scholarly journals APPLICATION OF DISCIPLINE-INTEGRATED PBL TEACHING METHOD IN MEDICAL EXAMINATION OF MEDICAL COLLEGES

Author(s):  
Wang Fei
2020 ◽  
Vol 8 (9) ◽  
pp. 794-801
Author(s):  
Adchitre Sangita Arunkumar ◽  
◽  
Adchitre Piyush Arunkumar ◽  
Dase Rajesh Keshav ◽  
◽  
...  

Background: During COVID-19 Pandemic, conventional campus teaching was withheld in medical colleges throughout India for maintaining physical-distancing as a preventive measure to curb the spread of the SARS CoV-2 virus. Online teaching was started as a breakthrough in many medical colleges. We aimed to know the advantages and shortcomings of conventional and online teaching in undergraduate medical students of India, problems faced during online teaching and most preferred platform. Methods: This cross-sectional study was carried out from March - July 2020 in UG medical students who were attending online teaching, via a Google Form. Total 700 students from 35 Medical colleges across India participated in the study. Result: Out of 700 UG medical students 47% were likely to attend online classes while 53% chose conventional classes.72.4% students missed social interaction with friends and teachers in current online teaching.61.3% students experienced increased incidence of eye strain, eye redness, headache and fatigue due to online teaching.79.7% students agreedthat practicals are more convenient and informative when taken conventionally.45% students agreedthat teachers were incompatible with online teaching systems and needed training.Maximum students faced problems of unstable network, high data consumption and high expenditures on mobile data due to online teaching.For online teaching 324 students preferred Cisco Webex, 123 ZOOM, 96 YouTube, 81 Google. Conclusion: A blended teaching method is convenient for students.Further research is required.


2021 ◽  
Vol 5 (12) ◽  
pp. 88-92
Author(s):  
Diansong Yang ◽  
Yanxia Chi ◽  
Huiping Liu ◽  
Dongmei Li

Clinical practice teaching is an important part of medical education. For medical students in colleges and universities, the teaching method is mostly single before the teaching reform. Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.


2020 ◽  
Vol 11 (3) ◽  
pp. 497
Author(s):  
Yuefang Sun

In order to meet the increasing demand of our society for inter-disciplinary talents (people who have got training in more than one professional field and do excellent in them), English teaching activities of medical schools in China should be employment-oriented, and the new teaching method should be found out to achieve the goal of talent training. Guided by the concept of employment-oriented education and after analyzing the problems existing in present college English teaching , this essay did a research on the reform of the employment-oriented college English teaching in medical colleges and universities.   


2017 ◽  
Vol 17 ◽  
pp. 446-456
Author(s):  
V. V. Yusupov

The issue of development of forensic institutions of Ukraine in the ХХ century was studied. Until 1917, forensic medical examinations were conducted in the medical compartments of the provincial administrations, at the departments of forensic medicine of universities and in hospitals - by police doctors. The chairs of forensic medicine existed in the St. Vladimir Kyiv University, Kharkiv, Novorosiisk and Lviv Universities. Real organization of Ukrainian forensic medical institutions began in 1919 with the creation of the Medical Examination Department at the People’s Commissariat of Health. In 1923, the Main forensic medical inspection, headed by M. S. Bokarius, was founded. In the provinces the positions of forensic medical inspectors were created. In 1927 the sections of biological research were established in the Kharkiv, Kyiv and Odesa institutes of scientific andforensic expertise,where separate forensic examinations were conducted. In 1949 the institutions of forensic medical examination of the USSR were merged into the Bureau of Forensic Medical Examination, in Ukraine it was held in 1951. It was proved that forensic medical institutions developed at the following chronological stages: 1) until 1917 - forensic medical service in the Ministry of Internal Affairs; 2) 1917-1941 - prewar formation of forensic medical institutions; 3) 1941-1949 -forensic medical institutions during the war and in the first post-war years; 4) 1949-1990s - period of development of the bureau of forensic medical examinations of the countries of the USSR; 5) since the 1990s - development of expert institutions in the public health care system in independent postSoviet states. It’s stressed that formation of the forensic institutions in Ukraine is closely related with the development of forensic medicine departments of higher educational establishments. Forensic medicine departments were the basisfor practicalforensic medicine, professors provided daily assistance to forensic medical experts.


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