医药高职院校《医学文献检索》课程改革及效果评价

目的通过构建“4+1”多维度考核模式——“态度+理论+实践+利用+创新”,并完善课程题库建设,探讨其在《医学文献检索》课程改革中的应用效果。方法2023年2月至4月采取整群随机抽样法选取江苏卫生健康职业学院2019级药学专业进行《医学文献检索》授课的2个班学生为研究对象,其中3班54人为对照组,实施常规的考核模式;4班57人为试验组,完善课程题库建设并实施多维度考核模式。课程结束后,采用成绩分析、问卷调查等对教学改革效果进行评价。结果试验组学生的该课程考试成绩优于对照组(P<0.05);试验组学生对该课程改革后的教学效果的满意度为78.95%,91.23%的试验组学生认为该课程改革有利于自学能力的提升。结论《医学文献检索》课程改革取得较好效果,“4+1”多维度考核模式+题库建设能够有效提升医药高职学生《医学文献检索》课程的学习效果。     

不同类别研究生对《临床流行病学》的认知、学习习惯及学习效果的调查研究

目的 调查中国人民解放军总医院研究生对临床流行病学课程的认知和学习习惯情况,评价其学习效果并分析其可能的影响因素,为改进教学方式、提高学习效果提供相关数据。方法 采用横断面研究设计方法,以中国人民解放军总医院2020级全体研究生为研究对象,采用自填问卷方式收集调查资料。分析不同类别研究生对课程认知情况、学习习惯的差异,探讨影响学习效果的相关因素。连续变量组间差异比较采用t检验或Mann-WhitneyU检验,分类变量组间差异比较采用卡方检验或McNemar检验。结果 共纳入652名研究生进行分析,硕士研究生409人（62.7％）,博士研究生243人（37.3％）。博士研究生听说过临床流行病学（χ²=19.99,P<0.001）、之前学过临床流行病学（χ²=9.20,P=0.002）、对本课程感兴趣（χ²=11.41,P=0.001）、认为本课程重要（χ²=10.71,P=0.001）、课前预习（χ²=11.21,P=0.001）、课后复习（χ²=3.29,P=0.001）及课堂积极讨论（χ²=11.64,P=0.001）的比例高于硕士研究生,差异有统计学意义。授课前全体研究生测验题总分平均为（5.50±1.62）,授课后总分平均为（7.47±1.90）,差异有统计学意义（t=-23.49,P<0.001）。统招研究生授课后成绩提高程度高于在职研究生,硕士群体中差异有统计学意义（t=4.41,P<0.001）,博士群体中差异无统计学意义（t=0.94,P=0.351）。结论 不同类别研究生对临床流行病学知识点掌握程度在授课后均得到提升。但仍需针对不同类别研究生学习基础及短板的差异,改进相应的教学模式及过程,包括采用不同的教学方式和规范学习习惯等,从而提升研究生的课程学习效果。     

基于多学科交叉的药学专业课程体系建设

为提高药学专业本科生的创新意识和综合素质，增强其竞争力，从与药学学科关系紧密的化学、材料学、生物学、经济学和医学等学科的角度探讨药学专业的课程体系建设，以培养具有多学科领域专业知识的复合型药学人才，为大学创新教育提供新恩路。     

计算机在药物研究中的综合实践课程设计与实施

作为本科生理论综合应用能力和创新能力的拓展课程,《计算机在药物研究中的综合实践》设置了复合型目标,由理论讲授-验证实验-开放式探索型实验阶段过渡,内容在理论方面注重经典、探索型实验选择方面注重前沿,采用全班集中学习和分组实验教师指导两种方式,取得较理想的教学效果。     

A ordem dos fatores altera o produto. Reflexões sobre educação médica e cuidados paliativos

“To heal sometimes, to relieve frequently, to comfort always.” This classic statement, summarising the doctor's role, is presented in a sequence that leads to an important educational error. What can be expected when the recommended order for the doctor's role is to cure, relieve and, ultimately, comfort? The logic is to think that we move from the main issue to the lesser one, to the details. When healing is not possible it can at least be relieved, and if it cannot be relieved, providing comfort still remains. To proceed in this sequence inevitably presents relief and comfort as a consolation prize to the doctor who was faced with an incurable, painful, and terminal disease. The resulting product of this process misconception ‐the physician‐ has important deficiencies. The author makes an extensive reflection on human and technical aspects of medical education. The reflection starts with the warnings coming from the patient, the doctor's mistakes, and enters into the necessary land of suffering and death, those scenarios that doctors should learn in their training, as they will be part of their professional activities. To assume the correct posture in this scenario requires a practical medical anthropology, imbued with philosophical values, and permeated by ethics. The reflection then leads to medicine as a science and art that also leads to the practice of palliative care with the required competence. As a conclusion the author proposes a Hippocratic‐Copernican shift in medical education, to avoid this misconception that yields important training deficiencies. While comfort is something that should always be given due to its high prevalence, the cure has a much lower prevalence. The medical education process should include this ratio to produce better doctors. Doctors must always know how to comfort and, depending on the circumstances and the diseases with which they encounter, they also should heal when cure is possible. That means, the order of the factors changes the product. The introduction of Palliative Care in the medical curriculum could facilitate change in the order of these factors.     

Trends in employer postings for epidemiology jobs: an analysis of PublicHealthJobs.net data from 2003 to 2016

PurposeTo analyze public health job posting data to help objectively inform epidemiology faculty and students about skills sought by employers.MethodsRaw data from PublicHealthJobs.net database (January 2003–October 2016) was data-mined and analyzed (n = 25,308 job postings). There were 3985 jobs that were classified with an epidemiology designation, either as the only designation or co-occurring with another designation. Frequencies and percentages were calculated for job type, industry, location, degree requirements, CPH credential, and specialized skills.ResultsThe majority of recent postings (January 2014–October 2016) were for full-time positions (60.8%). The highest proportion of recent job industries was education/academic/research (44.3%), state government (17.5%), and nonprofit/NGO (16.3%). A masters-level degree was listed in 71.4% of postings, frequently co-occurring with other degree levels. Epidemiology as the only job class was listed in 1765 postings (45.3%). Most characteristics of epidemiology job postings did not appreciably change over the time period, but there were some specialized skill differences.ConclusionsThis analysis illustrates how employment sites can be used to identify employer preferences in epidemiology hires. There may be some skills that are beneficial additions to public health curricula or that job-seeking future epidemiologists may wish to enhance during their training.     

The ESSO core curriculum committee update on surgical oncology

IntroductionSurgical oncology is a defined specialty within the European Board of Surgery within the European Union of Medical Specialists (UEMS). Variation in training and specialization still occurs across Europe. There is a need to align the core knowledge needed to fulfil the criteria across subspecialities in surgical oncology.Material and methodsThe core curriculum, established in 2013, was developed with contributions from expert advisors from within the European Society of Surgical Oncology (ESSO), European Society for Radiotherapy and Oncology (ESTRO) and European Society of Medical Oncology (ESMO) and related subspeciality experts.ResultsThe current version reiterates and updates the core curriculum structure needed for current and future candidates who plans to train for and eventually sit the European fellowship exam for the European Board of Surgery in Surgical Oncology. The content included is not intended to be exhaustive but, rather to give the candidate an idea of expectations and areas for in depth study, in addition to the practical requirements. The five elements included are: Basic principles of oncology; Disease site specific oncology; Generic clinical skills; Training recommendations, and, lastly; Eligibility for the EBSQ exam in Surgical Oncology.ConclusionsAs evidence-based care for cancer patients evolves through research into basic science, translational research and clinical trials, the core curriculum will evolve, mature and adapt to deliver continual improvements in cancer outcomes for patients.     

Integrative pediatric pain management: Impact & implications of a novel interdisciplinary curriculum

ObjectivesObjectives of this paper are to: 1) Describe a novel interdisciplinary, integrative pain curriculum for pediatric residents. 2) Describe changes in residents’ understanding of pain epidemiology, physiology, and management; application of the biopsychosocial model in pain management; and understanding and application of non-pharmacologic approaches to pain management.Design, settingThis study was done in a pediatric residency program within an urban pediatric teaching hospital. It employed both anonymous, Likert-scale surveys administered via Qualtrics, as well as open-ended, free response questions.InterventionsWe provided a multidisciplinary pain education curriculum to pediatric residents with a focus on pain neuroscience, a history of pain management, the biopsychosocial model of care, and exposure to non-pharmacologic interventions to pain management over six hours of instruction conducted in two blocks of three hours each.Outcome measuresSelf-identified changes via survey measuring resident physician knowledge, comfort, approach, and management of pediatric pain through an interdisciplinary pain curriculum.ResultsPrior to this training, many residents were not confident in their understanding of pain neuroscience, the biopsychosocial model of care, and non-pharmacologic interventions. At completion of training, residents indicated positive changes in knowledge of, and comfort with, all of the domains taught. Ninety percent of residents indicated that the curriculum changed the way they conceptualized, approached, and/or managed pain, and reported thinking more holistically about pain management. Nearly all residents indicated they would like to have more training (98 %, N = 57) in integrative modalities.ConclusionsPediatric resident physicians are receptive to training in an interdisciplinary, integrative, pediatric pain management education intervention, and subsequently show positive changes in knowledge and comfort levels. There is a need and desire for additional pain education in resident training programs.