Different types of thinking of seven‐year‐old children and their achievements in school

The theoretical basis of the research was the conception of human intelligence of Sternberg. The aims of the study were: ? to determine the level of analytical thinking, creative thinking and practical thinking of seven‐year‐old children;

? to determine the relations between the level of analytical, practical and creative thinking and pupil's success in school;

? to determine the association between the level of different kinds of thinking and their success as students; and

? to explore the impact of teacher's perception of level of children's thinking on their achievements in school.

The research was carried out on a group of 167 seven‐year‐old children selected at random from urban schools and their teachers. This paper discusses how learning programmes foster and promote the development of different forms of thinking.     

思维导图结合CBL教学法在骨科实习教学中的运用效果

目的观察思维导图结合以案例为基础的学习方法(CBL)在骨科实习教学中的应用效果。方法选取某医院2018年10月—2020年10月期间在骨科实习的98名本科生为研究对象,按照实习轮转批次依次将其分为试验组(n=48)和对照组(n=50),试验组实行思维导图结合CBL教学法,对照组单纯实行CBL教学法,对比两组实习生理论知识、操作技能、批判性思维能力和教学质量评价。结果试验组的理论知识、出科成绩,寻找真相、开放思想、分析能力、系统化能力、认知成熟度以及批判性思维能力总分、实习生对教学过程、教学方法、教学效果及总教学质量评价得分均显著高于对照组,差异有统计学意义(P<0.05)。结论在骨科临床实习教学中采用思维导图结合CBL教学法,不仅能提高实习生理论知识水平,还可以提高实习生的批判性思维能力和教学质量评价。     

Holistic processing of impossible objects: Evidence from Garner’s speeded-classification task

Holistic processing, the decoding of the global structure of a stimulus while the local parts are not explicitly represented, is a basic characteristic of object perception. The current study was aimed to test whether such a representation could be created even for objects that violate fundamental principles of spatial organization, namely impossible objects. Previous studies argued that these objects cannot be represented holistically in long-term memory because they lack coherent 3D structure. Here, we utilized Garner’s speeded classification task to test whether the perception of possible and impossible objects is mediated by similar holistic processing mechanisms. To this end, participants were asked to make speeded classifications of one object dimension while an irrelevant dimension was kept constant (baseline condition) or when this dimension varied (filtering condition). It is well accepted that ignoring the irrelevant dimension is impossible when holistic perception is mandatory, thus the extent of Garner interference in performance between the baseline and filtering conditions serves as an index of holistic processing. Critically, in Experiment 1, similar levels of Garner interference were found for possible and impossible objects implying holistic perception of both object types. Experiment 2 extended these results and demonstrated that even when depth information was explicitly processed, participants were still unable to process one dimension (width/depth) while ignoring the irrelevant dimension (depth/width, respectively). The results of Experiment 3 replicated the basic pattern found in Experiments 1 and 2 using a novel set of object exemplars. In Experiment 4, we used possible and impossible versions of the Penrose triangles in which information about impossibility is embedded in the internal elements of the objects which participant were explicitly asked to judge. As in Experiments 1–3, similar Garner interference was found for possible and impossible objects. Taken together, these findings emphasize the centrality of holistic processing style in object perception and suggest that it applies even for atypical stimuli such as impossible objects.     

基于岗位胜任力的康复治疗临床带教模式的探索

目的探讨基于岗位胜任力的以学生为教学主体的SOAP病例记录模式在康复治疗学临床带教中的应用效果。方法2018年9月-2020年1月教学期间,将55名康复治疗学专业学生随机分为SOAP记录组和传统记录组,SOAP记录组由学生自己针对患者存在的功能障碍进行分析并选取合适评估项目和制定治疗计划,传统记录组在老师的指导下进行评估和治疗计划制定,实习结束后对学生的病例分析报告进行考核,比较两种病例记录模式对学生成绩的影响,并对两组学生进行满意度问卷调查。结果SOAP记录组在客观资料搜集(P=0.017)、评估(P=0.009)、计划(P=0.006)、反思(P=0.029)及总成绩部分(P=0.007),成绩均明显高于传统记录组;问卷调查结果显示,学生高度认可采用SOAP病例记录模式的教学方式,与传统记录模式相比,认为它能明显激发学习积极性(P=0.012)、提高临床操作技术(P=0.035)、规范病例报告的书写(P=0.012)、提高临床诊疗思维(P=0.030)等。结论基于岗位胜任力的SOAP病例记录模式在康复治疗临床教学中的应用效果优于传统病例记录模式。     

急性闭塞性脑梗死介入溶栓术的护理观察

目的分析急性闭塞性脑梗死介入溶栓术的护理效果。方法运用随机抽样的方法选择治疗的急性闭塞性脑梗死患者100例,随机分为观察组和对照组各50例,对照组给予常规护理,观察组则在常规护理的基础上给予整体护理,比较2组患者的临床疗效、生活质量评分、并发症发生情况及患者满意度。结果对照组有效率为76.0%,观察组96.0%,观察组明显高于对照组,差异有统计学意义(P0.05);2组患者的生活质量评分均有所提高,且观察组生活质量改善程度明显高于对照组,差异均有统计学意义(均P0.05);对照组并发症发生率为12.0%,护理满意度为74.0%,观察组则分别为2.0%和94.0%,与对照组相比,观察组并发症发生率明显降低,护理满意度明显提高,差异均有统计学意义(P0.05)。结论在常规护理的基础上给予整体护理,能够有效提高介入溶栓术治疗急性闭塞性脑梗死的临床效果,有效降低并发症发生率,提高患者生活质量和满意度,可以在临床上推广应用。     

中药药剂学课程思政教学实践与深化

课程思政是一种全新的教育理念。在前期课程思政实践的基础上,教学团队围绕立德树人的根本目标,制定系统的中药药剂学课程思政的实施方案,即明确育人目标、转变教学理念、优化教学设计、评定实施效果,以期为中医药专业课程实施课程思政探索可借鉴、操作性强、能推广的实行范式。     

The knowledge desired by emergency medical service managers of their ambulance clinicians – A modified Delphi study

AimThe aim of the study was to identify the types of knowledge that Swedish Emergency Medical Service (EMS) managers considered desirable in their Ambulance Clinicians.BackgroundEmergency medical service managers are responsible for organisational tasking and in this are dependent on the knowledge possessed by their ambulance clinicians. It would therefore be of value to explore EMS managers’ approach to this knowledge.DesignA modified Delphi method in three rounds.MethodsIn total thirty-six EMS managers participated, and twenty-four finished all three rounds. They were encouraged to rate each sub-category, and the ten with the highest mean were interdependently ranked in the final round.ResultsFive categories and twenty-six sub-categories emerged in the first round, covering knowledge related to; contextual aspects, medical and holistic assessments, formal education and organisational issues. Eventually, the sub-category ‘Knowledge to assess the patient’s situation from a holistic perspective’ was the highest ranked, followed by ‘Medical knowledge to assess and care for different diseases’ and ‘Knowledge to be able to care for critically ill patients’.ConclusionsTaken together the knowledge areas address essentially medical care, contextual aspects and nursing. The boundaries between these can sometimes be seen as elusive, calling for ambulance clinicians to balance these areas of knowledge.