Pre-med醫(yī)學(xué)預(yù)科特色課程——牛津展望計(jì)劃Organismal Biology
Pre-med Programme – Organismal Biology in Oxford Prospects Programmes
上海-渥太華聯(lián)合醫(yī)學(xué)院借鑒北美醫(yī)學(xué)課程體系，新生入學(xué)后第一學(xué)年主要為Pre-medicine（醫(yī)學(xué)預(yù)科）課程。Pre-medicine課程強(qiáng)調(diào)課程的國(guó)際化設(shè)置和英語語言能力的培養(yǎng)，聘請(qǐng)全球優(yōu)秀教師參與授課。Organismal Biology是Pre-medicine課程體系中一門非常具有特色的課程，今年學(xué)院與牛津大學(xué)攝政學(xué)院牛津全球發(fā)展與展望研究院（Oxford Prospects and Global Development Institute，OPGDI）合作，邀請(qǐng)牛津大學(xué)相關(guān)學(xué)系及專業(yè)的教授、博士后等組成教師團(tuán)隊(duì)，對(duì)課程進(jìn)行全新的設(shè)計(jì)，并采用在線方式開展遠(yuǎn)程授課。
Ottawa-Shanghai Joint School of Medicine (OSJSM) provides the Pre-medicine Programme for students in the first academic year based on the North American Medical Education System. The Pre-medicine Programme focuses on the internationalization of curriculum provision and the development of English language skills, and outstanding teachers from around the world are employed to give lectures. Organismal Biology is a distinctive Pre-medicine Programme jointly developed by OSJSM and Oxford Prospects and Global Development Institute (OPGDI) at Regent’s College, University of Oxford. It is designed and taught online by a team of professors and post-doctors from relevant departments and specialties at University of Oxford.
Organismal Biology課程旨在激發(fā)學(xué)生對(duì)科學(xué)問題和地球上生命進(jìn)化現(xiàn)實(shí)的好奇心。內(nèi)容涉及科學(xué)方法、進(jìn)化論、生態(tài)學(xué)、保護(hù)生物學(xué)以及地球生命歷史等。課程從多個(gè)角度介紹這些不同的主題，例如解讀查爾斯·達(dá)爾文和其他科學(xué)家的科學(xué)貢獻(xiàn)，研究動(dòng)植物變異性的形態(tài)學(xué)和遺傳學(xué)基礎(chǔ)，探討物種是如何形成、適應(yīng)環(huán)境以及滅絕等問題。此外，課程還涵蓋了生態(tài)學(xué)和保護(hù)生物學(xué)的主題等。
Organismal Biology aims to inspire students’ curiosity about scientific issues and the evolutionary history of life on Earth. It covers scientific methodology, evolution theory, ecology, conservation biology, and the history of life on Earth. These topics are introduced from multiple perspectives, such as unpacking the contributions of Charles Darwin and other scientists to the science, examining the morphological and genetic basis of plant and animal variability, and discussing how species form, adapt to the environment, and become extinct. The Programme also includes ecology, conservation biology and others topics.
Introduction Session開啟了直播連線的第一課
Introduction Session, the first live session
為期5周的線上課程采用超星錄播和ZOOM直播相結(jié)合的方式進(jìn)行。理論課（lecture）由主講老師提前錄制并按教學(xué)計(jì)劃在線開放，平均一周兩次開展直播討論課（seminar）。討論課（seminar）以小班形式開展，針對(duì)每周lecture的主題，學(xué)生需要在完成錄播課學(xué)習(xí)的基礎(chǔ)上，閱讀相關(guān)資料，準(zhǔn)備至少1~2個(gè)與課程內(nèi)容相關(guān)的問題，并積極參與小組討論。通過每次seminar的思想碰撞，不僅幫助學(xué)生更好地理解和吸收每周課程內(nèi)容，也鍛煉了學(xué)生的口語表達(dá)和團(tuán)隊(duì)協(xié)作能力。
The 5-week online programme was carried out with Chaoxing for pre-recording and ZOOM for live stream. The lectures were pre-recorded by lecturers and were available online according to the teaching schedule, and live seminars were held twice a week on average. The seminar was conducted in small groups to discuss the weekly lecture topic. After completing each pre-recorded lecture, students were required to read relevant materials, pose at least one to two questions related to the course contents, and actively participate in group discussions. The seminars helped students better comprehend the course contents by discussing with their peers, and gave students a chance to practice their oral presentation and teamwork.
錄播lectures在超星學(xué)習(xí)通平臺(tái)開放
Pre-recorded lectures are available in Chaoxing
每周seminar師生共同討論學(xué)習(xí)
Teachers and students discuss questions in weekly seminar
為了保證線上教學(xué)的順利開展，課程采用了多種在線教學(xué)和資源工具。除了超星學(xué)習(xí)通平臺(tái)和ZOOM直播軟件，學(xué)生可以通過網(wǎng)盤獲得理論課課件和補(bǔ)充閱讀資料。此外，開課前還建立了課程和討論小組的微信群。微信群成員包括學(xué)生、OPGDI的課程助教團(tuán)隊(duì)、技術(shù)支持老師、中方教務(wù)老師等，是課程信息更新和發(fā)布的平臺(tái)，同時(shí)也提供學(xué)生答疑，為云端學(xué)習(xí)期間創(chuàng)造了良好的溝通途徑。
The Programme applied diverse online teaching and resource tools to ensure the full function of online teaching activities. In addition to Chaoxing and ZOOM, students can access to courseware and supplemental reading materials through the network disc. Besides, a WeChat group was started for discussion before class. The WeChat group contained students, OPGDI’s teaching assistant team members, technical support staff, and Chinese teaching affairs staff. It served as a platform for updating and providing information, and for members to answer questions from students, which builds a pathway for communicating effectively during cloud-based learning.
課程考核方面通過多種形式對(duì)學(xué)生進(jìn)行綜合評(píng)價(jià)。考核指標(biāo)包含了學(xué)生的課程考勤、期中開卷練習(xí)、小組匯報(bào)個(gè)人表現(xiàn)以及期末測(cè)試。
Multiple forms of course assessment were used to assess students by course attendance, midterm open-book test, group report on individual performance, and final test.
學(xué)生感想
Student Testimonials
從開課前的超級(jí)詳細(xì)的Course Outline到課上Professor細(xì)致的答疑講解和提問互動(dòng)，課程的每一個(gè)環(huán)節(jié)都讓我感受到教學(xué)團(tuán)隊(duì)的認(rèn)真負(fù)責(zé)和Organismal Biology這門學(xué)科的獨(dú)特魅力。每個(gè)Lecture上課前，Professor會(huì)額外準(zhǔn)備一些文獻(xiàn)材料給我們擴(kuò)充知識(shí)、了解背景，在Seminar上會(huì)拋出具有思考啟發(fā)性的問題讓同學(xué)們思辨，讓同學(xué)們?cè)谟懻撝蝎@得啟迪。課程體驗(yàn)輕松有趣，同時(shí)收獲滿滿！
From the carefully-detailed Course Outline to the Professor's meticulous explanation and interesting interaction, every step of the course made me feel the unique charm of Organism Biology. Before each Lecture, the Professor will prepare some additional literature materials for us to enlarge our knowledge and have a better understanding of the background. In the Seminar, the Professor will throw out thought-provoking questions for us to think and provide a platform for us to debate. After the discussion we all gain a deeper insight into the topic as well as broaden our horizon. The course experience was relaxing and interesting, helpful and fruitful!
——21級(jí)英五班 吳依霖
- Wu Yilin, Class 5, Grade 2021
課程的安排規(guī)劃得很好，不僅與醫(yī)學(xué)有所聯(lián)系，而且感覺對(duì)以后自己做研究也有很多啟發(fā)。老師們都很厲害，知識(shí)講解得很清楚，在研討課上對(duì)我們的問題都會(huì)耐心解答，同時(shí)也會(huì)不斷啟發(fā)我們對(duì)于一些問題的思考。有時(shí)候我們英語說得不是很流利，老師們也會(huì)很耐心很友善的鼓勵(lì)我們。總之體驗(yàn)非常棒！
The course was well organized, which was not only connected with medicine, but also enlightened me to do research in the future. The teachers explained the concepts and some details clearly. In the seminar class, the teachers patiently answered our questions, and inspired us to think critically. Overall great experience!
——21級(jí)英五班 石佳穎
- Shi Jiaying, Class 5, Grade 2021
在有機(jī)體生物的課程中，各位老師不僅教授我們生物進(jìn)化的知識(shí)，更帶領(lǐng)我們思考在不同的時(shí)代，各種學(xué)說是如何通過實(shí)驗(yàn)基礎(chǔ)和嚴(yán)密的邏輯一步步推導(dǎo)出來的。研討會(huì)的模式拉近了我們學(xué)生與教授們之間的距離，在一次次討論與反思的過程中，我們也在逐漸學(xué)會(huì)辯證性地、前瞻性地看待很多科學(xué)問題。
In organismal biology course, professors not only cast light on the knowledge of organism evolution, but navigate us to contemplate how the theories were established based on experiment data and strict logic. Under the pattern of seminar where we feel closed to professors, we learn to think about problems critically and prospectively through discussion and reflection.
——21級(jí)英五班 周佳杰
- Zhou Jiajie, Class 5, Grade 2021
在這門課程中，教授讓我們從上課的內(nèi)容中進(jìn)行思考并提出問題。不同于傳統(tǒng)的授課模式，教授會(huì)通過研討會(huì)、課堂討論等形式進(jìn)行知識(shí)梳理。借助研討會(huì)，我們提出問題，進(jìn)而教授給予解答，一起探討問題，并拓展前沿知識(shí)理論。這種教學(xué)方法讓我們?cè)诮涣髦袑?duì)知識(shí)的掌握更加深刻，同時(shí)也為我們的科研之路打開了大門。
In this course, the professors request us to think and ask questions from the content of the class. Different from the traditional teaching mode, professors will help our further understanding through seminars, class discussions, etc. With the help of the mode, we gain deeper understanding of what we have learnt in class, and the expansion of the cutting-edge theory really open our eyes. This teaching method allows us to have a deeper grasp of knowledge and I believe this kind of method is also beneficial in our scientific research in the future.
——21級(jí)英五班 陳沁祎
- Chen Qinyi, Class 5, Grade 2021
