人体解剖学是医学院校各专业新生学习的第一门医学基础课程，涉及专业广，学习人数多。将“课程思政”融入人体解剖学教学过程，有助于帮助医学生树立正确的科学道德观、生命伦理观，培养学生养成良好的医德医风与责任感，实现综合素质和专业能力的共同提高。因此，以人体解剖学心血管章节为例，从思政元素提炼、教学方案制定、教学效果反馈和教学效果评价这四方面探讨人体解剖学融合课程思政教学的可行性措施，为优化人体解剖学教学提供启示，以期实现知识传授与价值观引领有机统一。

解剖学知识的积累和掌握是医学生成长为专业医生的基本技能,除了教师在课堂上的教授,来自学生的因素在解剖学知识的学习过程中也起到决定性作用,应该被纳入形成性评价考察范围.分析课程修完后学生的主动学习对考试成绩以及后续解剖学知识的记忆和应用的影响将为医学生高效的学习、牢固记忆及灵活应用解剖学知识提供必要的理论依据.

随着医学教育的发展,问题导向学习(problem-based learning,PBL)教学模式在许多医学院开展.文章收集了南京医科大学一、三年级临床医学专业学生对PBL课程的反馈意见和建议,分析低年级和高年级学生的PBL课程学习现状,反思PBL导师的职能,以期不断改进PBL教学,提高医学专业PBL课程的教学水平.

人体解剖学是一门重要的形态科学,仅凭文字描述难以让初学者在脑海中快速清晰地描绘出人体器官组织形态结构,而图像则清楚明了.绘制简图是人体解剖教学中一种有效的辅助手段,不擅长绘画的学生也能胜任,将枯燥乏味的解剖学知识转变为通俗易懂的简图,有利于吸引学生注意力,提高学习解剖的兴趣,促进理解和掌握解剖理论知识并识记解剖标本,有助于课后复习和评价复习效果,从而提高学习效率和教学质量.

Human body structure,as a national excellent course,is a professional basic course for the students in medical related majors.After years of teaching practice,many teaching experience are collected,however,some problems in teaching practice still occurre such as how to carry out teaching methods specific for different majors,how to accomplish the course for teachers and how to grasp the macro-and micro-cosmic human structures for students in fewer class hours,and how to improve the students' self-regulation of learning.Aiming at the problems above,the human body structure teaching team improves teaching methods,teaching content and assessment system,and effectively enhance the teaching effectivene.

基础医学是医学学科的重要组成部分,基础医学的教学水平制约着医学高等院校整体教育水平.作为高等院校基础医学青年教师的一员,分析了目前高等院校医学基础学科青年教师的教学现状及其具备正确的教学态度的必要性,并以南京医科大学为例,从教师自身和学校的各级管理部门两方面深入探讨了如何提高基础医学学科青年教师的教学质量.

Human anatomy is an important part of the foundation curriculum for undergraduate nursing program in China .Practical teaching of human anatomy plays a key role in consolidating the theoreti‐cal knowledge and cultivating students’ innovative spirit and practical abilities .To improve the quali‐ty of nursing anatomy in practical teaching ,Nanjing Medical University has created a mode for practi‐cal teaching ,which combines the application of anatomical knowledge and clinical nursing skills in practical teaching ;the improvements it have made to the nursing anatomy course is independent learn‐ing ,the improvement in the quality of the practical laboratory facilities and the humanistic quality of the students’ education .