ANATOMY 1 Name of the Department: Department ... - Biomeedikum

More documents

Recommendations

Info

SECTION I: SELF-EVALUATION 160 2. The scientific orientation of the curriculum and its correspondence to the curricula of leading universities of Scandinavia as well in the United States gives the students who have completed their studies on diploma level at the Faculty of Medicine of the University of Tartu the chance to continue their studies elsewhere in the world. 3. The teaching staff is well trained and motivated. They are ready to accept new technologies and respond to the feedback given by students. 4. Use of new building of Biomedicum with good equipment makes possible to utilize computer-aided learning and teaching methods. Medical Genetics 1. As the most important strength of the curriculum of “ Medical Genetics” (now “ Human molecular and clinical genetics”) we think is the scientific orientation of teaching, and that the staff is well trained not only in theorethical medical genetics, but also has a long-time practical experience. Prof. Aavo-Valdur Mikelsaar (over 30 years) and docent Ruth Mikelsaar (over 20 years) have real practice in medico-genetical consultation of patients; assistant Gunnar Tasa is already many years active in forensic molecular genetic paternity diagnostics and person identification. 2. We think that our second strength is that we have succeeded sufficiently enlarge the possibilities for medical students to get practical experience in computer-aided genetic syndrome diagnostics, and in practical works in human molecular genetics: they have now possibilities to do many interesting works with their own hands. 3. The third strength is also that every student has the possibility to at least see how does modern equipment for gene sequencing, protein analysis, etc., more active student can take part in scientific work. Weaknesses Biology: 1. The stucture of the Biomedicum building makes impossible to provide class works with smaller groups. Rooms for practicums are planned for 24 student. Rooms are in use by different courses, not only by “Biology”. Rooms with equal equipment, needed for teaching of “Biology”, are absent. 2. The teaching staff is too small for possible works with smaller groups. Medical Genetics 1. As for “Biology” the structure of the Biomedicum building makes impossible to provide class works with smaller groups. Rooms for practicums are planned for 24 student. Rooms are in use by different courses, not only by “Medical Genetics”.
4. Describe the innovations in your teaching. BIOLOGY AND GENETICS Biology 1. During last 2 years computer-aided teaching methods have been introduced as a complement to traditional teaching methods. 2. Different textbooks (in Estonian) for parts of course “Biology” have been produced. Some of them are available for students through Internet. 3. According our recommendation our libraries have obtained 20 copies of textbook of B.Alberts et al.:”Molecular biology of the cell” and some different textbooks in biology. Medical Genetics 1. During 1996-1999 computer-aided teaching methods had been introduced as a complement to traditional teaching methods. Now starting 2001 this experience will be enlarged. 2. Some teaching materials from our staff are already available for students through Internet. 5. Name the factors which most disturb teaching (exluding financial resources). Biology 1. First-year students are not ready to work independently. 2. Groups of practicums are too large (24 students) and one assistant (the head of the chair have found no possibilities to direct a person for technical help) is not able to work with students individually. 3. First-year students are not ready to use English textbooks. 4. A number of students from Russian secondary schools are not able to communicate in Estonian, although they had high marks in state examination in Estonian language. 5. The system where lecturer have one teaching-free semester during election period for scientific or pedagogical work does not work. Medical Genetics 1. The most disturbing factor in the development of teaching in “Medical Genetics” has been frequent changes in general medical curriculum bringing teaching of this subject from 6 th year studium to the 3 rd year studium, and again to the 5 th year studium. Now the staff and the students do agree that this last change is possibly the best one. 2. We think that the other concrete disturbing factors will be clear after starting again “Medical Genetics” for stomatology students this spring, and “Human molecular and clinical genetics” to medical students in fall of 2001. 161
Page 1 and 2:
ANATOMY Name of the Department: Dep
Page 3 and 4:
ANATOMY Weaknesses • Limited time
Page 5 and 6:
ANATOMY To continue the integration
Page 7 and 8:
ANATOMY been reduced from 6 CP to 5
Page 9 and 10:
IV. TEACHING RESOURCES ANATOMY 9. I
Page 11 and 12:
APPENDIX I-I Visits of the Departme
Page 13 and 14:
APPENDIX I-VI Publications of the D
Page 15 and 16:
PAPERS IN ESTONIAN JOURNALS ANATOMY
Page 17:
APPENDIX I-VII Academic and adminis
Page 20 and 21:
SECTION I: APPENDIXES societies: Mo
Page 23 and 24:
BIOCHEMISTRY Name of Department: De
Page 25 and 26:
BIOCHEMISTRY eliminated. Such alter
Page 27 and 28:
BIOCHEMISTRY Biochemistry: resource
Page 29 and 30:
APPENDIX I-II BIOCHEMISTRY Postgrad
Page 31 and 32:
Page 33 and 34:
BIOCHEMISTRY 4. Dementia and Geriat
Page 35 and 36:
BIOCHEMISTRY 51. J Cardiovascular r
Page 37:
Page 40 and 41:
SECTION I: APPENDIXES ship in acade
Page 42 and 43:
SECTION I: SELF-EVALUATION 42 proac
Page 44 and 45:
SECTION I: SELF-EVALUATION 44 the a
Page 46 and 47:
SECTION I: SELF-EVALUATION 46 The f
Page 48 and 49:
SECTION I: SELF-EVALUATION 48 macol
Page 50 and 51:
SECTION I: APPENDIXES APPENDIX I-I
Page 52 and 53:
SECTION I: APPENDIXES APPENDIX I-IV
Page 54 and 55:
SECTION I: APPENDIXES 12. C.Löfber
Page 56 and 57:
SECTION I: APPENDIXES 54. C.Löfber
Page 58 and 59:
SECTION I: APPENDIXES 100. Kalda A.
Page 60 and 61:
SECTION I: APPENDIXES 12. M. Otter.
Page 63:
Page 66 and 67:
SECTION I: APPENDIXES Community 5th
Page 68 and 69:
SECTION I: APPENDIXES Tartu as a ph
Page 71 and 72:
PHYSIOLOGY Name of Department: Depa
Page 73 and 74:
PHYSIOLOGY 3. Describe the strength
Page 75 and 76:
PHYSIOLOGY students. According to t
Page 77 and 78:
PHYSIOLOGY Physiology: resource eva
Page 79 and 80:
PHYSIOLOGY 1999 Kersti Jagomägi, s
Page 81 and 82:
Page 83:
PHYSIOLOGY 67. J.Kivastik, P.-H.Kin
Page 87 and 88:
APPENDIX I-VIII Curriculum Vitae of
Page 89 and 90:
PHYSIOLOGY meeting on physiology" 1
Page 91:
PHYSIOLOGY University of Kuopio;vis
Page 94 and 95:
SECTION I: SELF-EVALUATION ceptual
Page 96 and 97:
SECTION I: SELF-EVALUATION 96 stude
Page 98 and 99:
SECTION I: SELF-EVALUATION VI. FUTU
Page 100 and 101:
SECTION I: APPENDIXES APPENDIX I-I
Page 102 and 103:
SECTION I: APPENDIXES APPENDIX I-VI
Page 104 and 105:
SECTION I: APPENDIXES 2. Mikelsaar
Page 107:
Page 110 and 111: SECTION I: APPENDIXES was supported
Page 113 and 114: PATHOLOGICAL ANATOMY AND FORENSIC M
Page 123 and 124: APPENDIX I-I PATHOLOGICAL ANATOMY A
Page 127: PATHOLOGICAL ANATOMY AND FORENSIC M
Page 130 and 131: SECTION I: APPENDIXES DRIKKIT, ILON
Page 132 and 133: SECTION I: SELF-EVALUATION 2. How h
Page 134 and 135: SECTION I: SELF-EVALUATION 8. Is th
Page 136 and 137: SECTION I: APPENDIXES APPENDIX I-I
Page 138 and 139: SECTION I: APPENDIXES 1999 Argo Soo
Page 140 and 141: SECTION I: APPENDIXES APPENDIX I-V
Page 142 and 143: SECTION I: APPENDIXES 8. Harro J, S
Page 144 and 145: SECTION I: APPENDIXES 98. Põlluste
Page 147: APPENDIX I-VII Academic and adminis
Page 150 and 151: SECTION I: APPENDIXES Nutritional S
Page 152 and 153: SECTION I: APPENDIXES Economists Cu
Page 154 and 155: SECTION I: SELF-EVALUATION • Biol
Page 156 and 157: SECTION I: SELF-EVALUATION 156 The
Page 158 and 159: SECTION I: SELF-EVALUATION 158 2. C
Page 162 and 163: SECTION I: SELF-EVALUATION II. EVAL
Page 164 and 165: SECTION I: SELF-EVALUATION 164 Subj
Page 168 and 169: SECTION I: APPENDIXES APPENDIX I-V
Page 170 and 171: SECTION I: APPENDIXES 31. Waldmann
Page 176 and 177: SECTION I: APPENDIXES partment of G
Page 178 and 179: SECTION I: APPENDIXES arum (MSc) in
Page 180 and 181: SECTION I: SELF-EVALUATION 180 1. T
Page 182 and 183: SECTION I: SELF-EVALUATION 182 Duri
Page 184 and 185: SECTION I: SELF-EVALUATION 184 2. B
Page 188 and 189: SECTION I: APPENDIXES 19. Tiivel T.
Page 191 and 192: APPENDIX I-VIII Curriculum Vitae of
Page 193 and 194: IMMUNOLOGY Name of the Department:
Page 195 and 196: IMMUNOLOGY equipped with English la
Page 197 and 198: IMMUNOLOGY Immunology: resource eva
Page 199 and 200: APPENDIX I-II IMMUNOLOGY Postgradua
Page 201 and 202: IMMUNOLOGY 19. Juhela S, Hyöty H,
Page 206 and 207: SECTION I: APPENDIXES Laboratory of
show all

ANATOMY 1 Name of the Department: Department ... - Biomeedikum

Create successful ePaper yourself

Delete template?

Save as template?