基于Java的医学网络考试系统的研制

目的基于C/S/D结构研制中心服务器模式的医学网络考试系统。方法利用Java语言以及MySQL数据库开发技术,采用稳定的通信协议(SOAP,Web服务等)和Http短连接。结果实现了系统随机出题、随机分配备选项、人机交互式答题、答题时间限制、成绩自动评改、开放式题库管理、自动组卷等项功能。结论该考试系统具有高自动化、安全性、客观性、公正性、可扩展性、稳定性及高效性等特点,较好的满足了医学网络考试的要求。     

医学形态学信息化实验教学平台的构建

为解决传统医学形态学授课方式存在的问题,提升教学质量,某医科大学形态学中心实验室构建了医学形态学信息化实验教学平台,该平台包括虚拟仿真实验平台、微课程和精品课程与科普示范平台.实践表明,该平台的构建有利于开展课程内容的整合、解决医学标本共享问题和构建形态学标准化考试平台.     

浅谈医学考试计算机化的必要趋势

近年来,各医学专业发展迅速,医学人才需求增大,在对各类医学人才的考核评价中,传统的纸笔考试已不能完全适应现在的考核需要,因此利用计算机技术进行考试成为了必要趋势.本文现就医学类考试计算机化的必要趋势,浅谈一下自已的见解.     

医学考试质量评价指标体系的构建与实现

在分析介绍教育测量理论的基础上,详细论述了医学考试质量评价指标体系:试卷测量、试题测量及成绩测量,简要介绍其意义和测量方法,对各测量参数的测量与评价提出了参考意义;并结合实际,构建了一个基于SPSS 13.0的医学考试质量评价系统,从而实现了医学考试质量评价科学化与现代化.     

国家卫生专业技术资格考试

一、卫生专业技术资格考试为适应我国人事制度的改革,由人事部与卫生部共同组织实施了卫生专业技术资格考试。卫生部人才交流中心负责报名、资格审核等全部考务工作。国家医学考试中心、国家中医药管理局中医师资格认证中心和国家计划生育委员会分别     

成人继续医学教育考试制度的改革分析

随着我国继续医学教育的发展和教学水平的提高,传统的成人医学教育考试模式已经不能适应医学人才培养的需要。实施考试制度的改革,才能够激发学生学习兴趣,有效提高考试效果并能达到成人教育所要求的学习目的。因此,成人医学教育考试制度的改革迫在眉睫。     

基于Web服务的远程医疗会诊系统研究

针对全军远程医疗会诊系统存在的不足,结合全军远程医学信息网建设现状,设计了基于Web服务的远程医疗会诊系统,并对其体系结构、协作关系及各子系统的功能进行了详细的阐述。基于Web服务构建远程医疗会诊系统,不仅实现了与医院信息系统的良好集成,更重要的是全面提高了远程医疗会诊质量。     

医学院校本科考试改革的思考—以医学遗传学为例

考试是检验教学成果的一种重要手段,但是目前本科医学遗传考试中尚存在一些问题。结合医学本科生的培养目标,阐述了医学遗传学考试改革的必要性,并针对目前的考试现状提出了课程考试改革的具体措施,以达考察医学遗传学的教学效果。     

医学图书馆信息服务的发展方向——Web2.0

Web2.0时代的到来使网络更有效地发挥自身的技术优势,也对医学图书馆信息服务提出了机遇和挑战,同时也为医学图书馆指出了信息服务的发展的方向——Web 2.0。本文通过分析Web2.0技术的理念特征,及其在图书馆的应用,从图书馆理念、技术、馆员素质及用户信息素养方面浅析了Web2.0技术在医学图书馆的应用前景及可行性。     

基于网络的数字切片系统在医学形态学教学中的应用

介绍了数字切片技术的发展情况及其功能,对基于网络的数字切片系统应用于医学形态学教学的特点和优势进行了分析和比较。提出该系统可提供一种不受时间和地域限制的交互式学习信息平台,给传统的形态学教学模式带来深刻变革,更大限度地发挥学生主体和主动精神,开拓素质教育资源,提高形态学教学质量。     

Efficacy and feasibility of teledermatology for paediatric medical education

We evaluated a teledermatology consultation service in the education of medical trainees. The selection of cases for consultation was at the discretion of the trainees, who could contact the study team for advice about obtaining photographs and submitting the case to a web-based system. Asynchronous structured feedback was provided to trainees by an academic paediatric dermatology consultant using a web-based interface. Efficacy was evaluated by examining the trainees' self-reported competency in clinical dermatology skills before and after teleconsultation. A total of 44 trainees (31 residents and 13 medical students) completed 50 consultations. Trainees reported significant improvement (mean improvement 22%, P < 0.002) in competency in five of the six areas assessed. In addition, 88% of trainees were very satisfied with the teaching methodology (> or =5 on a 7-point scale) and 86% were very likely to apply the information in their future practice (> or =5 on a 7-point scale). We believe that teledermatology has great potential in the education of medical trainees.     

Stephen Abrahamson,PhD, ScD,educationist: a stranger in a kind of paradise

This profile of Stephen Abrahamson, Ph.D., Sc.D., is the first of six profiles to appear as part of the Exemplar project focused of six retired medical educators who transformed the field of medical education. The exemplars, all graduate degree recipients in education were interviewed by six senior present-day medical educators using a common protocol designed to elicit career chronology and the significant contributions of educationists to medical education of Dr. Abrahamson's profile was based on an in-depth two-day interview, examination of a comprehensive list of his publications, the history of the Society of the Directors of Research in Medical Education, and unsolicited conversations with several of his colleagues. Dr. Abrahamson began his career teaching high school, later receiving a masters and doctorate degrees, in preparation for a career as a teacher-educator. Through collaboration with Dr. George Miller, Dr. Abrahamson began his career as an educationist in medicine - one who studies the education process and prepares others to become teachers - by teaching medical school faculty about the science of education. Dr. Abrahamson's career was devoted to applying his evidence-based education approach to the newly emerging profession of medical education. An examination of his career shows that he made four vital contributions to medical education - defining the educationist role, serving as a teaching/mentor/network builder/friend to medical educators, curriculum change agent and innovator at USC, and demonstrating and articulating the value of offices of medical education and research in medical education. More broadly, Dr. Abrahamson identified three major contributions made by educationists to the field of medical education: the application of education principles to instructional/assessment innovations (e.g., programmed patients), an evidence-based approach to assessing education, and faculty development/teacher training. Based on his half-century of experience in medical education, Dr. Abrahamson outlined seven lessons for success as an educationist in medicine. This revised version was published online in June 2006 with corrections to the Cover Date.     

A review of evaluation outcomes of web-based continuing medical education

INTRODUCTION: The Internet and worldwide web have expanded opportunities for the provision of a flexible, convenient and interactive form of continuing medical education (CME). Larger numbers of doctors are accessing and using the Internet to locate and seek medical information. It has been suggested that a significant proportion of this usage is directly related to questions that arise from patient care. A variety of Internet technologies are being used to provide both asynchronous and synchronous forms of web-based CME. Various models for designing and facilitating web-based CME learning have also been reported. The purpose of this study was to examine the nature and characteristics of the web-based CME evaluative outcomes reported in the peer-reviewed literature. METHODS: A search of Medline was undertaken and the level of evaluative outcomes reported was categorised using Kirkpatrick's model for levels of summative evaluation. RESULTS: The results of this analysis revealed that the majority of evaluative research on web-based CME is based on participant satisfaction data. There was limited research demonstrating performance change in clinical practices and there were no studies reported in the literature that demonstrated that web-based CME was effective in influencing patient or health outcomes. DISCUSSION: The findings suggest an important need to examine in greater detail the nature and characteristics of those web-based learning technologies, environments and systems which are most effective in enhancing practice change and ultimately impacting patient and health outcomes. This is particularly important as the Internet grows in popularity as a medium for knowledge transfer.     

倡导以互联网开展病人教育 促进病人参与临床决策

中国正建立医疗保险制度，该制度要求医生与病人分担临床决策（做何种检查，选择什么治疗方法等）的责任，而不了解健康需求，不具备所患疾病的知识是患者参与临床决策的最大障碍，因此，开展病人教育，使病人具备所患疾病的知识并参与临床决策，既能节约国家医疗资源，节省病人费用，又能提高病人的健康素质和生活质量，互联网为开展病人教育提供了极好的媒体，因此我们呼呈以多种形式，多种媒体，特别是互联网开展病人教育活动，文章对开展病人教育的必要性，意义及利用互联网开展此项工作的的现实可能性及方法进行了探讨。     

New paradigms for medical decision support and education: the Stanford Health Information Network for Education

The information needs of physicians are complex and ever increasing in a world of rapidly expanding medical knowledge and a practice environment where physicians are required to know and do more with shrinking resources. Current strategies for providing clinical decision support and continuing medical education have failed, in part, because they have not provided timely, easy access to information that is current, integrated with other information and the physician's workflow, and relevant to specific questions that occur during the patient encounter. Meeting these challenges involves understanding the nature of medical knowledge, the different information needs of physicians, the clinical decision-making process, and the constraints of the physicians work environment, as well as the traditional barriers to physician education. We explore the nature of some of these challenges and propose one solution in the form of a highly integrated web-based technology--The Stanford Health Information Network for Education.     

Creation of a regional medical-nutrition education network

The Southeastern Regional Medical-Nutrition Education Network (SER-MEN) was developed to coordinate and improve nutrition education in a consortium of the medical schools in Alabama, Florida, Georgia, and South Carolina. SERMEN's central office is at the Medical College of Georgia with the testing office at the University of Alabama at Birmingham. Students, faculty, and consultants in nutrition, education, and computer networking work together on projects on each campus that are coordinated and planned through semiannual meetings. A standardized examination was developed with the Nutrition Test-Item Bank to assess nutrition knowledge at various years of medical students from network schools. Each SERMEN school is connected to a microcomputer system at the central office that provides access to a data base of nutrition education and resources on each campus for developing curricula and syllabi. Funding has been provided by societies, foundations, and government agencies.     

发展军事医学继续教育的建议与措施

主要分析了军事医学继续教育工作的现状与新型军事医学人才培养所需继续教育之间的差距,提出了完善军队卫生系统医学继续教育的一系列措施,重点分析了如何利用网络生物医学资源进行军事医学继续教育,为军事医学继续教育的发展提供了参考理论基础.     

医学辅助检查报告单质量控制探讨

目的提高医学辅助检查报告单质量,保障医疗安全。方法建设医学辅助检查报告单质量管理体系,严把人员准入资质,开展质量教育与培训,建立医学辅助检查报告单管理的质量标准、制度、管理程序等,进行实时、动态质量控制,及时进行信息反馈和奖惩。结果医学辅助检查报告单质量得到了有效控制。结论规范医学辅助检查报告单管理能够确保医疗质量和安全。     

连云港市医疗卫生机构健康教育现状分析

目的掌握和了解连云港市医疗卫生机构健康教育工作开展情况,进一步推进健康教育工作。方法采用听取汇报、查阅资料、现场察看、随机访谈、个别访谈等方法对全市直属10家医疗卫生机构进行调查。结果连云港市医疗卫生机构健康教育取得了一定的工作成效,健教网络薄弱、专业人员短缺、与当地健康教育专业机构缺乏沟通合作等问题影响健康教育工作的深入开展。结论在加强医疗卫生机构健康教育网络建设的同时,以创建健康促进示范化医院为载体、结合创建国家卫生城市活动,推动全市医疗卫生机构的健康教育工作。     

中文期刊发表的以网络为基础的健康教育文献计量分析

目的 分析中文期刊发表的以网络为基础开展的健康教育研究的中文文献现状、特点及发展方向.方法 由1名研究人员和1名检索人员讨论确定检索词,共检索了4个中文数据库,根据纳入标准筛选文献.对筛选的文献从发表年份、发表期刊、应用领域、研究对象、研究类型和基金资助情况进行统计分析.结果 筛选出符合纳入标准的139篇文献,发表数量总体上呈上升趋势;刊发此类文献最多的是<中国健康教育>;69.8%的文献集中于心理健康教育领域;63.5%的健康教育对象为学生;第一作者主要来自大学(58.3%);较少有文献对网络的健康教育效果进行评价(5.0%);较少的文献获得了基金的资助(7.9%).结论 以网络为基础的健康教育研究要提高健康教育的质量,加大对应用效果的评估,扩大研究应用的领域.