Innovative Thinking Ability Research Articles

Practice and exploration of launching ＇innovative projects＇ for undergraduates in medical colleges and universities

University and college students＇ innovative ability training plan＇ were launched from 2009 in Second Military Medical University. The innovative thinking and practical ability of students were improved by participation in research projects, writing scientific papers, academic exchanges and other activities. Students＇ innovative thinking, practice ability and cooperative spirit were promoted and unifica- tion of teaching and learning was achieved. Key words: Medical undergraduates; Ability to innovate; Training program

Construction and function of forensic interest group for medical students of eight-year-program

The aim of the eight year medical education program is to cultivate high-leveled and high qualified clinical and research personnel.Constructing forensic interest group for medical students of eight year program can not only cultivate the students' English learning,innovative thinking and practice ability,which is their Achilles heel but also combine eight year medical education with forensic science teaching reform. Key words: Forensic science; Eight year medical education program; Interest group; Early training of scientific research; Elite education

Development of Innovative Thinking Ability of College Students and the Innovation in the Work of Students

On the basis of defining and analyzing the concept and the basic element of innovative thinking, this paper analyzed the characteristics of the physical and mental development of students as well as that of the innovative thinking. In the paper, channels of developing college students' innovative thinking ability were discussed from four aspects, and the major obstacle to be overcome in the process of developing was also studied, which provided guidance for learning and developing the innovative thinking ability of college students.

Cultivating students' innovative ability in the clinic teaching of thoracic surgery

It is an important goal of the modern medical education to culture the innovative ability of medical students. In the clinic teaching of thoracic surgery, illuminating innovative thinking, optimizing and recombining teaching contents, flexible utilizing of teaching approach and methods, and innovating practical teaching are in favor of creating the innovative thinking and innovative ability of the students. Key words: Thoracic surgery; The clinic teaching; Innovative ability; Cultivation of talents

The development and evaluation of creativity education for the military medical students

The basic medication is an important part of the medical education and modem medical education has been characterized by innovative education. From innovative thoughte and quality training links as education concept, teaching mode, knowledge structure, training of method and ability, the research explores and practices how to stimulate the students' activity and consciousness, in the process the education of pathogenic biology to cultivate their innovative thinking ability. Key words: Pathogenic biology; Medical education; Innovative ability

Comparison of Student Learning in Challenge-based and Traditional Instruction in Biomedical Engineering

This paper presents the results of a study comparing student learning in an inquiry-based and a traditional course in biotransport. Collaborating learning scientists and biomedical engineers designed and implemented an inquiry-based method of instruction that followed learning principles presented in the National Research Council report "How People Learn" (HPL). In this study, the intervention group was taught a core biomedical engineering course in biotransport following the HPL method. The control group was taught by traditional didactic lecture methods. A primary objective of the study was to identify instructional methods that facilitate the early development of adaptive expertise (AE). AE requires a combination of two types of engineering skills: subject knowledge and the ability to think innovatively in new contexts. Therefore, student learning in biotransport was measured in two dimensions: A pre and posttest measured knowledge acquisition in the domain and development of innovative problem-solving abilities. HPL and traditional students' test scores were compared. Results show that HPL and traditional students made equivalent knowledge gains, but that HPL students demonstrated significantly greater improvement in innovative thinking abilities. We discuss these results in terms of their implications for improving undergraduate engineering education.