全文获取类型
收费全文 | 41145篇 |
免费 | 3089篇 |
国内免费 | 317篇 |
专业分类
耳鼻咽喉 | 236篇 |
儿科学 | 596篇 |
妇产科学 | 583篇 |
基础医学 | 1904篇 |
口腔科学 | 1479篇 |
临床医学 | 11104篇 |
内科学 | 2767篇 |
皮肤病学 | 430篇 |
神经病学 | 758篇 |
特种医学 | 540篇 |
外科学 | 2613篇 |
综合类 | 7869篇 |
一般理论 | 35篇 |
预防医学 | 9279篇 |
眼科学 | 182篇 |
药学 | 2263篇 |
528篇 | |
中国医学 | 913篇 |
肿瘤学 | 472篇 |
出版年
2024年 | 27篇 |
2023年 | 821篇 |
2022年 | 1148篇 |
2021年 | 1669篇 |
2020年 | 1749篇 |
2019年 | 1460篇 |
2018年 | 1514篇 |
2017年 | 1460篇 |
2016年 | 1341篇 |
2015年 | 1245篇 |
2014年 | 3012篇 |
2013年 | 3558篇 |
2012年 | 2810篇 |
2011年 | 2856篇 |
2010年 | 2304篇 |
2009年 | 2166篇 |
2008年 | 2225篇 |
2007年 | 2455篇 |
2006年 | 2180篇 |
2005年 | 1558篇 |
2004年 | 1267篇 |
2003年 | 1008篇 |
2002年 | 739篇 |
2001年 | 660篇 |
2000年 | 551篇 |
1999年 | 451篇 |
1998年 | 379篇 |
1997年 | 290篇 |
1996年 | 244篇 |
1995年 | 223篇 |
1994年 | 161篇 |
1993年 | 132篇 |
1992年 | 121篇 |
1991年 | 139篇 |
1990年 | 128篇 |
1989年 | 96篇 |
1988年 | 102篇 |
1987年 | 76篇 |
1986年 | 28篇 |
1985年 | 48篇 |
1984年 | 25篇 |
1983年 | 22篇 |
1982年 | 16篇 |
1981年 | 24篇 |
1980年 | 21篇 |
1979年 | 14篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 5篇 |
1973年 | 3篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
Written primarily by a recent pharmacy school graduate, this commentary aims to express the perceptions about pharmacy faculty members and course evaluations that students often hold. Colleges and schools of pharmacy use many different systems to administer and assess evaluations. While there are numerous published articles regarding these forms of evaluation, almost no literature exists that reflects the opinions of those actually completing the evaluations, ie, students. Explaining the purpose of evaluations and how they will be used, how to correctly complete evaluations, and the potential responsiveness of and receptivity of professors, as well as other factors, impact how students perceive and complete their evaluations. It is worthwhile to gather students’ perspectives on evaluations as these assessments hold the potential to drive curricular change and faculty promotion. Considering students perspectives can help colleges and schools design and administer more effective evaluations, increasing the utility of these assessments. 相似文献
92.
《Annales médico-psychologiques》2022,180(7):677-682
The mouth is at the heart of our daily life. However, oral health is often overlooked, especially in people with mental illness. The objectives of this review were to identify the factors that can increase their vulnerability toward oral diseases, to describe the consequences in terms of health and quality of life, and to explore solutions for preventing and managing oral diseases in this population.Why are patients with mental illnesses more at risk of poor oral health?The mental illnesses themselves, which can alter one's self-image and perception of the body, may decrease motor skills or disorganize daily life, contribute to a decrease in the practice of daily oral hygiene or in seeking healthcare services. The presence of vomit or gastroesophageal reflux stimulates the demineralization of dental surfaces. Addictive substances, the consumption of which is frequent in this population, particularly tobacco, have a direct impact on the oral mucosa and contribute to poor oral health as well as to a reduction of the effects of pharmacological treatments used to treat psychiatric pathologies. By stimulating the appetite, they promote snacking. By inhibiting the production of saliva, they prevent it from playing its role as a natural oral lubricant. It has a negative effect on self-cleaning dental surfaces, the neutralization of oral acidity and defensive power but also on food pre-digestion, chewing, swallowing and speaking. Finally, by inducing abnormal movements of the lips, tongue or jaw, problems of lip incompetence, breathing through the mouth or bruxism may develop. Difficulties in accessing oral care can also contribute to patients’ poor oral health. They may be related to mental pathology: the failure to keep appointments, refusal of care, anxiety, to the lack of information and understanding of their rights for health insurance and transportation to a dental office. They can also be linked to a stigmatizing or critical attitude or a rush to provide care from some dentists that can discourage the patient from continuing his/her oral follow-up.What are the consequences?Xerostomia has several consequences: difficulty in chewing, swallowing, speaking, wearing removable dentures and altered taste, bad breath, cracked lips, and burning mouth. The patient will then modify his/her diet and increase their consumption of soft drinks and soft foods, which adhere more to dental surfaces. Patients have an increased risk of carious lesions, erosion of the teeth, and periodontal lesions accentuated by smoking. People with substance addiction are roughly three times more likely to have periodontal pockets than control groups. People with eating disorders are five times more likely to have dental erosion, responsible for sensitive teeth than control groups due to vomiting or gastroesophageal reflux. Finally, the problem of dental caries is more severe in people suffering from mental illness: People with schizophrenia seem to be the most affected with 7.7 more tooth decay, missing and filled teeth on average than do control participants. Oral afflictions are responsible for acute and chronic pain and infection. Patients with severe mental illness are 2.8 times more likely to lose all their teeth than those in control groups. Edentulism has many repercussions for the patient's health and quality of life, (eating disorders, speech impediments, and deformed smiles, all of which can lead to low self-esteem and social isolation).What are the solutions?A set of measures can be proposed against xerostomia: frequent intake of unsweetened, non-acidic drinks, chewing sugar-free chewing gum with xylitol, salivary substitutes or salivary stimulants. Support measures to encourage patients to quit smoking, when possible and compatible with the patient's clinical condition, should be offered during psychiatric follow-up. Patients could be encouraged, as soon as their mental pathology has stabilized, to select a dentist and to consult him/her at least once a year for dental care and preventative measures and to become accustomed to receiving dental care. The continuum between psychiatric care and oral care is important, as is the training of medical teams. The number of dental treatments and/or the mental pathology of some patients can cause them to be uncooperative and may necessitate the use of a general anaesthesia during oral care, but this procedure has many limitations. For long-term health improvement and to avoid the accumulation of comorbidities, therapeutic patient education seems to be an appropriate complementary approach. Integrating oral health with psychiatric care would make it possible to encourage patients to develop habits of healthy eating and good oral hygiene, to seek dental care, and to acquire improved social behaviours. 相似文献
93.
As our population ages, it is important for the next generation of nurses to feel prepared to care for people with dementia. Communicating with a person with dementia who is experiencing responsive behaviours can be challenging. Furthermore, new graduate nurses may experience a phenomenon called reality shock when they do not feel prepared for the reality of nursing. Reality shock can lead to nurse turnover and poor retention rates. This study evaluated a workshop for first-year practical nursing students focusing on applying a person-centered communication framework when caring for people with dementia experiencing responsive behaviours. The results suggested that training students during their clinical placements on dementia communication may be effective in helping prepare nurses to care for this patient population. 相似文献
94.
《Teaching and Learning in Nursing》2020,15(2):116-120
Faculty recognized a need to further study professional values development in registered nurses during a baccalaureate degree completion program. Study participants were surveyed at the beginning and conclusion of their program using the Nurses Professional Values Scale – Revised (NPVS-R) with several additional open-ended questions. The results supported that associate degree–prepared nurses returning to school possess a level of professional values similar to nurses with a baccalaureate degree. 相似文献
95.
目的探讨针对初次应用胰岛素治疗的2型糖尿病患者开展个体化糖尿病教育的临床价值。方法对照组患者开展常规的糖尿病健康教育,观察组则在该基础上开展个体化糖尿病教育。结果两组健康教育前SDSCA-6依从性量表各维度评分较低;健康教育后观察组SDSCA-6依从性量表各维度评分均高于对照组(P<0.05);两组健康教育FPG、2 hPG、HbAlc前较高(P>0.05);健康教育后观察组FPG、2 hPG、HbAlc低于对照组(P<0.05)。结论对于首次应用胰岛素治疗的2型糖尿病患者进行个体化的糖尿病教育可以有效提升其依从性,并更好的控制血糖水平。 相似文献
96.
97.
98.
99.
《Diabetes & Metabolic Syndrome: Clinical Research & Reviews》2022,16(9):102582
Background and aimsDiabetes self-management education and support (DSMES) can improve clinical and health outcomes of people with diabetes. However, DSMES has been underutilized because of many barriers. We aimed to develop a patient-centered educational aid, SEE-Diabetes (Support-Engage-Empower-Diabetes), that facilitates shared decision-making about DSMES between patient and provider during the follow-up visit. We investigated the information needs to inform the design of the SEE-Diabetes from the providers’ perspective.MethodsWe conducted an online survey (N = 42) and three focus groups (N = 13) involving providers who have experience managing diabetes in older patients. Survey collected demographics and assessed knowledge of DSMES. During the subsequent focus groups, participants evaluated the Assessment and Plan section of three clinic notes of older people with diabetes. We also demonstrated the potential workflow of DSMES documentation using SEE-Diabetes during clinical practice.ResultsThe survey showed 60% of providers were familiar with DSMES. Focus group findings showed clinic notes should convey concise information at an appropriate reading level, numbered problems, and less medical jargon to improve the readability of clinic notes. Application of SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goals was suggested to deliver effective diabetes self-care information.ConclusionsProviders should consider adopting validated DSMES guidelines along with goal-setting strategies to provide patient-centered care. The research team will integrate the provider recommendations when we develop SEE-Diabetes. 相似文献
100.
中医临床思维是中医专业学生临床能力的关键。《伤寒论》是培养中医学生建立中医临床思维的核心课程。中医八年制较传统的中医博士研究生培养模式而言,培养时间大大缩短、教学要求高。为进一步提高中医八年制学员的临床思维能力,我们在《伤寒论》的教学过程中,分别在理论授课、临床实践中采用了PBL教学方法,教学效果良好。现介绍自己教学方法以及教学体会,以供同行参考交流。 相似文献