摘要:本科课程改革的墨尔本大学发起的,也被称为“墨尔本模型”,实现了自2008年以来。改革引发了一波的批评来自其他院校环游世界。本文主要介绍了运用墨尔本大学生物医学模式的程序,希望对中国的光流的持续改革对医学教育。
"Melbourne model" in the biomedical degree course and its application of the enlightenment
Abstract: the university of Melbourne, Australia since 2008 has been called "the Melbourne mode (Melbourne Model)" of the curriculum reform, the reform of the university by the world attention. This paper mainly introduces "Melbourne model" in the biological < > medical degree courses in application, in hopes of our country is developing medical teaching reform of the enlightenment.
Keywords: Melbourne mode; Biological medical degree; Curriculum reform
The Application of Melbourne Model in The Bachelor of Biomedicine Program and Its Enlightenment
XIA Hui, GU Ming-min
(School of Medicine, Shanghai Jiao Tong University, Shanghai 200025, China)
Abstract: The undergraduate
curriculum reform launched by The University of Melbourne, also known as The 'Melbourne model', has been implemented since 2008. The reform has triggered a wave of criticism from other universities around The world. This paper mainly introduces The application of Melbourne model in The Bachelor of Biomedicine program in hopes of shedding a light on China 's ongoing reform on medical education.
Key words:
Melbourne Model; Bachelor of Biomedicine; Curriculum reform
The university of Melbourne, Australia is the oldest and one of the most outstanding university, the school with its high quality of undergraduate education https://www.51lunwen.org/australia
thesis/ and graduate education, high level of scientific research and academic culture is recognized as one of the world's best universities.
However, it is the almost all aspects in the world top quality level of university, but in 2008 to completely change already used 150 years of traditional teaching, and promoting the referred to as the "Melbourne mode (Melbourne Model)" of the curriculum reform. This is a comprehensive curriculum system reform, the new course system implementation of "3 + 2 + 3" training mode, namely the undergraduate course 3 years, or professional master graduate student two years and doctoral students in 3 years. Specifically, the curriculum system, they will be the original complicated degree system integrated into six: the humanities, science, economic, biological medicine, environment, music, as the six "New Generation Undergraduate degree (New Generation Undergraduate Degrees)". First used in the reform of the broad undergraduate curriculum content, and then into professional postgraduate and doctoral degree programmes, dynamics, even called it "radical reform of university", "the landmark education reform" [1, 2]. This paper briefly introduces the main characteristics and Melbourne mode the mode in biological medical degree curriculum setting of the application, and more domestic medical colleges and universities and the professional course reform in the same difference in, puts forward the Suggestions for reference.
One, "the Melbourne mode" main characteristics
(a) the width and depth of the pursuit of course
Melbourne model curriculum system reform follow one important principles course is to pursue the width and depth of the organic combination, so that the students in the professional field course learning has depth, in the knowledge structure has breadth. Expand the curricula of Melbourne is the one big characteristic of mode. Expand course mainly have three forms: the first kind is a professional core courses selection outside of the existing other course to develop courses, such
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