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Introduction of Internal Medicine Professor of Cardiology The Second Affiliated Hospital Sun Yat-sen University Liu Pinming, M.D., Ph.D
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Medicine   ,[object Object],[object Object],[object Object]
Internal Medicine Subspecialties ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Origins of Medicine   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why do people get sick? ,[object Object],[object Object],[object Object]
Why  else   do people get sick? ,[object Object],[object Object],[object Object],[object Object]
The Biopsychosocial Model HEALTH BIO PSYCHO SOCIAL *
The Biopsychosocial Model HEALTH BIO PSYCHO SOCIAL *
The Biopsychosocial Model HEALTH BIO PSYCHO SOCIAL *
The Biopsychosocial Model:  Why do college students get sick? HEALTH BIO PSYCHO SOCIAL personality emotions social conflict social support immune reaction to virus previous exposure to virus health behaviors
Shift from Experience-Based Medicine  to EBM  ,[object Object],[object Object]
Principles of EBM ,[object Object],[object Object],Clinical research aims to apply the best available evidence gained from the scientific method to medical decision making   ,[object Object]
Evidence  B ased  M edicine ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Progress in Internal Medicine With the development of techniques in molecular biology, cellular biology, genetics and immunology, etc at  ,[object Object],[object Object],[object Object]
Timeline of Medicine (Technology)   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Internal Medicine   ,[object Object],[object Object],[object Object]
The Way of Studying Medicine ,[object Object],[object Object],[object Object],[object Object],[object Object],Everything you want to know about Internal Medicine-and dare to ask
Learning Skills throughout Lectures ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problem-based Learning   ,[object Object],[object Object],[object Object],[object Object],student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences
Problem-based Learning   ,[object Object],Students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor Problem-based learning is widely used in many medical universities world wide
Doctoring Skills Rotation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SUMMARY ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
谢谢!

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1 introduction

Editor's Notes

  1. These fields are subspecialties of internal medicine and thus require an additional fellowship of 2-3 years’ duration in order to practice.
  2. Introduce the biomedical model as an extension of the biomedical definition of health given earlier. Modern medicine has looked to two explanations for disease: exposure to infectious agents, i.e. tuberculosis, and changes in physical systems, such as the changes to blood vessels that increase risk for heart disease. Move into thought experiment…..(next slide)
  3. Imagine that I release a large quantity of cold virus into the ventilation system of the room, enough to guarantee that everyone in this room is exposed to the virus. Not everyone will develop symptoms – why not? Discuss each of these briefly, in terms of the their effects on the immune system in handling infections.
  4. Use multiple languages in a room metaphor to compare biomedical and biopsychosocial models.
  5. Use multiple languages in a room metaphor to compare biomedical and biopsychosocial models.
  6. Case reports and below are considered clinically relevant but of lower quality that the above layers. So they make good background resources