医学信息教育实行本科生导师制的理论基础及可行性

探讨了医学信息教育中实施本科生导师制的理论依据、意义与可行性,认为本科生导师制可为医学信息专业本科生提供订单式职业技能教育,使学生尽早进入职业角色,有助于学生建立专业认知,提高学习兴趣,激发学习动机,是培养医学信息人才的有效手段。针对我国医学信息教育专业人才培养存在以本科教育为主、交叉学科特征明显、职业技能内涵要求丰富、学生学习动机不高的问题,提出了本科生导师制管理模式,论述了本科生导师制实施中重点注意的问题。     

基于双导师制的八年制临床教学方法的探索

根据国务院学位委员会和教育部"科研素质和能力训练要贯穿在各个教学阶段"的基本要求,我校对临床医学八年制实行双导师制(基础导师和临床导师).本文从临床实际情况出发,通过对学生、教师的调研及测试,充分掌握八年制医学生的科研、临床及心理特点,结合外科临床专业学科特色及培养目标,对如何制定出科学有效的临床导师工作方案及教学实施模式进行探讨.     

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?

The current research investigates a combination of two instructional approaches, tutored problem solving and worked examples. Tutored problem solving with automated tutors has proven to be an effective instructional method. Worked‐out examples have been shown to be an effective complement to untutored problem solving, but it is largely unknown whether they are an effective complement to tutored problem solving. Further, while computer‐based learning environments offer the possibility of adaptively transitioning from examples to problems while tailoring to an individual learner, the effectiveness of such machine‐adapted example fading is largely unstudied. To address these research questions, one lab and one classroom experiment were conducted. Both studies compared a standard Cognitive Tutor with two example‐enhanced Cognitive Tutors, in which the fading of worked‐out examples occurred either in a fixed way or adaptively. Results indicate that the adaptive fading of worked‐out examples leads to higher transfer performance on delayed posttests than the other two methods.     

导师制在急诊专业护士核心能力培训中的应用和效果评价

目的 探讨导师制在急诊专业护士核心能力培训中的应用和效果.方法 根据广东省急诊专业护士核心能力训练模块,评估我院急诊护士能力并进行分级,确定培训内容及目标.选拔已取得高级责任护士专业资格,具有本科及以上学历的优秀护士为导师,对急诊护士实行系统化和个体化的指导培训.结果 培训后的N1级、N2级、N3级护士及护理组长在培训...     

谈谈如何做一名合格的研究生导师

研究生导师的师表精神是重要的精神财富;老师在培养学生的研究工作和思想品德方面等都应该负有责任,培养的人才应具备品德好、能做、能写、能表达的综合能力;特别要注重研究生思想品德和科学道德的培养。研究生导师要有良好的“六个心态”;还要终身学习,并以出世的精神做入世的事情。     

A framework to support preceptors’ evaluation and development of new nurses’ clinical judgment

In today’s complex, fast-paced world of hospital nursing, new graduate nurses do not have well-developed clinical judgment skills. Nurse preceptors are charged with bridging the gap between new graduates’ learning in school and their autonomous practice as RNs. In one large, urban medical center in the U.S., a clinical judgment model and rubric were used as a framework for a new evaluation and orientation process. Preceptors of new graduate nurses who had used the former and new processes described their experiences using the framework. The findings indicated that having a structured framework provided objective ways to evaluate and help develop new graduate nurses’ clinical judgment. It is hypothesized that academic clinical supervisors may find such a framework useful to prepare students for transition to practice.     

Conclusiones del I Foro Nacional de jefes de Estudio,técnicos docentes y responsables autonómicos de Formación Sanitaria Especializada y del II Congreso Nacional de Formación Sanitaria Especializada (XIV Encuentro Nacional de tutores y jefes de Estudio). SEFSE-AREDA 2017, Madrid 28-29 de septiembre

The commitment of the heads of the Autonomous Communities and the health centers is key to a good management and the quality of the Specialized Healthcare Training (SHT). This implies the accreditation and recognition of tutors, developing the regulatory framework established by Royal Decree 183/2008 (nine years after its publication, only Catalonia, the Canary Islands, Castilla y León, Extremadura, La Rioja and the Basque Country have done so), an explicit mention of the SHT in the strategic plans of the health organizations and an active participation of the heads of SHT in the boards of directors. On the part of the Ministry of Health, it is necessary to speed up the accreditation process of new teaching units and, together with the Autonomous Communities, and address the financing problems of the core curriculum project and the organization of the core teaching units. Regarding the sense of training, this has to focus on safety patient, here the simulation is a suitable training methodology, and in the humanization, with a practice of medicine under a deliberative model, being the trainers an example for those who learn.     

以案例引导式教学在内经课程中的实践

在内经课程运用案例引导式的教学方法,可以培养学生将《内经》理论运用于现代临床的思维。从教学方法设计,教学实践过程,结果评价及讨论等方面分析在中医经典课程中引入案例引导式教学模式的优越性和可行性,结合《素问·痿论》、《素问·刺腰痛》等篇相关理论,从生活环境、习惯、人文、社会等方面思考腰痛伴下肢痿废的辨证施治以及西医骨科、结核病科对该病证的认识。培养学生获取和评价信息的能力,团队协作能力。     

高职护生自我评价能力的调查研究

目的探讨高职护生自我评价的正确性。方法选择我校2004-2006级高职护生117名，调查护生对外科护理学习成绩的自我评价，并与教师评价进行比较。结果笔试与总的操作考试的自我评价均高于实际得分，r值分别为0．665和0．405。3次操作考试学生自我评价均高于实际得分，r值分别为0．346、0．460和0．462。结论高职护生自我评价的正确性并不高，学生自我评价能力有限。笔试的自评与实际得分的相关系数明显高于操作考试，高职护生更善于正确地评价自己认知性知识的掌握程度。学生自评并与教师评价结果比较可以提高护生自我评价的正确性，有助于学生能正确认识自己，更好地为走上社会打下基础。     

Extrarenal Wilm's tumors

Wilms' tumors can exist in extrarenal sites. Two cases are reported, which, with three others, help in elucidating the histogenesis of the tumor and cast doubts on present generally accepted hypotheses. Wilms' tumors may arise from primitive mesoderm over a wide area.The concept of multifocal Wilms' tumors is again raised, and, if accepted, other cases of extrarenal Wilms' tumors may have been wrongly interpreted as metastases.