Focus on Students’ Ability to Optimize Basic Medical Teaching
Anger does not start, cannot speak without hair. A serious scientific attitude and scientific method are used to stimulate the induction of students' enthusiasm. Question-based teaching methods can be utilized in teaching by designing a series of issues related to teaching work to address the problem. Hours, content, curricula requirements, in each chapter, each preganglionic default, the main task of the course is presented in the form of a question. Students learn the tips of the problem and understand the focus and difficulties of this chapter, undoubtedly playing a good role in promoting the course to student teaching. When it comes to the contents of the previous section, it also inspires or asks questions so that students acquire knowledge through their own thinking.
Mentioned in the hypnotic chapter about benzene barbiturate drug poisoning rescue, the question was asked: Does fluid or urine acidification promote phenobarbital excretion? This makes teachers reflect on the resonance of classroom questioning on students' motivation to learn, playing an active role. In the long-term atmosphere of questioning, students gradually develop a good habit of loving to ask questions, thinking hard. The teacher asks the question, and students are encouraged to ask questions, fully mobilizing the bilateral enthusiasm of teachers and students, making the limited classroom time fully utilized, improving students' scientific thinking skills and logical reasoning abilities. Therefore, we encourage students in the classroom to boldly suggest answers when encountering problems taught by teachers, creating an active classroom atmosphere and receiving better teaching results.
Experimental Teaching Reform
Optimizing the traditional teaching of pharmacological experiments in experimental teaching content, more verification experiments focus on overall content and organ experiments, truly reflecting pharmacological experiments from the cell and molecular biology level, exploring the mechanism of drug action multi-angle and multi-level to provide a scientific and theoretical basis for the development of new drugs with objective experimental conditions. Due to certain limitations, some old experimental contents were deleted, increasing cardiovascular system experiments; reducing verification experiments, increasing cell and molecular biology experiment theory and methods introduction, not only broadening students' knowledge but also improving students' experimental skills.
Preparation Before Class
(1) Preparation, and to mobilize the initiative of students to cultivate the abilities of students, we change the traditional experimental teaching model, in advance of the experimental course content, and require students to pay attention to the ability to experiment preview experimental purposes, principles, steps, review relevant theoretical knowledge, write preview reports. Teachers in the experimental classes do not have books but set up more questions to stimulate students' curiosity, encourage discussion. Lab students can preview the report, operate independently, carefully observe the experimental phenomena, and do a good job recording, according to the theoretical knowledge to analyze experimental results, write experimental papers to develop students' research paper writing skills. We ask students to write in English and strictly follow the format of scientific papers, using three lines of table or graphics form for statistical analysis of the results, and indicate whether there is a significant difference between the treatment group and control group.
(2) To carry out the design of experiments, helping students' sense of innovation, assisting students in the integrated use of knowledge and innovative ability in the latter half of the semester, students 3 to 5 in a group, according to the tested drugs provided by teachers, self-designed experiments. For example, given an antiarrhythmic drug, designed by the students related pathological arrhythmia model, to verify its efficacy; students access drugs, research papers and experimental methods to write the pilot program, including animals used in the experiment, reagents, materials, instruments, programs discussed by the students in each group presented its existence problems, and to corrections; under the guidance of teachers, students self-prepared to experiment and complete the experiment. This teaching method fully mobilizes the students' positive nature in experiments, after carrying out new drugs pharmacological research and laying a good foundation, conducting design experiments effectively to the end of the semester's experimental course. The vast majority of students mastered analgesic experiments hot-plate model and ECT model, heart failure model preparation; had a good understanding of in vitro organ experimental techniques familiar with, such as ileum, trachea spiral strips, master of PA2 of PD2, determination of PD2 from the production of aortic strips specimen; gained a preliminary understanding of cell and molecular biology experimental theories and methods; mastered the physiological and pharmacological experimental computer teaching system, familiar with stimulating multimedia computer output, signal recording, storage, signal analysis and processing and other key technologies.