影响出国维和待命士兵应付方式的相关因素

目的 了解参加维和部队士兵在出国前的心理应付方式，探讨应激性心理障碍与应付方式的关系。方法 采用应付方式问卷量表（CSQ），艾森克（EPQ）个性问卷量表和生活事件量表，Zung焦虑自评量表（SAS）、抑郁自评量表（SDS），对维和待命士兵进行测评，分组进行对照分析。结果 年龄与“自责”、“幻想”因子呈负相关，文化程度与“求助”因子呈负相关，军龄与“解决问题”呈正相关，与“自责”呈负相关；正性事件分值与“求助”、“合理化”因子呈正相关，负性事件分值与“自责”、“退避”呈正相关，生活事件总值与“自责”、“退避”呈正相关。结论 士兵应付方式与年龄、军龄、文化程度、性格具有相关性，焦虑抑郁组应付方式和对照组有较大差异。在士兵中进行应付方式的教育和训练，有益于平战时的心理健康。     

彩超对人工心脏起搏的血液动力学研究

目的　本文采用彩色多普勒超声心动图研究了心脏起搏前、后的血液动力学变化 ,以评价不同起搏模式血液动力学效应。方法　对 32例植入人工心脏起搏器的患者 ,采用 M型、二维及多普勒超声心动图检测了心室按需起搏 (VVI)不伴室房逆传 (A组 )和伴室房逆传 (B组 )及房室顺序起搏 (AVP) (C组 )的左心结构、左室的泵血功能、左室收缩及舒张功能指标。结果　 1 .心室起搏 (VP)不伴室房逆传和房室顺序起搏(AVP)组起搏后的心输出量 (CO)明显增加 (P<0 .0 5〉,而 VP伴室房逆传组则 CO增加不明显 (P>0 .0 5 )。心搏量 (SV)各组均呈下降趋势 ,VP伴室房逆传者下降更明显。但起搏后三组间比较无显著差异 (P>0 .0 5 ) ;2 .VP后左室的收缩及舒张功能均有受损 ,而 AVP后主要损害左室的舒张功能 ,对左室收缩功能影响不明显 ;3.VP伴室房逆传者 ,起搏后血液动力学效应在三组间最差。结论　无论 VP还是 AVP起搏后由于心率的增加均可使CO增加 ,但对左室的功能均有不同程度的损害 ,VP伴室房逆传者最为明显 ,AVP损害程度三组间最轻。因此 ,AVP也并非真正的生理起搏器。临床上提倡埋植更接进生理状态的起搏器 (多部位心脏起搏 ) ,以保持良好的心功能状态     

中医基础科学人才培养模式的探索

作为国家理科基础，我们中医基础学科从以下4方面做了有益探索：①人才培养注重夯实人文底蕴、坚持中医特色、打造厚实基础、培养创新能力；②教学理念更新；③实践教学强化实验创新、人文社会实践、临床实习、毕业实习、课外科技活动：④改革培养模式。     

脉冲电磁场影响人骨髓基质干细胞缝隙连接通讯的实验研究

目的研究脉冲电磁场(PEMFs)对人骨髓基质干细胞(hBMSCs)缝隙连接所介导细胞间通讯(GJIC)的影响。方法透射电镜观察BMSCs超微结构,应用荧光漂白恢复(FRAP)技术,通过激光共聚焦显微镜检测hBM-SCs经PEMFs刺激后GJIC的功能变化。结果经PEMFs刺激后的hBMSCs,平均荧光漂白恢复率为(64.12±0.83)%,较对照组犤(35.26±0.76)%犦有显著性增加(P<0.05)。结论PEMFs刺激能促进hBMSCs的缝隙连接通讯功能。     

Measurement of axial edge lift of rigid corneal lenses*

A simple but reliable method was used to measure the axial edge lift at the total diameter over a range of back optic zone radii of several proprietary designs of rigid gas-permeable corneal lens. One of these was found to have a constant axial edge lift construction.     

Siblings of a child with cancer

Summary A total of 21 healthy siblings were interviewed about their experiences when a brother or sister is diagnosed with cancer. Information about the illness, opinions about who should inform siblings, social support, specific worries and worst memories were studied, as well as perceptions of any differences in the way they were treated by their parents. A short General Impact Scale was developed to assess the extent to which the siblings felt their lives had been disrupted by the illness. Results on these measures were compared with scores on four dimensions of the Sibling Perception Questionnaire (Carpenter & Sahler 1991). Siblings who reported some positive effects as a consequence of the illness (they had become more empathic toward others, or valued life more) perceived their interpersonal relations to be more negatively affected, i.e. there were greater difficulties in their relationships with others especially their parents. Higher scores on communication were related to less of an impact of the illness on life generally. However, these siblings also reported heightened concerns that their brother or sister might die. The data suggested that siblings should have opportunities to talk about implications of the disease, especially worries about death, and more efforts should be made to prepare siblings for visits to hospital and seeing the sick child.     

Communication skills training for medical students: an integrated approach

Skills of communication are not easily taught to medical students. Three main clinical departments (general practice, medicine and mental health) of the Medical Faculty of the Queen's University, Belfast, introduced an integrated course in January 1988 to teach the basic principles. The course is held at the beginning of clinical training and is an integral part of the introductory clinical course. It was introduced in response to the Report of a Working Party of the Education Committee of the General Medical Council (1987) which advocated the need for improved training in history-taking and communication. It is a 12-week course and every Monday and Friday afternoon from 1400 to 1700 hours 12 students are seconded from ward work, four to the Department of Medicine, four to the Department of General Practice and four to the Department of Mental Health. Hand-outs about information to be obtained and interview style are standardized and the principles to be followed are clearly defined in an aide-mémoire. Staff from the Departments of General Practice and Mental Health experienced in teaching communication by videotape feedback and analysis of consultations prepared 12 tutors for their role and responsibilities. Procedures to be followed were carefully explained to all students beforehand. General practice and psychiatry traditionally have established teaching programmes in communication but the inclusion of the Department of Medicine has made a significant impact. Students have come to realize that the taking of a good history demands as much skill as the physical examination of the patient and is an important aspect of any clinical assessment.