Jennings Barbara A, Bassi Harpreet, Loke Yoon K
UEA.
MedEdPublish (2016). 2017 Jun 21;6:109. doi: 10.15694/mep.2017.000109. eCollection 2017.
This article was migrated. The article was marked as recommended. This paper describes practical tips and tools for delivering life sciences teaching, it is based on the authors' experiences at Norwich Medical School (NMS), which opened in 2002 at the University of East Anglia. The inaugural medical curriculum, including its ethos and how it is perceived by staff and students, have all been described previously.⁽¹⁻³⁾ Our 5 year medical degree at NMS is a modular, systems-based programme that integrates theory and clinical practice from the beginning. We use problem based learning (PBL) but teaching is also delivered via clinical placement; structured and simulated patient teaching; and via formal lectures and workshops. Core social science themes and life science themes run longitudinally through the course and spiral delivery of learning outcomes allows students to re-visit our themes, and particular topics, with increasing complexity. We offer ten tips here, about delivering the curricula for genetics, pharmacology, and prescribing. One challenge that we face, with a modular degree programme, is that we meet our students intermittently and throughout their years of study, and our science curriculum has been developed in response to this.
本文已迁移。该文章被标记为推荐文章。本文介绍了生命科学教学的实用技巧和工具，它基于作者在诺维奇医学院（NMS）的经验，该学院于2002年在东英吉利大学开办。其首届医学课程，包括其理念以及教职员工和学生对它的看法，此前都已作过描述。⁽¹⁻³⁾ 我们在NMS的5年制医学学位是一个基于模块、以系统为基础的课程，从一开始就将理论与临床实践相结合。我们采用基于问题的学习（PBL），但教学也通过临床实习、结构化和模拟患者教学以及正式讲座和研讨会来进行。核心社会科学主题和生命科学主题贯穿整个课程，学习成果的螺旋式交付使学生能够以不断增加的复杂性重新审视我们的主题和特定主题。我们在此提供十条关于遗传学、药理学和处方课程教学的建议。我们面临的一个挑战是，对于模块化学位课程，我们在学生多年的学习过程中间歇性地与他们见面，我们的科学课程就是据此开发的。
