The teaching material library of nutrition and food hygiene was established based on the concept of integrable ware.This paper discussed on the methods and the experiences.The establishing principle must be clear,knowledge points should be separated into parts accurately,courseware and other computerized teaching materials should be made into full use and convenient and efficient retrieval method must be established.In the future,teaching material library and platform construction should be improved and study of educational technology should be strengthened to improve teaching quality and adapt to modern teaching requirements.

Comprehensive biochemistry experiment,which is interlocked and has difficulties in a certain degree,requires considerable knowledge,multiple techniques and long time.In order to ensure the smooth progress of the experiment,biochemistry and molecular biology department of Hebei medical university has taken following measures in teaching preparation and teaching implementation:building a specialized laboratory;performing collective lesson preparation and pre-experiments;technical teaching;teaching with multimedia equipments;students submitting experimental preparatory reports before class and then completing the experiments in groups.These measures achieved the intended purpose of setting up a comprehensive experiment.

Objective To understand non stomatology undergraduates'strategies for learning stomatology and to study the reform on this course.Methods The learning strategies of 560 undergraduates majoring in clinical medicine from grade 2007 were investigated s and ten related factors like learning attitudes were investigated by learning strategies scale.Correlation analysis and linear regression analysis were applied to deal with research data.Results Most undergraduates were lack of strategies in learning stomatology.Related coefficient between 10 factors and academic scores ranged from 0.197 to 0.401,existing positive correlation(P＜0.05).Determination coefficients(R2)of attitude,motivation,time management and learning auxiliary means were 0.146,0.167,0.223and 0.122 respectively,which can be used to predict the scores of examination.Condusions Non stomatology undergraduates'strategies for learning stomatology is a vital factor influencing their academic scores.It's necessary for teachers to improve their teaching methods considering students'professional characteristics and learning strategies.

Objective To investigate the teaching effect of‘index’teaching method used in practical teaching of the medical imaging.Methods A total of 178 medical undergraduates were selected this study,113 clinical medical students using‘index’teaching method were taken as experimental group while others 65 anesthesia medical students using traditional teaching method as control group.The teaching effect of‘index’teaching method was evaluated quantitatively and qualitatively by practical test and questionnaire survey.Results The test scors of experimental group were(80.3±16.5),obviously higher than those of(71.3±25.8)in control group(P＜0.05),especially instudents with low scores.Conclusion The new teaching method had obvious advantages in culturing the thinking of imaging diagnosis and in improving the ability to solve clinical practical problems,the‘index’teaching method was more effective than traditional teaching method.

According to the recommendations of the International Medical lnformatics Association(IMIA)on education in biomedical and health informatics(first revision)published by IMIA in 2010 and combining the actuality of the basic clinical information skills and medical informatics education of Chinese medical students,the related contents of medical informatics have been integrated into the teaching course based on current medical information retrieval curriculum and medical informatics curriculum for non-medical informatics students of medical colleges and universities was constructed,so that they can meet the requirements of the basic information skills under information-based medical and healthy practice.

Case based learning(CBL)is one of the teaching modes in clinic education and it is important to explore its teaching methods and qualities.This article discussed on how to use debate in CBL in neurology teaching for seven-year-program students including its organization,topic choosing,rules and specific process in order to provide references for teaching reform.

Diagnostics is an important professional medical course concerning basic theory,basic skill and basic approach of diagnosis.Using standardized patients in clinical scene can relieve the shortage of clinical teaching resources and strained doctor-patient relationship as well as improve the clinical skills and doctor-patient communication of students.However,there were many problems in using the standardized patient;therefore,discussions were needed to find a better solution.

Objective To explore the function of specialized training course in training singleport laparoscopic skills.Methods The specialized training course for single-port laparoscopy included cutting rubber bands into‘Z’shape,cutting‘petaloid’folded slips and peeling oranges.Twelve residents were enrolled into traditional laparoscopy training for one week and then randomized into two groups:6 trainees performed the specialized training course for 2 h daily and the others as the control group continued to practice the traditional course for 2 h daily.One week later,the trainees were tested on performing porcine single-port laparoscopic nephrectomy.Operation time and performance was compared.T test were performed using SAS 9.1.3 statistics software,and a P＜0.05 was considered to be statistical significance.Results Operation time of the specialized group was decreased significantly(59.2±17.3)min vs.(87.0±25.5)min,P=0.049,and the total global rating scale score increased significantly(26.3±2.2 vs 18.2±2.8,P=0.000 17).Conclusion The specialized course is beneficial to the training of single-port laparoscopic skills.

This paper explored the joint teaching model between universities and hospitals.Clinical practice teaching based on medical ethics was carried out,choosing academic leader of teaching and research section of medical ethics as the core and relying on ethic committee of affiliated hospital as the support.Three teaching methods were integrated:theoretical introduction-case analysis-multi-role discussion(doctor,patient's organization,medical ethic specialist),which rendered ethical teaching more practical and operational.Facing the dilemma of present hospital environment,introducing medical ethic and other human sciences into clinical practices and other medical organization was evidently a better choice than strengthening police forces in hospital.

This paper analyzed the problems in eight-year program medical education including vertical curriculum design,traditional teaching model and written test-based evaluation system based on the theory of translational medicine and evidence-based medicine.With the social progress,these old systems are not helpful to produce innovative thinking,mobilize students'subjective initiative and cultivate self learning capacity.Finally,this paper proposed measures for curriculum reform from the aspects of curriculum design,teaching mode transformation and evaluation optimization aiming at reaching the educational goal of eight-year program.