Simultaneous genetic analysis of longitudinal means and covariance structure in the simplex model using twin data

A longitudinal model based on the simplex model is presented to analyze simultaneously means and covariance structure using univariate longitudinal twin data. The objective of the model is to decompose the mean trend into components which can be attributed to those genetic and environmental factors which give rise to phenotypic individual differences and a component of unknown constitution which does not involve individual differences. Illustrations are given using simulated data and repeatedly measured weight obtained in a sample of 82 female twin pairs on six occasions.     

现代化医院呼唤现代服务模式

当前我们正在向建设基本现代化医院迈进,在注意硬件建设的同时,不要忽略软件建设。硬件建设需要大量投入,较易见成果;而后者无需大量财力投入,只需转变医院人的思想观念,就能使医院明显改观。     

Radiofrequency Current Ablation of Porcine Right Atrium: Increased Lesion Size with Bipolar Two Catheter Technique Compared to Unipolar Application In Vitro and In Vivo

Interruption of atrial flutter and fibrillation by RF catheter ablation may be favored by large, elongated lesions. We administered RF current in unipolar and bipolar mode in porcine right atrium. Bipolar ablation was performed between the tip electrodes of two serially coupled catheters. With 4-mm tip electrodes in vitro, lesion length increased from a mean (SD) of 7.9 (1.2) mm at 3 mm-interelectrode distance (IED) to 13.3 (3.3) mm at 9-mm IED, but decreased at 12-mm IED due to nonconfluent lesions (P < 0.0001), With 4 mm distal electrodes and 8 mm IED, bipolar lesions were 65% longer than corresponding unipolar ablations. Switching to bipolar mode increased the lesion length more than increasing electrode tip length to 6 mm in unipolar mode. Power and temperature controlled ablation created equally sized lesions. Twelve anesthetized pigs were randomized to unipolar or two catheter bipolar temperature controlled ablation of the right atrial free wall. Bipolar ablation created confluent lesions with endocardial length × width of 13.5 (5.8) × 7.3 (3.7) mm, unipolar ablation 6.4 (2.8) × 4.6 (1.4) mm (P < 0.001 when comparing length and P = 0.013 for lesion width). The atrial lesions in both groups were transmural and extended into hilar lung lesions with maximal depth of 3.0 (1.1) and 2.6 (1.0) mm, respectively (P = 0.44). Five bipolarly and four unipolarly ablated pigs developed right diaphragmal paresis. We conclude that bipolar ablation may be preferable in situations where large, elongated lesions are favorable. The two catheter technique is feasible in porcine right atrium. Both bipolar and unipolar ablation of the porcine right atrial free wall may frequently be complicated by injury to the phrenic nerve and adjacent lung tissue.     

以市场需求为导向探索"宽口径大基础后分流"医学教育模式

在分析了我国医学教育现状的基础上 ,结合浙江省社会经济发展和医学教育的实际 ,提出医学教育必须以市场需求为导向 ,积极探索“宽口径、大基础、后分流”医学教育新模式 ,并从理论的高度 ,结合本校创办卫生管理专业的初步实践经验 ,分析了这种医学教育模式的特点和优点     

大学生应对方式研究

介绍了大学生应对方式研究现状．重点阐述了大学生常用的应对方式、影响因素及应对方式对大学生心理健康的影响。     

中医医院内部审核的策划与实施

通过对所在中医医院ISO9001族质量管理体系实施过程中历次内部审核的总结,探索既符合中医医院实际工作又满足标准要求的内部审核模式,形成科学化的内审流程。     

我国医疗保障制度改革中医院配套改革措施探讨

论述了医疗保障制度改革给医院带来的机遇与挑战,认为医院应采取调整结构,转换运行机制;完善补偿机制;加大宏观调控力度,制订和实施区域卫生规划等配套措施,来适应医疗保障制度的改革。     

基于雨课堂的护理教育学课程教学改革实践效果分析

目的 探讨基于雨课堂的混合式教学在护理教育学课程教学中的应用效果。方法 将2019年开课的护理本科教学班设为观察组（n=20）,采用课堂教学与雨课堂平台线上学习相结合的混合式教学;将2018年同期开课、学生数量相同、实施传统课堂教学模式的教学班设为对照组（n=20）。应用SPSS 22.0进行统计学处理,采用独立样本t检验对两个班次学生的研讨课、模拟授课和课终理论考核成绩及对课程教学效果的评价进行分析。结果 两组学生的模拟授课成绩比较差异无统计学意义（t=0.21,P=0.834）,观察组学生的研讨课成绩[91.18±1.20]（t=3.09,P<0.05）和课终理论考试成绩[78.63±6.28]（t=3.33,P<0.05）高于对照组,且信息检索和处理能力（t=-3.33,P<0.05）、发现问题能力（t=-2.17,P<0.05）、独立思考能力（t=-2.53,P<0.05）、知识整合能力（t=-3.86,P<0.001）、自主学习能力（t=-3.12,P<0.05）及对护理教师角色功能的认同感（t=-2.53,P<0.05）、主动学习的意识（t=-3.13,P<0.05）和终身学习的态度（t=-4.46,P<0.001）得分高于对照组。结论 基于雨课堂的混合式教学有利于学生探究学习能力的培养和对理论知识的深度学习,促进课程教学目标的有效达成。     

基于SP的CBL联合TBL教学在重症医学科临床教学中的应用

目的　研究在重症医学科临床教学中应用基于标准化病人（standardized patient,SP）的以案例教学法（case-based learning,CBL）联合以团队为基础（team-based learning,TBL）教学的教学效果。方法　将60名在重症医学科临床学习的医学生分为两组,各30名,分别接受以授课为基础的教学（lecture-based learning,LBL）和基于SP的CBL联合TBL教学。通过对两组学生的临床综合能力进行测评,以及学生对两种教学方法的满意度调查,对教学效果进行评价。采用SPSS 19.0进行卡方检验和t检验。结果　与LBL教学相比,接受基于SP的CBL联合TBL教学的学生的临床综合能力更优（P<0.05）,主要体现在临床思维能力[（4.18±0.55）vs. (3.66±0.47）]、临床技能能力[（4.03±0.61）vs. （3.59±0.52）]及与患者的沟通交流能力[（4.11±0.58）vs. (3.74±0.50）]方面;而且观察组学生对教学方法的满意度也更高（P<0.05）,主要体现在学习兴趣[（4.38±0.72）vs.（3.65±0.56）]、自主学习能力[（4.24±0.71）vs.（3.91±0.52）]、临床思维能力[（4.09±0.66）vs.（3.22±0.54）]、沟通交流能力[（4.42±0.60）vs.（3.67±0.48）]及团队合作精神[（4.15±0.58）vs.（3.78±0.51）]方面。结论　基于SP的CBL联合TBL教学在重症医学科的临床教学中切实可行,具有良好的教学效果。