience and improvement measures for the implementation of host defense and immunity.
  • Development and optimization of integrated course of medical microbiology and parasitology
  • The course of medical microbiology and parasitology is integrated with medical microbiology and human parasitology. It is an important basic medical course. Efficient utilization of existing teaching resources and promotion of further integration are actual requirements of the teaching reform. Integration experience of this course in recent years are summarized in this paper,from the aspects of teaching modes,teaching resources,evaluation system,and management measures,we concluded how to construct and optimize this course. We also focus on the encountered problems and countermeasures in the construction of the curriculum in this paper,so as to provide strategic guidance for the further development of medical microbiology and parasitology.
  • Design and practice of the integrated pharmacology course in the organ- and system-based clinical medicine undergraduate teaching
  • Pharmacology is a discipline bridging basic medicine and clinical medicine. Under the disciplinebased structure,derived from the characteristics of drugs,students study pharmacology for the rational use of the drugs targeting pathophysiological status according to the diseases and the symptoms. Under the organsystem-based teaching systems,the part of the principle of pharmacology is put into the basic medicine integrated module system and the other parts are divided into the according organ-system integrated courses,respectively. It is important for clinical teaching that the domestic and international status,the role and mutual relationship in and between the integrated course system,the designation and practice of the course,the problems to be addressed of the course can be understood.
  • Exploration of teaching lecture section of medical organic chemistry course
  • Objective To answer the question that how to further reform the lecture section of medical organic chemistry course. Methods The assessment of reference materials,contents,and curriculum of the lecture section of medical organic chemistry course was surveyed via the questionnaire with students of 2013eight-year clinical medicine program and seven-year stomatology program. Results Most students were satisfied with reference materials,times of discussion,proportion of quizzes score,and the amount of exercises provided,while they did not like the amount of teaching contents,times of quizzes,and difficulty of exercises.Conclusion Teaching contents need to be adjusted,medicine-related contents are supposed to be added,and the methods of assessing students’ performance should be further optimized.
  • INTRODUCTION OF SHANGHAI MEDICAL INNOVATION & DEVELOPMENT FOUNDATION
  • <正>With the development of social economy and the deepening of the national health reform,the philanthropic organizations in China’s medical health undertaking development have obtained the affirmation.Initiated by several medical professionals and Reenway Group,Shanghai Civil Affairs Bureau has approved the establishment of the Shanghai Medical Innovation&Development Foundation(SMIDF)in 5th December 2012 with the supervision from Shanghai Association for Science&
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