小学生注意缺陷多动障碍危险因素的 Logistic 分析

目的 探讨小学生注意缺陷多动障碍危险因素,为进一步做好该病的预防提供依据.方法 采取分层整群抽样方法,采用 Canners 教师用量表,进行现况研究.结果 调查 6～14 岁在校小学生的儿童注意缺陷多动障碍(ADHD)患病率为 12.72%;男生患病率(16.30%)明显高于女生(8.99%)(χ2=32.06,P=0.00);6～7 岁的学生 ADHD 的患病率最高;Logistic 分析中,6～7 岁、少数民族是 ADHD 共同的影响因素,而婴儿出生时患有惊厥、非双亲抚养方式、出生时患有脑部疾病或损伤与男生患 ADHD 关系密切,而其他抚养关系、母亲怀孕时饮酒、母亲有流产史等因素对女孩患 ADHD 影响较大.结论 男生较女生有较高的患病率,男女学生有不同的 ADHD 家庭危险因素,提示母亲应注重孕期保健,而学校应引导新生适应学习环境的转变,同时注意减轻学生的心理和学业负担,家长应重视自身及整个家庭文化素质的提高,为儿童创造一个轻松和谐的生活学习环境;这将有利于减少儿童 ADHD 的发病.     

某校大学生自我伤害行为的流行病学调查

目的:探讨大学生人群的自我伤害行为发生情况。方法:采取分层整群抽样,以某校371名大学生为调查对象,对一年来自我伤害行为发生情况进行匿名问卷调查,分析各类型自我伤害行为的发生率。结果:在最近一年内有符合研究定义的自我伤害行为者56名,占总调查人数的15.1%。其中,男生发生率18.4%,女生发生率13.8%,男女生自我伤害行为发生率差异无统计学意义(P<0.05)。结论:大学生人群自我伤害行为发生率很高,应该加强大学生心理健康教育,对大学生人群的自我伤害行为实施有效的干预。     

独生与非独生子女大学生人格特征比较研究

目的了解独生与非独生子女大学生人格特征及其影响因素。方法采用整群随机抽样的方法,利用大学生人格问卷(University Personality Inventory,UPI)对某综合性大学在校的独生与非独生子女大学生940人进行问卷调查。结果非独生子女大学生非健康型人格发生率高于独生子女大学生(P<0.01)。影响独生与非独生子女大学生人格类型的多因素分析结果显示,精神病性是促进独生与非独生子女大学生非健康型人格发生的共同危险因素。另外,人际关系不良是促进独生子女大学生非健康型人格发生的危险因素;家庭结构缺陷是促进非独生子女大学生非健康型人格发生的危险因素。结论在校大学生存在一定程度的心理健康问题,大学生心理健康教育应该受到学校、家庭与社会的重视。     

大学生人性观发展及相关因素

目的了解大学生人性观发展特点及相关影响因素,为高校思想政治教育和心理健康工作的开展提供科学依据。方法采用人性的哲学修订量表(RPHN)和症状自评量表(SCL-90)中的人际关系敏感分量表对一年级至五年级663名大学生进行测评。结果文、理科学生在愤世嫉俗、人际关系敏感因子上有显著差异(P<0.05,P<0.01),方差分析显示不同年级的学生在愤世嫉俗和值得信任2个因子上存在显著差异(P<0.01,P<0.05),愤世嫉俗和人际关系敏感因子呈正相关(P<0.001),而值得信任因子与愤世嫉俗、人际关系敏感呈负相关(P<0.001)。结论文、理科和年级等因素对大学生的人性观有较大影响,人性观对人际关系有很大影响。     

医学生健商状况调查

目的了解医学生的“健商”状况及存在的问题，提出增强医学生“健商”意识的建议。方法自编调查问卷对某医学院500名学生进行“健商”状况调查。结果医学生对自己的健康状况感觉良好，对有关健康的议题有较高的关心程度，但缺少必要的健康意识，缺乏必备的健康知识，心理状况令人担忧。结论应在医学生中加强宣传，构建“健商”意识；加强医学生心理健康咨询及自我保健意识。     

摄影技术在医学伦理教学中的运用

学习兴趣与学习效果成正比关系,如何提高医学生的学习兴趣成了深化教学改革题中之义。通过摄影技术在医学伦理学教学中的运用,激发医学生的学习兴趣,并指出摄影技术运用的价值。     

医学硕士研究生主观幸福感与心理健康的现状及影响因素

目的:分析医学硕士研究生主观幸福感与心理健康的现状及影响因素.方法:采用总体幸福感量表和症状自评量表对医学院三个年级237名在读硕士研究生进行心理测验.结果:症状自评量表中仅抑郁一项因子分与幸福总分存在显著负相关(p＜0.05).医学硕士研究生的躯体化、人际关系及敌对三项因子分低于全国常模,差异有统计学意义(p＜0.05).约25.1%医学硕士研究生存在不同程度的心理问题,以强迫、人际关系敏感、抑郁症状较突出.不同年级、年龄、性别、婚姻状况、生源地、专业及不同工作年限对医学硕士研究生主观幸福感的影响差异均无统计学意义(p＞0.05).结论:医学硕士研究生的主观幸福感处于中等偏上水平,医学硕士研究生心理健康水平需要加强提高.     

Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum

CONTEXT: The University of Calgary has implemented a new curriculum which is organized according to 120 ways in which patients may present to a physician. Students are taught scheme-based problem solving rather than the more typical hypothetico-deductive or search and scan approach to problem resolution. OBJECTIVE: This study sought to determine the extent to which faculty and students were implementing and utilizing scheme-based problem solving. METHOD: All classes taught within the new clinical presentation curriculum were surveyed at the year end. Participants included four classes of first-year students and three classes of second-year students. Using a 5-point scale, students responded to survey items regarding scheme implementation and utilization. RESULTS: Data were analysed using MANOVA (multivariate analysis of variance) and revealed significant differences among classes in both first- and second-year students. Increments in scheme implementation and utilization by instructors and students were observed, although instructors' utilization of schemes lagged behind that of students. A levelling effect to the benefits of schemes for problem solving was also evident. First-year students reported schemes to be very useful for learning and organizing new information. CONCLUSION: Although it has taken time to implement curriculum change, the student response to schemes has been favourable. Faculty development and further generation of pictorial/spatial representations for all schemes, to ensure that all clinical presentations provide pathways that students can use for both learning and problem solving are recommended. Whether students who utilize schemes are more successful problem solvers is not yet known but will be the subject of study as soon as scheme delivery is predominant.     

Students' perceptions of the relative advantages and disadvantages of community-based and hospital-based teaching: a qualitative study

AIMS: To obtain the perceptions of first-year clinical medical students of the relative advantages and disadvantages of community-based and hospital-based clinical teaching. METHODS: A qualitative study. A purposive sample of first-year clinical medical students who had experienced both community-based and hospital-based teaching was invited to participate in individual semistructured interviews or focus groups. Interviews and focus groups were audiotaped and transcribed to facilitate content analysis of the data. A total of 24 students participated in individual interviews and a further 18 took part in focus groups. RESULTS: Respondents identified advantages and disadvantages specific to teaching in each setting. Chief advantages of hospital-based learning were perceived to include learning about specialties and the management of acute conditions, and gaining experience of procedures and investigations. Community-based learning was perceived as particularly appropriate for learning about psychosocial issues in medicine, for increasing students' awareness of patient autonomy and for improving communication skills. In addition, aspects of organization and of teaching methods employed by community tutors, although not site-specific, were viewed as conducive to a positive educational experience. Students perceived some areas, such as clinical skills acquisition, to be equally well learned in either setting. DISCUSSION: As community-based teaching forms a greater proportion of the undergraduate medical experience, medical educators must find ways of determining the specific advantages that community and hospital settings can contribute to undergraduate learning and of using these resources effectively to develop comprehensive and integrated curricula. Innovations in teaching methods may also be necessary to provide an effective educational experience and promote active learning.