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《兽医传染病学》是兽医学科学生重要的专业必修课之一。对该课程的教学内容、教学方法、教学手段、实践教学和学生考试等方面进行了改革和探索,将现代教学手段与传统教学方法相结合,提出了比较系统的改革方案。实践证明,激发了学生对《兽医传染病学》课程的兴趣,可充分发挥学生的主观能动性,提高了教学质量,同时解决了《兽医传染病学》课程教学课时减少与内容不断增多的矛盾。 相似文献
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国家执业兽医资格考试与高校兽医教育面临的挑战 总被引:3,自引:0,他引:3
《执业兽医管理办法》出台并实施,成为我国执业兽医管理的里程碑。相关考试和办法的实施为我国高校兽医教育带来新的挑战,作者对此进行分析并提出解决办法。 相似文献
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根据高职高专畜牧兽医专业实践教学的特点,构建了高职高专畜牧兽医专业“一个导向、六个环节、三项技能”的实践教学体系,并对其实施效果进行了评价。 相似文献
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A.A. Blakely B.V.Sc. B.Agr.Sc. 《New Zealand veterinary journal》2013,61(4):43-49
Extract The development of veterinary practice in New Zealand over the past thirty years has been phenomenal. I have been engaged in practice and to some extent involved with this development during this time. Perhaps by stopping to look at where we are, where we have come from, and how, we may help to guide future development. 相似文献
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JN MILLS 《Australian veterinary journal》1997,75(7):497-499
Objective To describe a teaching experiment in which fifth year veterinary students were given the opportunity, using dramatic scenarios, to consider ways of dealing with emotive issues relevant to veterinary practice, that demand good communication skills.
Design Workshops were devised using dramatised scenarios of several critical incidents in practice, including euthanasia. A clinical psychologist and several veterinary practitioners participated in discussions. Both live performances and video scenarios were presented to fifth year veterinary students and were followed by group discussions. Each workshop was evaluated and modifications were made where necessary.
Results The teaching format involving drama was well received. The combination of drama and discussion was more effective than a formal talk and discussion, provoking animated participation and maintaining audience attention. The majority of students considered that comments and advice from attending veterinarians were the most useful parts of the workshops in preparing them for veterinary practice. The large audience (up to 45 attendees) was considered to be desirable for enhancing discussion. Requests for more similar sessions were made by students.
Conclusion Drama was found to be a satisfactory modality in teaching communication skills in preparing veterinary students for practice. 相似文献
Design Workshops were devised using dramatised scenarios of several critical incidents in practice, including euthanasia. A clinical psychologist and several veterinary practitioners participated in discussions. Both live performances and video scenarios were presented to fifth year veterinary students and were followed by group discussions. Each workshop was evaluated and modifications were made where necessary.
Results The teaching format involving drama was well received. The combination of drama and discussion was more effective than a formal talk and discussion, provoking animated participation and maintaining audience attention. The majority of students considered that comments and advice from attending veterinarians were the most useful parts of the workshops in preparing them for veterinary practice. The large audience (up to 45 attendees) was considered to be desirable for enhancing discussion. Requests for more similar sessions were made by students.
Conclusion Drama was found to be a satisfactory modality in teaching communication skills in preparing veterinary students for practice. 相似文献
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Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings
Communication is a critical clinical skill closely linked to clinical reasoning, medical problem solving, and significant outcomes of care such as accuracy, efficiency, supportiveness, adherence to treatment plans, and client and veterinarian satisfaction. More than 40 years of research on communication and communication education in human medicine and, more recently, in veterinary medicine provide a substantive rationale for formal communication teaching in veterinary education. As a result, veterinary schools are beginning to invest in communication training. However, if communication training is to result in development of veterinary communication skills to a professional level of competence, there must be follow-through with effective communication modeling and coaching in practice settings. The purpose of this article is to move the communication modeling and coaching done in the "real world" of clinical practice to the next level. The development of skills for communication coaching and feedback is demanding. We begin by comparing communication coaching with what is required for teaching other clinical skills in practice settings. Examining both, what it takes to teach others (whether DVM students or veterinarians in practice for several years) and what it takes to enhance one's own communication skills and capacities, we consider the why, what, and how of communication coaching. We describe the use of teaching instruments to structure this work and give particular attention to how to engage in feedback sessions, since these elements are so critical in communication teaching and learning. We consider the preconditions necessary to initiate and sustain communication skills training in practice, including the need for a safe and supportive environment within which to implement communication coaching and feedback. Finally we discuss the challenges and opportunities unique to coaching and to building and delivering communication skills training in practice settings. 相似文献
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