Evolving Beyond the World Foods Course: Creating Racially and Ethnically Inclusive Educational Spaces for Dietetics Students

Only 13.1% of US registered dietitian nutritionists and 27.8% of students enrolled in US dietetics education programs identify as racially/ethnically diverse individuals. National demographic trends show increasing percentages of racially/ethnically diverse individuals within the broader US and college student populations; however, these changes have not been mirrored within dietetics. Dietetics educators have an ethical and professional mandate to address diversity, equity, and inclusion within their programs. This paper reviews key terminology related to diversity, equity, and inclusion in the context of dietetics education, and describes a new framework to transform dietetics education based on the principles of cultural humility and culturally sustaining teaching. Strategies are presented to facilitate recruitment, admissions, retention, and mentorship for racially/ethnically diverse students and faculty, and to improve diversity, equity, and inclusion within curricula and classrooms. Lastly, this paper provides clear practice applications, including recommendations for program policy change and training/skill building activities for dietetics students, educators, and preceptors.     

语感教学:语文教育新视角

语文能力的核心是语言能力,语言能力的培养首先表现在如何提高学生的语感素质。加强语文教育中的语感教学,构建培养语感的教学实践体系,势在必行。     

The optimal usage of the ISCP by trainee and trainer

The Intercollegiate Surgical Curriculum Programme (ISCP) provides the Curriculum with the specialty syllabus, trainee’s portfolio of activity, and the process and recording of assessment. It is an excellent resource and in order to gain the optimal benefit trainees and trainers are recommended to invest some time in navigating through the site and understand its functionality. The launch of the 2021 Surgical Curricula is an important change with the new assessment tool of the Multiple Consultant Report (MCR) and the trainee input with their self-assessment. The ISCP has incorporated the MCR assessment process (Generic Professional Capabilities and Capabilities in Practice) into the learning agreement structure such that the progression through to the higher-level outcome of the curriculum, defined as a day 1 consultant in a specialty, is enhanced by frequent and focussed feedback specific to the trainee. To achieve the optimal outcomes, it is important to have strong engagement with the ISCP and the useability has been enhanced to facilitate this.     

How does French initial osteopathic training value relational competency,patient education,and the competency-based approach? A cross-sectional survey

BackgroundDespite the promotion of international osteopathic recommendations and registration guidelines, relational competencies and patient education practices present a challenge in the clinical setting due to lack of training. In France, the latest national osteopathic standards for education and practice defined a relational competency that includes patient education. Little is known about its integration in curricula and how French osteopathic practitioners are subsequently trained for relational competency.ObjectiveTo determine teaching, learning, and assessment methods related to relational competency in French initial osteopathic training programs and identify the role of patient education in this relational competency.MethodsAn online questionnaire was designed and sent to all initial training institutes in France (n = 28). Eight institutes answered the survey.ResultsThe relational competencies appeared in various courses, enhanced by clinical learning. However, the courses were not specific to this competency and the volume of hours was relatively low. Patient education was seen as part of relational competency but was poorly implemented. This competency-based approach is still considered an emerging practice in these institutes.ConclusionsThere is a misalignment among intended learning outcomes, teaching, and assessment. Current educational practices are not sufficient to support relational competency, specifically regarding patient education. Further research is needed on how French standards are understood, how they are assimilated by educators, and how they are translated into educational practice. In addition, the adequacy of educators' training for effective implementation of the competency-based approach should be questioned.     

The association between decision-making skills and subjective decision outcomes among administrative officers in the Swedish Social Insurance Agency

Social insurance administrative officers’ decision-making skills influence their efficiency at work and their general well-being. At work their tasks are characterised by complexity and a need for order and accountability. Moreover, cases should usually be handled and finalised within the imposed time frames. We investigated skills related to decision-making success among social insurance officers. In total, 118 administrative officers at the Swedish Social Insurance Agency (66% response rate) responded to questions on scales and measures relating to cognitive-rational, socio-emotional and time approach features of decision-making skill. In addition, they responded to questions on three scales pertaining to outcomes of everyday decisions in terms of subjective everyday difficulties, tendencies to burnout and depressive symptoms. The results showed that cognitive-rational competence was associated with lower reports of subjective everyday difficulties and depressive symptoms and thereby contributed to the explained variance in decision outcomes. Furthermore, socio-emotional and time approach features of decision-making skills contributed to the explanation for subjective everyday difficulties, tendencies to burnout and depressive symptoms. The results corroborate the basic assumption and usefulness of a broad approach in the definition and assessment of decision-making skills in human service professions in general, and of administrative officers in social insurance agencies in particular. Recommendations for future research and the implications of the results are discussed.     

公共卫生硕士专业学位研究生培养质量的调查研究

目的了解我国公共卫生硕士专业学位研究生的培养现状,探究培养质量影响因素,发现问题提出对策,为我国公共卫生硕士专业学位研究生培养提供依据。方法采用自编问卷对28所开设公共卫生硕士专业学位研究生教育院校的研究生进行问卷调查,采用描述性统计、探索性因子分析和多元线性回归分析对问卷结果进行分析。结果 53.68%的研究生认为课程教学中"重理论,与实践联系太少",9.81%的研究生表示没有专业实践机会,71.78%的研究生是单一导师制,44.79%的研究生在课题研究阶段进行基础类的实验研究。探索性因子分析降维提取"平台条件"、"专业实践"、"课程设置"、"导师队伍"、"奖惩机制"5个因子;多元线性回归分析发现"专业实践"、"导师队伍"和"平台条件"对研究生的自身培养质量评价呈正向影响。结论高校应该优化公共卫生硕士专业学位研究生的导师指导制度和导师队伍,规范专业实践培养过程,健全科研基础设备和完善专业实践基地建设,提高专业学位研究生的培养质量。     

护士职业应对自我效能量表的汉化及信效度研究

目的 对英文版护士职业应对自我效能量表（occupational coping self-efficacy scale for nurses,OCSE-N）进行汉化,并检验中文版护士职业应对自我效能量表在中国护士群体中的信效度。方法 运用便利抽样方法抽取深圳市5所公立医院共1172名护理人员进行调查,运用SPSS 23.0软件和AMOS 23.0软件对数据进行信效度检测。结果 中文版护士职业应对自我效能量表的Cronbacha α为0.882,重测信度为0.991（95%CI:0.985～0.993,P＜0.01）。各条目-总分相关系数为0.482～0.683（P＜0.01）。内容效度指数（scale-level content validity index, S-CVI）:全体一致S-CVI为0.889,平均S-CVI为0.981,经探索性因子分析后,量表提取2个公因子,其累计方差贡献率为67.508%,各条目共同度为0.524～0.860;经验证性因子分析各拟合指标:卡方/自由度（〖XC小五号.EPS;P〗/df）为1.452,GFI为0.987,AGFI为0.977,RMR为0.035,NFI为0.977,IFI为0.969,均达到推荐标准。结论 中文版护士职业应对自我效能量表信效度良好,可以用来评价我国护理人员职业应对自我效能的测评工具。     

广东省专业公共卫生机构卫生资源配置公平性分析

目的 分析广东省专业公共卫生机构卫生资源配置现状及其公平性,为后续研究和公共卫生服务资源的优化配置提供数据支撑。方法 对广东省专业公共卫生机构卫生资源配置情况进行描述性分析;通过卫生资源集聚度（HRAD）分析其配置的可及性和公平性。 结果 广东省专业公共卫生机构数呈负增长,为- 10.13%,而公共卫生人力资源总量逐年递增,年均增速在3.0%以上。2019年各地市公共卫生资源配置的公平性差异显著。2013—2019年东翼地区公共卫生人力资源基于人口分布的公平性较差,而西翼和山区公共卫生资源基于地理分布的可及性较差。结论 广东省专业公共卫生机构卫生人力资源配置总量逐年增长,但增速尚需提高。区域间、区域内卫生资源配置的可及性、公平性差异显著,公共卫生资源分布不均衡的状况仍然存在,人才短缺的情况仍是短板。应持续推动优质公共卫生资源扩容和区域均衡布局,稳定和发展公共卫生人才队伍,提高现有公共卫生资源的配置效率和利用效率。     

“医教协同”模式下专业学位硕士研究生压力感知及学术能力提升需求调查

目的 对医学专硕学术科研水平的影响因素进行调研与分析,以期为提高其学术科研水平提供参考和借鉴。方法 选取某医院正在参与住院医师规范化培训的医学专硕作为研究对象,采用问卷调查的方式对其学术水平影响因素进行调研。结果 研究生对于提升自身学术科研水平有较大的需求,且普遍存在学术科研方面的压力,随着年级的上升其压力亦明显呈上升趋势（线性χ2 = 21.624,P＜0.001）。本科的知识储备、个人英语水平、兴趣爱好对其学术科研水平均有一定影响。结论 改革创新研究生学术科研水平的培养是各大高等医学院校亟待解决的问题,研究生学术科研水平的提高,需要学生、导师与高校三者进行有机结合通力协作。