¿Es adecuado lo que estamos aprendiendo y enseñando en Cardiología?

The evolution of technology and it's application in medicine, tend to improve the disease's diagnostic and management methods; during the learning and teaching processes in Cardiology and other specialities, post grade students replace medical knowledge for technology tools instead of using them as help. We, as the ones with ability of discriminating the scientific validity of the medical literature, are direct or indirectly responsible of the resident's training, and we have the obligation to improve this guideline now imposed, in most of the cases, for globalized information non always exempt of disguised economic interests. The world needs better specialists.     

Diseñando una encuesta para residentes de formación sanitaria especializada sobre la satisfacción con la docencia. Experiencia en la Comunidad Autónoma del País Vasco (2009-2018)

In Spain, the evaluation of internal resident's satisfaction with the training they receive is legally mandatory for autonomous regions. Beyond this obligation, the evaluation of training leads to its improvement. However, an effective evaluation procedure requires a series of steps that should not be overlooked. Throughout the text, we will give a series of clues that will help those responsible for training, at different levels, to start up a procedure of this type. We will talk about technical requirements for the construction of an effective questionnaire, the most appropriate way to apply the survey in the field of training residents, the importance of statistically validating the questionnaire in order to obtain usable conclusions, and the dissemination of results, from the review of the process itself. Finally, as an example, we will bring up the survey of residents of specialized health training in the Autonomous Community of the Basque Country from 2009 to 2018.     

工作坊教学模式在重症监护病房心肺复苏培训中的应用

目的 探讨工作坊教学模式在重症监护病房(ICU)心肺复苏(CPR)培训中的应用效果。方法 将60名ICU规培医师按随机数字表法分为对照组与研究组,每组30名学员。对照组采用传统教学模式,研究组采用工作坊教学模式。比较两组学员CPR理论考试和操作考试的成绩,并调查两组学员对教学模式的满意程度。结果 研究组学员理论考试成绩高于对照组[(90.50±3.42)分vs.(85.47±4.66)分,t=4.769,P<0.001),研究组学员操作考试成绩也高于对照组[(90.17±2.79)分vs.(86.33±3.12)分,t=5.012,P<0.001],学员对工作坊教学模式的满意度高于传统教学模式(93.3%vs.73.3%,χ²=4.320,P=0.038)。结论 在ICU采用工作坊教学模式进行CPR培训可以提高培训的效果,值得进一步研究。     

Evaluación de la asimilación cognitiva de conceptos básicos de microbiología en alumnos de Bioquímica y Farmacia☆

The aim of this study was to evaluate cognitive assimilation of basic concepts of microbiology in college students of Biochemistry and Pharmacy. Cognitive assimilation was determined applying a cognitive assessment instrument with 19 reagents obtained at the beginning and end of the course General Microbiology. The reagents are based in the recognition of logical structures of scientific discourse by the propositional model analysis. The critical value 0.79 as an indicator of previous conceptions was established. Statistical analysis was performed by test Student's t distribution for each reagent. Differences between means with p < 0.05 were considered as an indicator of cognitive assimilation. P values > 0.05 were considered refractory to cognitive assimilation. Twelve reagents indicated a cognitive assimilation corresponding to 60% for group studied, after the educational intervention. The results show that the method applied was able to assess cognitive cognitive assimilation inducing a change in this group of students.     

雨课堂在医学组织学实验教学中的应用及效果分析

目的 探讨雨课堂在医学组织学实验教学中的适用性及其效果分析。 方法 将2017级126名学生随机分为雨课堂教学组（n=63）与传统教学组（n=63）,两组学生分别在组织学实验课中实施传统教学和雨课堂教学,并对两组的学生从问卷调查、切片考核和理论考核3方面进行效果评价。 结果 雨课堂教学组与传统教学组进行比较,大部分学生对新的教学模式表示满意,切片和理论成绩差异均有统计学意义（P<0.05）。 结论 雨课堂适用于组织学实验课程教学,可锻炼学生多种能力,培养学生终身学习能力。     

基因工程课程内容的更新与教学方法的反思

基因工程课程是生物工程、生物技术和生物制药等专业的必修课,包括基因操作原理与基因工程实践两部分内容。它为分子生物学研究提供技术支持,为工程应用提供理论指导。随着DNA合成与测序技术的发展以及新型DNA组装与编辑技术的兴起,基因工程的概念持续升级,基因工程的课程内容和教学方法都需要进行相应的更新与改革。本文就此内容展开论述。     

“四导向”教学模式在酶工程教学实践中的应用

本文结合酶工程课程的教学特点,从实践教学经验出发,对酶工程的教材选择、教学实施、教学改革与课程发展规划进行思考和探索,在教材选择上提出深入简出,严肃活泼教材适用原则,在教学实施上提出“四导向”的教学模式,并对酶工程教学改革做出了展望和思考,以期对高等医学院校酶工程的教学改革提供一定的思路和参考,更好的促进高校酶工程的教学实践,培养熟练掌握酶工程理论和应用知识的人才。