国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力的医学类国际赛事之一。IMSPQ的引入,为生理学和专业英语的联系开启了一扇门。IMSPQ大陆地区热身赛是对国际比赛本土化的积极探索与尝试。生...国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力的医学类国际赛事之一。IMSPQ的引入,为生理学和专业英语的联系开启了一扇门。IMSPQ大陆地区热身赛是对国际比赛本土化的积极探索与尝试。生理学教师应努力尝试将IMSPQ理念引入教学,积极探索生理学专业英语教学的有效途径。展开更多
随着医学高等教育国际化进程加速,教师一直在试图寻找留学生生理学教学的适用方式。国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力医学类国际赛事之一。IMSPQ为医学院校师生开启一条了解其...随着医学高等教育国际化进程加速,教师一直在试图寻找留学生生理学教学的适用方式。国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力医学类国际赛事之一。IMSPQ为医学院校师生开启一条了解其他国家生理学教与学现状的途径。生理学教师应努力尝试将IMSPQ理念引入教学,积极探索改善留学生生理学教学的有效方式。展开更多
国际医学院校生理学竞赛(inter-medical school physiology quiz,IMSPQ)由马来亚大学组织发起,目前是亚洲地区最具影响力的医学类国际赛事之一。安徽医科大学连续四年组织学生参加了国际生理学竞赛大陆地区热身赛和国际生理学竞赛,均取...国际医学院校生理学竞赛(inter-medical school physiology quiz,IMSPQ)由马来亚大学组织发起,目前是亚洲地区最具影响力的医学类国际赛事之一。安徽医科大学连续四年组织学生参加了国际生理学竞赛大陆地区热身赛和国际生理学竞赛,均取得优异成绩。在辅导学生竞赛期间,从学生选拔到教材选择、题库建设以及辅导内容等方面摸索了一些经验:如进行有针对性的训练,增加逻辑推理能力、病例分析等内容的比重,并加强与运动生理学以及病理生理学的紧密联系,以逐步增强培训老师和学生的生理学教与学竞争力。展开更多
One of important tasks of IFToMM is attraction of youth attention to profound study of mechanism and machine science. To solve this task, special youth programs are developed, various discounts are provided for young ...One of important tasks of IFToMM is attraction of youth attention to profound study of mechanism and machine science. To solve this task, special youth programs are developed, various discounts are provided for young researchers＇ participation in IFToMM congresses and conferences. A new progressive type of such an activity is organization of Student International Olympiads （SIO） on Mechanism and Machine Science （MMS） which can be considered a new advantageous form of MMS study. The paper describes experiences of organization and holding the first SIO MMS, which took place on April 19-21,2011 in Izhevsk （Russia） at Izhevsk State Technical University.展开更多
Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese...Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.展开更多
文摘国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力的医学类国际赛事之一。IMSPQ的引入,为生理学和专业英语的联系开启了一扇门。IMSPQ大陆地区热身赛是对国际比赛本土化的积极探索与尝试。生理学教师应努力尝试将IMSPQ理念引入教学,积极探索生理学专业英语教学的有效途径。
文摘随着医学高等教育国际化进程加速,教师一直在试图寻找留学生生理学教学的适用方式。国际医学院校生理学竞赛(Inter-Medical School Physiology Quiz,IMSPQ)是亚洲地区最具影响力医学类国际赛事之一。IMSPQ为医学院校师生开启一条了解其他国家生理学教与学现状的途径。生理学教师应努力尝试将IMSPQ理念引入教学,积极探索改善留学生生理学教学的有效方式。
文摘国际医学院校生理学竞赛(inter-medical school physiology quiz,IMSPQ)由马来亚大学组织发起,目前是亚洲地区最具影响力的医学类国际赛事之一。安徽医科大学连续四年组织学生参加了国际生理学竞赛大陆地区热身赛和国际生理学竞赛,均取得优异成绩。在辅导学生竞赛期间,从学生选拔到教材选择、题库建设以及辅导内容等方面摸索了一些经验:如进行有针对性的训练,增加逻辑推理能力、病例分析等内容的比重,并加强与运动生理学以及病理生理学的紧密联系,以逐步增强培训老师和学生的生理学教与学竞争力。
文摘One of important tasks of IFToMM is attraction of youth attention to profound study of mechanism and machine science. To solve this task, special youth programs are developed, various discounts are provided for young researchers＇ participation in IFToMM congresses and conferences. A new progressive type of such an activity is organization of Student International Olympiads （SIO） on Mechanism and Machine Science （MMS） which can be considered a new advantageous form of MMS study. The paper describes experiences of organization and holding the first SIO MMS, which took place on April 19-21,2011 in Izhevsk （Russia） at Izhevsk State Technical University.
文摘Ritsumeikan Asia Pacific University （APU） in Beppu city, Japan has a large body of students from well over 90 countries, especially from the Asia Pacific region, including Japanese, Korean, Chinese, Thai, Vietnamese, and Indonesian students. To improve analytical thinking skills among college students, a course on ＂bioethics＂ was introduced and offered in two consecutive semesters to undergraduate students for which 245 students registered at each semester. The course was taught in the form of 14 lecture and discussion sessions, each for 95 minutes based on the content of A Cross-Cultural Introduction to Bioethics （2006） edited by Darryl Macer, and reviewed a wide variety of ethical and bioethical issues. In the next semester, the students received a similar teaching content that was rearranged to reflect the 15 universal principles of bioethics and human rights covered in the Bioethics Core Curriculum （2008）. Case studies were also added to each unit of the Core Curriculum with the support of the UNESCO＇s Asia Pacific Regional Office, Bangkok （Case Studies for Bioethics 2010）. To evaluate the results of teaching and to compare the achieved objectives between the two groups of students, a short questionnaire was given to all students who finished the course and took up the final written examination. In the whole, 454 students （225 in group I and 229 in group 2） completed the course and took the final examination and 427 （218 in group 1 and 209 in group 2） responded to the questionnaire which inquired into their interest in the discussion of bioethical issues： why they believed they were important, and what they had learned through them. The results of the questionnaire have been examined and compared to evaluate the success of ＂bioethics＂ in stimulating the interest and thinking ability of the students and enriching their experience of a cross-cultural discussion over bioethical issues using universal principles as general guidance. The result of this examination was so impressive that from 2011 bioethics has been formalized into the reformed curriculum of our international school.
