Yorifuji Shiro
Department of Laboratory Sciences, School of Allied Health Science, Faculty of Medicine, Osaka University, Suita 565-0871.
Rinsho Byori. 2003 May;51(5):476-9.
This is the summary of my talk about the new concept of education for medical technologists. In Osaka University, the course for laboratory medicine changed from a 3-year to a 4-year training course, and our faculty started a new curriculum of special practice in clinical medicine and biotechnology for first-year undergraduate students from 1997. This special practice in clinical medicine consists of three parts, encompassing learning in the essential divisions of the hospital, bedside learning, and presentation in case conferences. Students visit from time to time to seven divisions, outpatients' clinic, surgical operation room, laboratory for radiological examination, rehabilitation rooms, pharmacy, central storage room for medical records, and the department of medical informatics. The aim of this round practice is to broaden their review of clinical medicine. They also go to the bed side of one patient in the ward for 4 weeks especially for learning about values of laboratory data. They follow up the laboratory data and go with the patient to clinical physiological examinations. Finally, they present their case to all their teachers and class mates in a semi-congress style and are evaluated with scores by the staffs.
这是我关于医学技术人员教育新概念讲座的总结。在大阪大学，检验医学课程从三年制培训课程改为四年制，我们的教员从1997年开始为本科一年级学生开设了临床医学和生物技术特殊实践的新课程。这种临床医学特殊实践包括三个部分，涵盖在医院主要科室的学习、床边学习以及在病例讨论会上的汇报。学生们会定期走访七个科室，即门诊、手术室、放射检查实验室、康复室、药房、病历中央存储室和医学信息学系。这种轮科实践旨在拓宽他们对临床医学的认识。他们还会在病房对一名患者进行为期四周的床边学习，尤其了解检验数据的价值。他们跟踪检验数据，并陪同患者进行临床生理检查。最后，他们以半会议形式向所有老师和同学汇报自己的病例，并由工作人员打分评估。
