Randall D C, Engelberg J, Jackson B A, Ogilvy K A, Revelette W R, Speck D F, Vernon M W, Frazier D T
Department of Physiology, University of Kentucky, College of Medicine, Lexington 40536.
Am J Physiol. 1990 Jun;258(6 Pt 3):S11-5. doi: 10.1152/advances.1990.258.6.S11.
Science education in the United States at all academic levels is widely perceived to need direct assistance from professional scientists. The current dearth of quality applicants from this country to medical and graduate schools suggests that our existing undergraduate and high school science curriculum is failing to provide the necessary stimulus for gifted students to seek careers in the health sciences. Recognizing the need to become more directly helpful to high school and college science teachers, members of the faculty of the Department of Physiology and Biophysics at the University of Kentucky College of Medicine held a 5.5-day Physiology Summer Workshop during June, 1989. Participants included 25 college teachers from Kentucky and 5 other states plus 22 Kentucky high school teachers. The presence of the two levels of educators provided communication about curricular concerns that would be best addressed by mutual action and/or interaction. Each day's activities included morning lectures on selected aspects of organ system and cellular physiology, a series on integrative physiology, and afternoon laboratory sessions. The laboratory setting allowed the instructor to expand on principles covered in lecture as well as provided the opportunity for in-depth discussion. A selection of evening sessions was presented on 1) grants available for research projects, 2) obtaining funds for laboratory equipment, and 3) graduate education in physiology.
美国各级学术水平的科学教育普遍被认为需要专业科学家的直接帮助。目前该国申请医学院和研究生院校的优质生源匮乏，这表明我们现有的本科和高中科学课程未能为有天赋的学生提供必要的激励，促使他们投身健康科学领域的职业。肯塔基大学医学院生理与生物物理系的教师们认识到需要更直接地帮助高中和大学的科学教师，于1989年6月举办了为期5.5天的生理学暑期研讨会。参与者包括来自肯塔基州和其他5个州的25名大学教师以及22名肯塔基州的高中教师。这两个层次的教育工作者齐聚一堂，就课程相关问题进行了交流，而这些问题最好通过共同行动和/或互动来解决。每天的活动包括上午关于器官系统和细胞生理学选定方面的讲座、一系列综合生理学讲座，以及下午的实验室课程。实验室环境使教师能够详细讲解讲座中涵盖的原理，也为深入讨论提供了机会。晚上还安排了一系列讲座，主题分别为：1）可用于研究项目的资助；2）获取实验室设备资金；3）生理学研究生教育。
