基于国际化产科教融合实训平台的教学模式改革与实践

在分析当前省属工科院校教育以能力为导向培养目标完成实施过程中遇到国际化困难问题的基础上，以青岛大学材料学科为例，提出了基于国际化产科教融合实训平台的教学模式改革举措，并经过实践验证证实其切实可行。包括：充分整合校内外材料学科整体资源，建立了国际化的产科教深度融合实训平台，构建了高效的国际化产科教深度融合协同育人实训平台动态管理运行机制；以实训平台为依托实现师资队伍、教学内容、教学模式、科研等全方位的国际化改革；基于国际化产教研融合实训平台的教学模式改革的实践收到显著成效，对全国省属高等院校理工学科专业建设国际化改革的推广有较好的示范作用。     

基于课程标准的教学——以常见阴、阳离子的检验为例

以常见的阴、阳离子的检验为例，研究了如何实施基于标准的教学。校本教材的开发为标准、教材、教学、评价的一致性提供保障；以学生应知的和能做的驱动课堂活动；根据达成标准应有怎样的质量表现，试卷编制先于教学设计。课堂上，“教”“学”双方都明确学习目标，教师提供多种策略来满足学生多样的学习需要，如提供工具，搭建脚手架，并以“微”研究性学习的方式展开教学，给学生提供了充分的进步空间。     

Education by Teaching Analytical Chemistry in Romania

A review is given on the history of the development of analytical chemistry in Romania, its present role in University teaching, and on measures that are planned in order to improve teaching and education.Received January 12, 2003; accepted March 7, 2003 Published online July 16, 2003     

构建网络学习资源提高民族高校有机化学课程教学质量

High-quality online course materials were reconstructed through feedback from undergraduate students and online data analysis regarding constructed learning materials on the Chao Xing Learning Platform. They were used for studying organic chemistry courses online and offline in university for nationalities. This model, based on student-centered teaching, can effectively transform students from passively accepting knowledge to actively learning and internalizing knowledge. This strategy can also enhance the students' learning initiative and the effects of learning, and hopefully be helpful to the universities in multi-ethnic areas in developing fundamental disciplined construction of organic chemistry and other courses.     

基于“超星直播+学习通”的在线教学示范

为了应对新冠病毒肺炎(COVID-19)蔓延和响应教育部"停课不停教,停课不停学"的号召,作者从"两问题三误区"入手分析了现有在线教学存在的问题,并对比了不同直播平台的优缺点,提出了在线教学的具体教学建议。以基于"超星直播+学习通"的在线教学为例进行了教学示范指导。     

通过教学过程和互动设计保障在线教学的效果

Based on the analysis of the courses and the investigation of students' online learning needs, an online teaching mode of "Tencent Classroom" and "Rain Classroom" with "split screen" is designed. This mode is used for the online teaching of "Foundation of Innovation and Entrepreneurship" and "Chemical Instrumentation and Automation". After two months of teaching practice, the teaching and learning were reflected and summarized, aiming to improve the performance of online teaching.     

平台蒸发溴化铟分子吸收光谱法测定痕量溴的研究

本文对 InBr 分子吸收光谱法测定溴进行了研究。使用平台大大降低了 InO 背景吸收,使信-背比增大十倍。铟先于溴进样可提高 InBr 吸收信号。铬空心阴极灯可代替氘灯作为测定光源。方法灵敏度为8.5ng/0.0044吸收。     

Is it safe to have a laboratory test?

A recent US Institute of Medicine report indicated that up to 98,000 deaths and more than 1 million injuries occur each year in the United States due to medical errors. These include diagnostic errors, such as an error or delay in diagnosis, failure to employ indicated tests and the use of outmoded tests. Laboratory tests provide up to 80% of the information used by physicians to make important medical decisions, therefore it is important to determine how often laboratory testing mistakes occur, whether they cause patient harm, where they are most likely to occur in the testing process, and how to prevent them from occurring. A review of the literature and a US Quality Institute Conference in 2003 indicates that errors in laboratory medicine occur most often in the pre-analytical and post-analytical steps in the testing process, but most of the quality improvement efforts focus on improving the analytical process. Measures must be developed and employed to reduce the potential for mistakes in laboratory medicine, including better indicators for the quality of laboratory service. Users of laboratory services must be linked with the laboratorys information system to assist them with decisions about test ordering, patient preparation, and test interpretation. Quality assessment efforts need to be expanded beyond external quality assessment programs to encompass the detection of non-analytical mistakes and improving communication between the users of and providers of laboratory services. The actual number of mistakes in laboratory testing is not fully recognized, because no widespread process is in place to either determine how often mistakes occur or to systematically eliminate sources of error. We also tend to focus on mistakes that result in adverse events, not the near misses that cause no observable harm. The users of laboratory services must become aware of where testing mistakes can occur and actively participate in designing processes to prevent mistakes. Most importantly, healthcare institutions need to adopt a culture of safety, which is implemented at all levels of the organization. This includes establishing closer links between providers of laboratory services and others in the healthcare delivery system. This was the theme of a 2003 Quality Institute Conference aimed at making the laboratory a key partner in patient safety. Plans to create a permanent public–private partnership, called the Institute for Quality in Laboratory Medicine, whose mission is to promote improvements in the use of laboratory tests and laboratory services are underway.Presented at the 9th Conference on Quality in the Spotlight, 18–19 March 2004, Antwerp, Belgium.     

“化学在抗击新冠肺炎疫情中扮演的重要角色”专题教学

Considering COVID-19 epidemic prevention and control, education materials were excavated and refined, such as chemical disinfectants, typical drugs used in clinical treatment or trial and materials for preparation of medical protective equipment. We have carried out thematic teaching on "The important role of chemistry in the fight against COVID-19 epidemic", and integrated ideological and political education into the thematic teaching. Through thematic teaching, we can make students feel the charm of chemistry subject, stimulate students' interest in learning chemistry, fully mobilize students' learning enthusiasm and initiative, strengthen students' confidence and courage to overcome difficulties, cultivate the students' professional disciplines literacy and scientific literacy, activate students' love for the motherland, the people and the Communist Party of China.     

The American (USA) perspective six years after implementation of CLIA'88 (Federal) regulations

 On September 1, 1992 all testing sites in the United States were required to comply with the Clinical Laboratory Improvement Amendments of 1988 (CLIA'88). These regulations, based on both total quality management (TQM) and continuous quality improvement (CQI) principles, reshaped the environment for more than 90% of laboratories. CLIA'88 represented a revolutionary change by imposing universal, uniform regulations based on test complexity for all sites examining materials derived from the human body for the purpose of providing information for the diagnosis, prevention, or treatment of disease. CLIA'88 specifies minimum requirements for personnel, quality control, and proficiency testing (PT). In addition, laboratories are required to follow manufacturers' directions and comply with other specified good laboratory practices. PT is mandated for most of the frequently run analyses and quality assurance requirements integrate the principles of CQI as well as TQM into the regulatory process. Biannual inspection is integral to CLIA'88, however, laboratories can choose other federally approved ("deemed") professional organizations, such as the Commission on Office Laboratory Accreditation, the College of American Pathologists, or the Joint Commission on Accreditation of Healthcare Organization, having standards that meet or exceed those of CLIA'88. CLIA'88 has still not been finalized. This article discusses the impact and changes since CLIA's implementation in 1992. Received: 5 October 1998 · Accepted: 20 October 1998