参与式微生物组在生物信息学教学中的实践研究
摘要
<正>功能基因组、蛋白质组及药物基因组的研究计划已经成为当前的热点,大规模的组学数据依赖于生物信息学的分析方法得以解读,生物信息学技术成为后基因时代的核心技术。尽管基因组信息越来越频繁地成为患者病历的组成部分,但是目前临床医生对基因组学的理解普遍滞后于生物学科研人员[1-2]。因此,训练医学生利用生物信息学技术,恰当地使用和解释这些基因组信息成为目前医学院校生物信息学
引文
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[6]汤谦,窦连杰,王君.医学本科生对参与式教学的需求评价及其对策研究[J].中国高等医学教育,2017,32(4):56-57.
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[12]KATO-KATAOKA A,NISHIDA K,TAKADA M,et al.Fermented milk containing lactobacillus casei strain shirota preserves the diversity of the gut microbiota and relieves abdominal dysfunction in healthy medical students exposed to academic stress[J].Appl Environ Microbiol,2016,82(12):3649-3658.
[2]MCGRATH S,GHERSI D.Building towards precision medicine:empowering medical professionals for the next revolution[J].BMC MedGenomics,2016,9(1):23.
[3]BIANCHI L,LIP.Opportunities for community awareness platforms in personal genomics and bioinformatics education[J].BriefBioinform,2017,18(6):1082-1090.
[4]倪青山,胡福泉,饶贤才,等.医学院校生物信息学实践教学初探[J].基础医学教育,2011,13(6):2.
[5]赵霞,邹凌云,何勇涛.大数据背景下医学生《生物信息学》课程教学的思考[J].中华医学教育探索杂志,2017,16(4):1119-1123.
[6]汤谦,窦连杰,王君.医学本科生对参与式教学的需求评价及其对策研究[J].中国高等医学教育,2017,32(4):56-57.
[7]陈时见,谢梦雪.参与式教学的形态特征与实施策略[J].西南大学学报,2016,42(6):91-95.
[8]STEFANOVICS E,HE H,OFORI-ATTA A,et al.Crossnational analysis of beliefs and attitude toward mental illness among medical professionals from five countries[J].Psychiatr Q,2016,87(1):63-73.
[9]GARBER K B,HYLAND K M,DASGUPTA S.Participatory genomic testing as an educational experience[J].Trends Genet,2016,32(6):317-320.
[10]ALDRIDGE B B,RHEE K Y.Microbial metabolomics:innovation,application,insight[J].Curr Opin Microbiol,2014,19:90-96.
[11]樊祥宇,何颖,谢建平.以分枝杆菌噬菌体为例探索生命科学研究型教学[J].遗传,2014,36(8):842-846.
[12]KATO-KATAOKA A,NISHIDA K,TAKADA M,et al.Fermented milk containing lactobacillus casei strain shirota preserves the diversity of the gut microbiota and relieves abdominal dysfunction in healthy medical students exposed to academic stress[J].Appl Environ Microbiol,2016,82(12):3649-3658.