Processus,procédures et critères d’évaluation conduisant à la mise sur la liste d’aptitude aux fonctions de Maître de conférences des universités – praticien hospitalier (MCU-PH) et de professeur des universités – praticien hospitalier (PU-PH) en anesthésie-réanimation

Since several decades, anesthesia care and intensive care, as well, are engaged in the way of excellence in clinical care and research. This requirement is also applied for the selection of professor and academic workers. The goals of this article are twice: first to diffuse this knowledge at the medical community and second to describe in details the long process leading to the final appointment.     

Health Status as a Mediating Factor in the Life Change-Academic Performance Relationship

Abstract

This study was designed to determine whether illness during the academic year, when gender and academic readiness are controlled, is the variable accounting for the demonstrated relationship between life change index and subsequent academic performance. A weak though significant inverse association was found between life change and grades: this association persisted even after statistical adjustment for gender, academic readiness, and illness experience. There was no evidence that illness experience mediated the life change-performance relationship. The association was not subject to a threshold effect according to level of life change.     

初创社科类英文学术期刊国际影响力提升的探索与实践——以Financial Innovation为例

【目的】 探讨如何在稿源欠缺、显示度低、参与度差的情况下快速有效提升我国初创社科类英文学术期刊的国际影响力。【方法】 结合数据统计分析,结合《金融创新》(Financial Innovation)实际案例,归纳初创英文学术期刊提升国际影响力的途径及方法。【结果】 《金融创新》创刊5年中,跨越式实现从无到有,再到进入SSCI检索并进入学科Q1分区的进步。【结论】 前沿专刊筹措、邮件精准推广、期刊数据库挖掘是初创英文学术期刊在有限资源下取得突破、提升国际影响力的重要路径。     

Analysis of Research and Scholarship Criteria Within Promotion and Tenure Documents of US Pharmacy Schools

Objective. To describe criteria for evaluating faculty scholarship within the promotion and tenure guidance documents of US schools and colleges of pharmacy.Methods. Promotion and tenure documents were obtained from the websites of US pharmacy schools or requested via electronic mail, and institutional characteristics were collected from publicly available online data. A qualitative content analysis was conducted to systematically catalogue document characteristics and criteria for promotion and tenure.Results. Promotion and tenure guidance documents from 121 (85%) of 142 pharmacy schools were analyzed. Institutions were 55% public and equally distributed across Carnegie institutional classifications as well as geographic and extramural funding stratifications. Publications (94%) and grants and contracts (87%) were the most frequently included criteria for faculty advancement. More than 50% of schools recognized the criteria within promotion and tenure guidance documents but did not explicitly require faculty to achieve them before receiving promotion and/or tenure. For institutions that required publications for advancement, the most frequently required criterion was publication in peer-reviewed journals (47%). Few schools (22%) documented a specific number of required publications.Conclusion. This analysis provides a comprehensive review of scholarship criteria in academic pharmacy promotion and tenure guidance documents. There was wide variability among scholarship criteria, and documents often lacked specific language defining scholarship requirements. As a result, faculty may find the documents less helpful for self-assessment and preparation toward promotion and/or tenure. These benchmark data can assist pharmacy faculty and administrators in developing and revising promotion and tenure guidance documents to include clear criteria and better align with peer institutions.     

柴可群基于病证结合辨治晚期胰腺癌经验探讨

柴可群教授认为正气内耗,肝脾失和,痰毒内生,郁而化热是晚期胰腺癌的病机特点,临诊当注重病证结合,谨守病机,治当以顽痰与癌毒胶痼、化热伤正为切入点,兼顾肝脾肾三脏,施以“健脾补肾、化痰解毒、疏肝解郁、温阳通络”四法,攻积与扶正并进,以期消痼防变,延缓病情进展的效果。     

Influence of a 2‐ to 6‐year physical education intervention on scholastic performance: The CHAMPS study‐DK

The aim of this study was to investigate the influence of a school‐based intervention with a tripling of physical education (PE ) lessons from two (90 minutes) to six lessons per week (270 minutes) on scholastic performance. This study is part of the CHAMPS study‐DK , a quasi‐experimental study that began in 2008. The intervention group consisted of six schools, and the control group consisted of four matched schools (mean age at baseline=8.4 years, kindergarten class fourth grade). Academic performance was extracted from the national test system from 2010 to 2014 (Math and Danish were measured at third and sixth, and second, fourth and sixth grades, respectively). Participants included 1888 students participating in at least one scholastic performance test. Linear mixed models were applied to test for differences between groups and adjusted for known confounders. No significant differences were observed between groups in the academic performance tests (control group reference); Danish second grade β=−1.34 (95% CI −9.90, 7.22), fourth grade β=0.22 (95% CI −6.12, 6.56), sixth grade β=1.03 (95% CI −5.02, 7.08), and all grades combined β=0.28 (95% CI −5.74, 6.31) and Math third grade β=−2.87 (95% CI −9.65, 3.90), sixth grade β=0.99 (95% CI −7.36, 9.34) and combined β=−1.20 (95% CI −8.10, 5.71). In conclusion, no significant differences were observed between intervention and control schools for scholastic performance. Importantly, there were no negative effects of additional PE on scholastic outcomes, despite more PE and longer school days for intervention children.     

Looking beyond the academic and developmental logics in kindergarten education: the role of Schwab's commonplaces in classroom-based research

Kindergarten has become increasingly academic in nature. One of the primary dilemmas arising from this shift is the tension between the use of developmentally appropriate practices and the obligation to teach academic standards. To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, we look beyond these competing perspectives to develop a theoretical framework informed by Schwab's conception of the eclectic and the four commonplaces. We re-envision the four commonplaces – subject matter, teacher, milieu, and learner – to align them with contemporary conceptions of educational purposes, practical theory, classroom climate, and childhood. Acknowledging that kindergarten is an eclectic space, we create a robust theoretical framework for researchers interested in classroom research. The application of this framework is explored using an ethnographic methodology that integrates data from classroom observations, teacher interviews, and photo elicitation interviews with the students in one kindergarten classroom.