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临床病例课程中医学微生物学内容的映射

Mapping of Medical Microbiology Content in a Clinical Presentation Curriculum.

作者信息

Pettit Robin K, Kuo Yen-Ping

机构信息

School of Osteopathic Medicine in Arizona, A. T. Still University, 5850 E. Still Circle, Mesa, AZ 85206 USA.

出版信息

Med Sci Educ. 2013;23(2):201-211. doi: 10.1007/BF03341622. Epub 2014 Jan 13.

DOI:10.1007/BF03341622
PMID:32226644
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7099955/
Abstract

Clinically important microbes, and the pathogenesis, symptoms and diagnosis of their corresponding infectious diseases were integrated into clinical schemes within a clinical presentation curriculum. Decisions on microbe placement considered a variety of factors, including spaced reinforcement of major pathogens. We report here the map of our integrated medical microbiology curriculum.

摘要

临床重要微生物及其相应传染病的发病机制、症状和诊断被纳入临床表现课程中的临床方案。微生物放置的决策考虑了多种因素，包括对主要病原体的间隔强化。我们在此报告我们整合的医学微生物学课程图谱。

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Mapping of Medical Microbiology Content in a Clinical Presentation Curriculum.临床病例课程中医学微生物学内容的映射
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本文引用的文献

1
Parallels between spacing effects during behavioral and cellular learning.行为学习和细胞学习过程中间隔效应的相似之处。
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4
Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases.述评：IDSA 指南提高临床前医学微生物学和传染病教学。
Acad Med. 2010 Jan;85(1):19-22. doi: 10.1097/ACM.0b013e3181c485c5.
5
No content without context: integrating basic, clinical, and social sciences in a pre-clerkship curriculum.没有语境就没有内容：在预科课程中整合基础、临床和社会科学。
Med Teach. 2009 Sep;31(9):812-21. doi: 10.1080/01421590903049806.
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Teaching basic science to optimize transfer.讲授基础科学以优化转移。
Med Teach. 2009 Sep;31(9):807-11. doi: 10.1080/01421590903049814.
7
Basic science right, not basic science lite: medical education at a crossroad.基础科学，而非简化版基础科学：医学教育正处于十字路口。
J Gen Intern Med. 2009 Nov;24(11):1255-8. doi: 10.1007/s11606-009-1109-3. Epub 2009 Sep 23.
8
Long-term retention of basic science knowledge: a review study.长期保持基础科学知识：综述研究。
Adv Health Sci Educ Theory Pract. 2010 Mar;15(1):109-128. doi: 10.1007/s10459-008-9101-y. Epub 2008 Feb 15.
9
How expertise develops in medicine: knowledge encapsulation and illness script formation.医学专业知识是如何形成的：知识封装与疾病脚本的形成。
Med Educ. 2007 Dec;41(12):1133-9. doi: 10.1111/j.1365-2923.2007.02915.x. Epub 2007 Nov 13.
10
It all make sense: biomedical knowledge, causal connections and memory in the novice diagnostician.这一切都说得通：新手诊断医生的生物医学知识、因果关系和记忆。
Adv Health Sci Educ Theory Pract. 2007 Nov;12(4):405-15. doi: 10.1007/s10459-006-9055-x. Epub 2007 Feb 22.