广西射击运动员血清脂质水平分析

目的：了解射击运动员高脂血症的发生情况和可能的引发因素，为预防高脂血症提供依据。方法：对从事专业训练半年以上，无急慢性疾病的53名省级优秀射击运动员进行膳食调查和血清脂质水平检测。结果：运动员的高脂血症检出率为28．3％，全部为高甘油三脂血症；膳食中 运动员除了摄入维生素B1、B2不足和维生素A缺乏外，其他各类营养素基本能满足机体需要，属基本合理膳食。结论：以抗阻训练和静力运动为运动特征的射击运动，可能会对机体血脂代谢产生不利的影响。     

Change in urethral pressure during voluntary pelvic floor muscle contraction and vaginal electrical stimulation

The purpose of the study was to compare the effect of voluntary pelvic floor muscle (PFM) contraction and vaginal electrical stimulation on urethral pressure. Twelve women with genuine stress incontinence, mean age 49.4 years (range 33–66) participated in the study. The urethral and bladder pressures were recorded simultaneously through a double-lumen 8 Ch catheter. The patients first performed three voluntary PFM contractions. Then two electrical stimulators, Conmax and Medicon MS 105, 50 Hz, were used in random order. A visual analog scale was used to measure pain and discomfort. Pain was reported to mean 6.8, SEM 0.64 (range 0.7–9.9) and mean 6.1, SEM 0.81 (range 0–9.1) with Conmax and Medicon MS 105, respectively. The mean paired difference in favor of voluntary contraction with Conmax was ?8.0, SD 6.7,P=0.0067, and with Medicon MS 105 it was ?12.2, SD 5.9,P=0.0022. The results demonstrated that voluntary PFM contraction increased urethral pressure significantly more than did vaginal electrical stimulation.     

女性飞行学员高空飞行生理生化耐受能力研究

为从高空缺氧耐力训练前后生理、生化角度探讨中国女飞行员驾驶战斗机的可行性,在地面模拟高空缺氧及高空飞行训练前后行心电图、心率、血氧饱和度、血压、血尿酸(BUA)、肌酸激酶(CK)、血红蛋白(Hb)、乳酸(BLA)、肌酐(Cr)和天冬氨酸转氨酶(AST)测定,并与男飞行学员的测定结果比较.发现男女飞行学员的心电图、心率、血氧饱和度、血压、Cr、CK、BUA和AST均无显著性差异;女飞行学员在高空耐缺氧Hb代偿反应高于男飞行学员(P<0.05),而BLA水平低于男飞行学员(P<0.05).认为中国女飞行学员在生理生化耐受能力上能胜任飞战斗机.     

Head Start Teaching Center: Differential Training Effects for Head Start Personnel

Driven by research findings regarding the positive relationship between training and enhancement of services, as well as literature on adult learning, the New England Head Start Teaching Center (NEHSTC) was created in 1992 to test the efficacy of participatory, hands-on training. The purpose of this paper is to examine the outcome evaluation results from 4 years of training at the NEHSTC, 1 of 14 federally funded sites, as well as to discuss the implications for delivering this type of participatory training throughout Head Start. Findings suggest that the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and expertise compared to similar Head Start employees who did not receive training. Results also reveal a sustained effect of training over time, with NEHSTC participants continuing to demonstrate enhanced knowledge and skills 6 months after training. Similar positive outcomes of training were found for staff with varying levels of experience and holding different Head Start positions. Thus the participatory, hands-on training implemented by the NEHSTC was found to produce positive and lasting outcomes for diverse Head Start staff. An effective and cost efficient model of training Head Start personnel is particularly relevant and timely as Head Start strives to establish universal quality and expansion of services in the 21st Century. The findings are also relevant for improving the quality of all early care and education programs.     

经鼻蝶窦手术动物模型神经内镜手术训练

目的建立一种活体动物的神经内镜经鼻蝶手术模拟训练方法。方法选择大鼠，建立一套训练计划，完成内镜图像导引下的内镜操作，电凝止血、冲洗和吸引、活检等神经内镜经鼻蝶手术的基本技巧。结果利用大鼠颅脑进行模仿内镜经鼻蝶手术，如在内镜图像导引下操作内镜的方法；熟悉内镜系统、电凝系统、冲洗和吸引设备的使用；熟悉了神经内镜经鼻蝶手术的步骤。结论作为神经内镜实验室训练的重要组成部分，通过利用大鼠颅脑进行模拟神经内镜手术，训练者可以从中获得神经内镜操作基本技巧的练习。     

对医学工程技术人员岗位培训方式的探讨

本文对如何开展医学工程技术人员的培训进行了分析，并提出了一些具体的办法。     

Change in knowledge of midwives and obstetricians following obstetric emergency training: a randomised controlled trial of local hospital, simulation centre and teamwork training

Objectives  To explore the effect of obstetric emergency training on knowledge. Furthermore, to assess if acquisition of knowledge is influenced by the training setting or teamwork training.
Design  A prospective randomised controlled trial.
Setting  Training was completed in six hospitals in the South West of England, UK and at the Bristol Medical Simulation Centre, UK.
Population  Midwives and obstetric doctors working for the participating hospitals were eligible for inclusion in the study. A total of 140 participants (22 junior and 23 senior doctors, 47 junior and 48 senior midwives) were studied.
Methods  Participants were randomised to one of four obstetric emergency training interventions: (1) 1-day course at local hospital, (2) 1-day course at simulation centre, (3) 2-day course with teamwork training at local hospital and (4) 2-day course with teamwork training at simulation centre.
Main outcome measures  Change in knowledge was assessed by a 185 question Multiple-Choice Questionnaire (MCQ) completed up to 3 weeks before and 3 weeks after the training intervention.
Results  There was a significant increase in knowledge following training; mean MCQ score increased by 20.6 points (95% CI 18.1–23.1, P < 0.001). Overall, 123/133 (92.5%) participants increased their MCQ score. There was no significant effect on the MCQ score of either the location of training (two-way analysis of variants P = 0.785) or the inclusion of teamwork training ( P = 0.965).
Conclusions  Practical, multiprofessional, obstetric emergency training increased midwives' and doctors' knowledge of obstetric emergency management. Furthermore, neither the location of training, in a simulation centre or in local hospitals, nor the inclusion of teamwork training made any significant difference to the acquisition of knowledge in obstetric emergencies.     

Development and evaluation of an allocation committee to distribute community placements on an equitable basis between universities: Our experience with the University Placement Allocation Committee

The present paper outlines the development and evaluation of an allocation committee to distribute community placements on an equitable basis between universities. Although based on our experience in South Australia with the University Placement Allocation Committee (UPAC), the primary goal is to outline the steps that would be useful if placement coordinators at other universities in Australia decided to establish and maintain an allocation committee. A survey of field supervisors was also conducted and field supervisors endorsed UPAC as a constructive mechanism for allocating community placements.