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81.
P. Wunderbaldinger W. Schima K. Turetschek T. H. Helbich A. A. Bankier C. J. Herold 《European radiology》1999,9(6):1170-1182
Global exchange of information is one of the major sources of scientific progress in medicine. For management of the rapidly
growing body of medical information, computers and their applications have become an indispensable scientific tool. Approximately
36 million computer users are part of a worldwide network called the Internet or “information highway” and have created a
new infrastructure to promote rapid and efficient access to medical, and thus also to radiological, information. With the
establishment of the World Wide Web (WWW) by a consortium of computer users who used a standardized, nonproprietary syntax
termed HyperText Markup Language (HTML) for composing documents, it has become possible to provide interactive multimedia
presentations to a wide audience. The extensive use of images in radiology makes education, worldwide consultation (review)
and scientific presentation via the Internet a major beneficiary of this technical development. This is possible, since both
information (text) as well as medical images can be transported via the Internet. Presently, the Internet offers an extensive
database for radiologists. Since many radiologists and physicians have to be considered “Internet novices” and, hence, cannot
yet avail themselves of the broad spectrum of the Internet, the aim of this article is to present a general introduction to
the WWW/Internet and its applications for radiologists. All Internet sites mentioned in this article can be found at the following
Internet address: http://www.univie.ac.at/radio/radio.html (Department of Radiology, University of Vienna)
Received: 2 February 1998; Revision received: 11 June 1998; Accepted: 27 July 1998 相似文献
82.
The impact of student-generated learning issues on individual study time and academic achievement 总被引:4,自引:0,他引:4
OBJECTIVES: The aim of this study was twofold. The first question concerns the way students make use of the learning issues they generate (as strict guidelines or as global guidelines) and whether this changes across years of training. The second question concerned the relationship between the way students make use of learning issues and the time spent on individual study and achievement on two tests of knowledge. DESIGN: A questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items that measured to what extent students study beyond the student-generated learning issues. The questionnaire also contained one question in which students had to estimate the mean time spent on individual study. Achievement was measured by two forms of tests of knowledge, a block test assessing course content and a progress test assessing long-term functional knowledge. SETTING: Medical School of Maastricht University, the Netherlands. SUBJECTS: Medical students (response=69%) from the problem-based curriculum at the Maastricht University. RESULTS: During their first year students study strictly according to the content of the learning issues, whereas in later years students studied more according to their own learning needs and interests. In addition, students who tended to study beyond the generated learning issues spent more time on individual study and achieved better on both tests. CONCLUSIONS: Students in a problem-based curriculum seem to become better self-directed learners during the years of training. 相似文献
83.
OBJECTIVES: Outpatient clinics are increasingly important in medical education. The effect of students on clinic times and patient satisfaction, as well as their own satisfaction, were studied. DESIGN: A prospective, non-randomized, controlled study using adult patient questionnaires, medical student questionnaires and clinic time sheets. SETTING: Two teaching hospital ENT clinics. SUBJECTS: Medical students and adult patients. RESULTS: Three hundred and twenty-five patient questionnaires were collected (77% response), including 135 student encounters. Students did not affect appointment durations (19 min +/- 0.48 (standard error)) except at centre B (35 min +/- 1.1, P < 0.0001) where patient numbers were cut for teaching. Patient satisfaction, generally high, was not affected by students, appointment duration or gender of doctor or patient. It was slightly higher in the lower social classes (rs = 0.20, P = 0. 003) and older patients (rs = 0.17, P = 0.002). Student acceptability scores were not affected by student numbers (up to four), social class or time spent alone with students. They were higher if time was spent alone with the doctor (75.3% +/- 4.9) than not (63.0% +/- 1.8, P = 0.024). Thirty-six per cent of patients preferred to have a student present; only 9% preferred not. Student satisfaction was higher at centre B (73.7% +/- 2.3) where appointments were longer and students spent more time alone with patients than centre A (64.3% +/- 2.3, P = 0.0052). CONCLUSIONS: Clinic appointments are not necessarily longer in the presence of students. When students have the chance to see patients alone during longer consultations, student satisfaction is higher. Patient satisfaction, generally high, is not altered by the presence of students, but patients given time alone with their doctor are more accepting of students. These findings have resource implications for the planning of NHS clinics in teaching hospitals. 相似文献
84.
OBJECTIVES: The General Medical Council has recommended that medical students should gain more experience in general practice. The study set out to determine patients' reactions to consultations conducted by a medical student alone prior to seeing their GP. DESIGN: A random sample of patients attending general practice surgeries in the Oxford area completed a questionnaire following consultation with a medical student. SETTING: Six general practice teaching surgeries. SUBJECTS: Fifth-year medical students. RESULTS: Of 130 responders 98% experienced no disadvantage in seeing the student; 35% considered that there were advantages in seeing the student; 98% said that they would be prepared to consult with a student again; 85% expressed no concerns about the gender of the student. CONCLUSIONS: The results of this study are very reassuring concerning the acceptability to patients of consulting with medical students and are more favourable than those reported for studies of students being present in consultations by GPs. 相似文献
85.
OBJECTIVES: To examine the rape attitudes of a sample of 252 British medical students. DESIGN: A 20-item questionnaire was used. SETTING: A London medical school. SUBJECTS: Fourth-year medical students. RESULTS: In general, students were well informed on legal and factual issues regarding rape and sexual assault. However, significant differences were found in the attitudes to rape between males and females. Female students were significantly more positive in their responses to victims. CONCLUSIONS: These results support findings from previous studies of rape attitudes in other professional groups. Better knowledge and enlightened attitudes amongst health care staff can have a significant impact on the management of sexual assault and influence the likelihood of victims presenting for treatment. In conclusion, this study emphasizes the importance of teaching about sexual violence in British medical schools. 相似文献
86.
Cognitive function in the Caerphilly study: Associations with age,social class, education and mood 总被引:6,自引:0,他引:6
Gallacher JE Elwood PC Hopkinson C Rabbitt PM Stollery BT Sweetnam PM Brayne C Huppert FA 《European journal of epidemiology》1999,15(2):161-169
Baseline cognitive function was established for a study of pre- symptomatic cognitive decline in 1870 men from the general population aged 55–69 years as part of the third examination of the Caerphilly Study. Cognitive assessment included the AH4, a four choice serial reaction time task, a modified CAMCOG, MMSE, NART and various memory tests. Distributions and relationships with age, social class, education and mood at time of testing are presented for a younger population than has previously been available. Multiple linear regression showed cognitive function to be independently associated with all four factors. The age effect was equivalent to one half of a standard deviation (SD) in CRT and AH4 scores. Only the NART score was not associated with age, supporting the use of NART score as an estimate of pre-morbid IQ. The largest age adjusted differences between men with low and normal mood were for the AH4 (3 points, t=5.6, p<0.0001) and the CAMCOG (2 points, t=5.8, p<0.0001). The smallest age adjusted effect of mood was for the CRT (33ms, t=2.14, p=0.32) and the MMSE (0.4 points, t=2.97, p=0.003). Age, mood and education adjusted social class effects were very large ranging between around 0.5 SD for the CRT, and 1.0 SD for the AH4 and NART, respectively. For educational status age, mood and social class adjusted differences were also substantial with tests for trend showing the largest differences for the NART (t=12, p<0.0001) and modified CAMCOG (t=10.6, p<0.0001) with the smallest differences for the CRT (t=2.73, p=0.006). 相似文献
87.
This paper examines the difficulty and discrimination capacity of several subjects for problematic students, i.e., those failing repeatedly (re-examined four or more times) in at least one subject. Four hundred and six problematic students were analysed. The difficulty in passing thirty-one mandatory subjects was assessed in two ways:
- 1 on the basis of the attrition rate of the students due to pass the subject,
- 2 on the basis of the percentage of number of failures over the number of examinations.
88.
The Preceptor-evaluation questionnaire (PEQ) was developed at the University of Mississippi Medical Center to evaluate the clinical teaching behaviour of general practice doctors in private practice who have one or more third-year medical students per year in their offices for a required general practice clerkship. The PEQ was designed to provide feedback to these doctors and the sponsoring department in an effort to improve teaching in this setting. Developed from the input of family practice doctors who have supervised students in their offices and from a review of related literature, the instrument was given to students to determine the level of importance they attributed to each teaching characteristic. A principle components factor analysis and subsequent varimax rotation produced six significant teaching factors in this setting. These six factors were:
- 1 demonstrates a humanistic orientation toward patients and staff;
- 2 demonstrates a humanistic orientation toward student;
- 3 provides opportunity for practice;
- 4 motivates and stimulates student's thinking;
- 5 communicates effectively with student; and
- 6 demonstrates comfort and confidence in the roles of doctor and teacher.
89.
R. N. van der Plas M. A. Benninga J. A. J. M. Taminiau H. A. Büller 《European journal of pediatrics》1997,156(9):689-692
To evaluate the effect of education in children with chronic defaecation problems, a prospective 6-week intervention study
was designed. A total of 54 children (5–14 years) underwent an education programme, with demystification of symptoms and advice
about diet and toilet training. The present treatment was continued. After 6 weeks, children with persistent problems received
biofeedback training with a follow up of 1 year. The intervention programme was successful in 8 children (15%). Biofeedback
training was successful in 49% of the remaining group after 1 year.
Conclusion A total of 15% of the children with chronic defaecation problems seen at a referral centre could surprisingly be helped by
a simple education programme with, demystification and toilet training. Further studies evaluating treatment in children with
defaecation problems should account for the primary effect of these measures.
Received: 30 July 1996 and in revised form: 30 November 1996 / Accepted: 11 January 1997 相似文献
90.
对社区人群进行性病/艾滋病健康教育的效果评价 总被引:5,自引:2,他引:5
目的 :探讨在社区人群中进行性病 /艾滋病健康教育的可行性。方法 :在南京市已开展社区卫生服务的某区内 ,整群抽取 4个居委会 ,170 0户居民 ,随机分成对照组与干预组。干预组以连续 5次发送“致居民信”的形式进行性病 /艾滋病的健康教育。结果 :对性病 /艾滋病有关知识的知晓率、态度正确率、相关行为正确率 ,干预组人群由干预前的 5 3.3%、4 5 .5 %、77.7%上升到干预后的6 9 .9%、5 8.4 %、82 .7% (P <0 .0 1)。对照组人群由干预前的 4 4 .6 %、37.5 %、6 9.2 %上升到干预后的6 4 .5 %、5 7.2 %、82 .8% (P <0 .0 1)。干预组与对照组均有不同程度的增高。结论 :利用社区卫生服务网络在居民中开展性病 /艾滋病健康教育是有意义的 ,但对不同人群应采取针对性内容。 相似文献