大学生心理健康教育课程教学改革的思路

为提高我校公共选修课大学生心理健康教育课程的课堂教学质量,促进医学生优秀心理品质的培养,对大学生心理健康教育课程进行教学内容、教学方法、考核方式方面的改革。以专题的形式讲授学生亟待解决的心理问题,运用视频教学、案例分析、心理行为训练、心理测验的方法,引导学生参与到教学活动中,体验学习内容,同时构建多元的成绩评价机制,激发学生的学习动力,提高学生学习主动性和参与性,促进我校大学生心理健康教育课程的教学改革和创新。     

新版《卫生事业管理学》课程设置及教学思考

卫生事业管理学是医学院校公共事业管理专业的核心课程和主干课程。为实现课程教学目标,提高教学质量,对新版《卫生事业管理学》课程设置思路和特点进行了较为深入的系统分析,在此基础上从课堂教学和实践环节两个方面探讨了本课程的教学指导建议。     

Addressing career barriers for high risk adolescent girls: The PATHS curriculum intervention

The study evaluated a gender-specific comprehensive career development curriculum designed to target career barriers faced by high risk adolescent girls – those with disabilities and at risk for school failure. The goal of the curriculum was to promote social cognitive career and self determination outcomes associated with adaptive career development and adjustment. A pre-post control group design was used to evaluate the curriculum. Findings suggest that participation in the curriculum resulted in significant and large gains in autonomy and in disability and gender-related knowledge. Meaningful gains were noted in perceptions of social support and relevance of school. Participants in a high fidelity sample made significant and large gains in vocational skills self-efficacy and disability and gender-related knowledge. Meaningful improvements were noted in self-advocacy, autonomy, and vocational outcome expectations. The findings suggest that the curriculum can improve important indicators of positive career development and adjustment in high risk adolescent girls.     

Meeting the challenge of perioperative education

The staffing challenges faced by perioperative nurse managers today are not easily met by waiting for experienced perioperative nurses to apply for positions. As Baby Boomer nurses retire, managers must consider hiring and orienting new graduates and nurses experienced in other subspecialties who are interested in working in the OR. An effective didactic and clinical education program can produce nurses with a basic perioperative knowledge from which they can build a solid clinical practice. Using Periop 101: A Core Curriculum™, the director of perioperative services at a level II trauma center implemented a successful program to solve a staffing need and help students gain the knowledge and skills necessary to become effective perioperative nurses. Strong interest from capable applicants, a dedicated educator, and financial resources and support from hospital administrators helped make this program a viable way to staff the OR.     

Physicians,emotion, and the clinical encounter: A survey of physicians’ experiences

ObjectivesTraining in emotion management is not a standard part of medical education. This study’s objective was to understand physicians’ challenges navigating emotion (their own and their patients’) and identify areas for intervention to support physician wellness and enhance patient care.MethodsIn 2019, we surveyed 103 physicians in emergency medicine, internal medicine, family medicine, and neurology. Participants quantitatively reported emotion training, emotions that were challenging, and barriers to addressing emotion. They provided qualitative examples of emotion challenges and successes that we analyzed using an inductive thematic analysis.ResultsThere were no significant differences in responses by specialty. Only 10% reported receiving emotion management training, with no evidence that more recently trained physicians received more. Those who had received training on emotion reported greater comfort in dealing with patients’ emotions and were more likely to engage in teaching on emotion. There were gender and career stage differences regarding which emotions physicians found most challenging. The authors identified central themes of emotion-related challenges and successes.ConclusionsTargeted educational initiatives are needed to advance physicians’ ability to navigate emotion in clinical encounters.Practice implicationsDeveloping strategies for managing patients’ emotions may better prepare physicians for navigating the emotional demands of practicing medicine.     

实习医生医院感染学课程设计及教学

目的 提高医院感染学教学质量,在医学生中树立医院感染意识.方法 通过分析医院感染学和实习医生教育的特点,采取整合案例教学的模式,对实习医生进行培养教育.结果 通过开展医院感染教育,使医学生牢固树立起医院感染的概念,促进了医院感染工作的开展,扩大了医院感染在医学院和社会上的影响.结论 在医学生中开展医院感染教育是非常必要的.     

英国预注册护理教育的培养模式和启示

该文旨在介绍英国护士和助产士协会(Nursing and Midwifery Council,NMC)公布的《预注册护理教育标准(2010)》中的英国护理教育体系和课程设置,探讨其培养模式对于我国护理教育发展的借鉴意义和启示,从而进一步指导我国高等护理教育质量的具体标准体系的建立。     

Is problem-based learning an ideal format for developing ethical decision skills?

Ethical decision making is a complex process, which involves the interaction of knowledge, skills, and attitude. To enhance the teaching and learning on ethics reasoning, multiple teaching strategies have to be applied. A medical ethical reasoning (MER) model served as a framework of the development of ethics reasoning and their suggested instructional strategies. Problem-based learning (PBL), being used to facilitate students' critical thinking, self-directed learning, collaboration, and communication skills, has been considered effective on ethics education, especially when incorporated with experiential experience. Unlike lecturing that mainly disseminates knowledge and activates the left brain, PBL encourages “whole-brain” learning. However, PBL has several disadvantages, such as its inefficiency, lack of adequately trained preceptors, and the in-depth, silo learning within a relatively small number of cases. Because each school tends to utilize PBL in different ways, either the curriculum designer or the learning strategy, it is important to maximize the advantages of a PBL session, PBL then becomes an ideal format for refining students' ethical decisions and behaviors.