 Wysłany: Śro 15:54, 23 Mar 2011 Temat postu: tory burch vwg ibr vjgc xmd |
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| Epidemiology of non-preventive medicine Teaching Experience
Memory and understanding, students ignored the initiative and creativity. In this regard, our epidemiological teaching process, on important and critical issues and questions inspired by the students and the classroom discussion, students accustomed to new issues of positive thinking and creative thinking skills, improve their integrated use of the knowledge level of observation and analysis of the issue and give full play the enthusiasm of students in classroom learning and initiative, but can also develop and exercise their language skills. For example,MBTシューズ 販売店, teachers in explaining the case-control study, by focusing on teaching, students learn about the definition of case-control studies and methods to enable students to accept new knowledge. Also, review what they have learned the previous chapter, a cohort study, with discussion of the problem requires students to answer the same for the epidemiological analysis of the two studies, comparisons of the advantages and disadvantages. Through the questions and discuss issues, so that students can run through and around the integration of course content, both previously been to consolidate the knowledge, but also highlights the key when teaching class, but also train the students analyze and solve problems capacity. In addition, the process of heuristic teaching and discussion, the teacher by encouraging students to think, ask questions, in constant communication with the students also increased the level of their teaching, so teaching and learning. 4 of teaching, the teaching of theory with practice in the past to provide a research method can only explain some of the information, or allow students to proceed step by step, in isolation, calculation and analysis of epidemiological studies in one or a side, with emphasis on basic knowledge and skills training, leading to out students on the epidemiology of certain theories easy to grasp, but a comprehensive analysis of epidemiology methods and problem-solving ability,tory burch, go to work after the site is often faced with the actual changing of the helpless. To address this problem, we will combine the research literature and the teachers have an in-depth explanation. There are controversial issues on the academic and theoretical front view, the guidance related to the course the students access to academic journals in English,herve leger skirt, communication and discussion with students and teachers to help students understand the latest developments in the curriculum to enhance students to think independently, find and solve problems capacity, and encourage interested students to study design or write a research paper. Both 5 application of electronic technology to improve teaching effectiveness of preventive medicine epidemiology of non-teaching hours less, more content, so it should be to improve the efficiency of classroom instruction. Adhering to traditional teaching, based on the application of electronic teaching methods,Links of London Charms, use of multimedia technology, abstract,Christian Louboutin Ireland, boring course content to the form of illustrations show, highlighting the teaching of the important and difficult, more interesting, and promote knowledge and understanding of students and digestion, improve teaching effectiveness. In addition, multi-media teaching process, can live for epidemiological theory and practical features to increase the number of highly relevant and practical teaching software epidemiological study, the epidemiology of teaching software applications are fully reflected. Apart from the classroom can also make full use of network resources, to provide students with the appropriate URL, let through the campus network to download multimedia courseware, refer to the review questions, and through E-mail, and the Speaker of teachers to answer questions, and consulting activities. Teaching outside the classroom will be extended to fully mobilize the participation of the students awareness of and enhance access to knowledge from the ability of a variety of channels, active exchanges between teachers and students, truly interactive teaching and learning. In short, to improve prevention of medical students epidemiology of non-teaching quality, staff must be in many ways, the process of positive change in the teaching of traditional ways and means, always thinking and inspire students to give top priority to strengthening capacity-building and teaching throughout the the whole process, to strengthen the non-preventive medicine epidemiology teaching medical students so that they fully understand the epidemiology of the ideological importance of learning, the only way to foster social development in modern precautions required, with Creative thinking ability, high level of appreciation and a high level of academic research and practical ability of senior medical personnel, thereby achieving the purpose of teaching epidemiology. |
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