临床研究是医学研究重要的研究形式之一,也是医学研究成果转化的必要研究过程.临床研究对临床诊疗具有重要的指导作用,通过临床研究可获得大量的临床试验数据,为制订疾病诊疗指南提供有力依据.然而,目前开设临床研究课程的医学院校还较少,医学生毕业后在从事诊疗活动中,普遍存在临床研究知识薄弱的情况,因此,亟需在医学院校开展临床研究知识的系统教学.本文阐述了在医学院校开设临床研究课程的重要性,采取理论与实践教学相结合,对医学生进行临床研究知识和实践的教育,不断提高医学生临床研究的科学思维,以期提高临床诊疗质量,为民众健康服务.

目的 为医院临床药学学生实习考核提供参考.方法 根据临床药学学生实习的实际情况,采用迷你临床演练评估(mini-clinical?evaluation?exercise,Mini-CEX)的测评方法,对医院临床药学学生实习5个月的临床药学服务实践技能进行评价.结果 经过Mini-CEX考核,实习生可以认识到自身的知识缺陷,并进行针对性的改进,各项能力均有明显提高.出科前Mini-CEX各项测评项目分数显著高于首次入科测评的分数(P0.01),体现了临床药师的专业能力,同时也展现了对药师服务中实际问题的处理和人文关怀.带教老师和实习生对33次Mini-CEX考核的满意度均达90％以上.结论 建立适合临床药学专业特点的Mini-CEX评测表,可以有效提高临床药师为患者提供优良药学服务的意识,促进临床合理用药.

西安医学院眼视光学专业充分发挥医工结合的专业特色,以校、院、企合作为基础,通过确立专业实践能力、共建线上线下合作平台、共建"双师双岗"型的教学团队保障实践教学的运行,进而通过优化基础实践内容和场所、设置两级专业综合实践、开展创新与社会实践完善实践教学内容,最终构建了校院企协同的线上线下混合式实践教学模式.

本文的研究目的为研究在校大学生的屈光发育现状及进展.方法为通过测量在校大学生456例912眼的眼轴长度与角膜曲率等屈光参数进行分析,探讨屈光状态的发育现状及进展.通过计算分析所测量数据,可估算得出在校大学生的眼轴平均值为23.22±0.27 mm.无法精确推算出眼轴长度与年龄存在明显相关性.大学生近视的预防要早期监控,同时应针对近视发生发展的延续性进行追踪观察.

Several activities were practiced by college and enterprise, which consisted of setting up competition organizing committee, drawing up competition contents, establishing evaluation criteria, pre-match training and competition implementation. This practice formed a"school-enterprise dual-subject"optometry skill competition mode.The model had been highly appraised by teachers and students, it could not only improve the ability of students in many ways , but also reform the optical practice teaching mode and promote the integration of school and enterprise .On the basis of this model , humanistic care +communication and coop-eration ability +psychological quality should be permeated into daily teaching, and the curriculum system should be reformed at the same time.

A medical college established the talent cultivating model of optometry based on college-enterprise cooperation ai-ming at school teaching and application ability.The talent cultivating model can be practiced through pluralistic forms of college-en-terprise cooperation which includes freshmen education, optometry campus practice center, professional practice activities and fu-sion on daily activities.The professional skills, communication ability, ability to analyze problems, problem-solving skills and pro-fessional ethics of students can be improved ultimately .

AIM: To investigate the effect of problem - based learning (PBL) combined with standardized patient (SP) in the teaching of basic science of ophthalmology. METHODS: Sixty-four students of Optometry in grade 2012 were randomly divided into experimental group ( n=32 ) and control group ( n = 32 ) . Traditional teaching method was implemented in control group while PBL combined with SP was applied in experimental group. At the end of term students were interviewed using self-administered questionnaire to obtain their evaluation for teaching effect. Measurement data were expressed as x-±s and analyzed by independent samples t test. Enumeration data were analyzed by χ2 test, and P<0. 05 significantly statistical differences. RESULTS:The mean scores of theory test (83. 22±3. 75) and experimental test (94. 28±2. 20) in experimental group were significantly higher than theory test ( 70. 72±3. 95 ) and experimental test (85. 44±3. 52) in control group (all P < 0. 01 ). The mean scores of diagnose inquiry, ophthalmologic examination, clinical diagnosis and medical record writing were higher than that in the control group, difference had statistical significance (P<0. 01). The students in experimental group had a significantly better self-assessment than the control group in learning enthusiasm, consciousness of team cooperation, ability of language expression, comprehensive analysis ability, self - learning ability, innovation ability, summarizing ability, practice ability, and systematic knowledge structure. The differences were statistically significant in questionnaire between the two groups (all P<0. 05). CONCLUSION:Using PBL combined with SP teaching mode in basic science of ophthalmology can highly improve learning enthusiasm of students and cultivate self-learning ability of students, practice ability and ability of clinical analysis.

With the rapid development of social science and technology, economic and medical health services, a lot of high-quality Optometry professionals are required. In this paper, a three-year education of optometry is analyzed to improve the countermeasures of improving the quality of professional education in aspect of improving teaching methods, improving the curriculum, changing the concept of teachers, and establishment of a correct view of the employment.