试论卫生事业管理专业中的法学课程设置

依法管理，依法行政是管理科学的最基本手段和途径，但目前大多数卫生事业管理课程设置中法律课的课时偏少，内容较窄，不能满足社会主义市场经济的需求和法治建设的需要，这是一个亟需解决的问题。建议在该专业的课程设置中，应加大法律课的比例，做到每年学均有法律必修课，每学期均有法律选修课，以满足学生的法律知识和能力的培养，从而满足拓宽管理专业人才的知识戏，增强人才培养的适应性。     

Orienting of spatial attention and the interplay between the senses

Many everyday situations require combining complex sensory signals about the external world with ongoing goals and expectations. Here I examine the role of attention in this process and consider the underling neural substrates. First, mechanisms of spatial attention in the visual modality are reviewed, emphasising the involvement of fronto-parietal cortex. Spatial attention takes into account endogenous factors, e.g., information about behavioural relevance, as well as signals arising from the external world (stimulus-driven control). Stimulus-driven control is thought to take place automatically and independently from endogenous factors. However, recent findings demonstrate that endogenous and stimulus-driven mechanisms co-operate, jointly contributing for the selection of the relevant spatial location. Next, I will turn to studies of multisensory spatial attention. These have shown that attention control in fronto-parietal cortex operates supramodally. Supramodal control exerts top-down influences onto sensory-specific areas, enhancing the processing of stimuli at the attended location irrespective of modality. Unlike unimodal visual attention, but in line with traditional views of multisensory integration, multisensory attention can operate in a fully automatic manner regardless of relevance and task-set. I discuss these findings in relation to functional/anatomical pathways that may mediate multisensory attention control, highlighting possible links between spatial attention and multisensory integration of space.     

The Effects of an Inclusive Preschool Experience on the Playfulness of Children with and without Autism

This paper describes the results of a program evaluation that was undertaken to assess the playfulness of preschool children with and without autism. The assessment used in the evaluation was the Test of Playfulness (ToP). Children with autism were compared with typically developing preschoolers over the course of one school year. Changes in the playfulness of 6 children with autism labeled “high functioning” and 8 typically developing classmates in one inclusive preschool program were compared with those of 12 typically developing children enrolled in a non-inclusive program. Data analyses revealed no differences in ToP scores from the beginning to the end of the school year for 8 of the children in the inclusive program (5 with autism; 3 typically developing). The scores of 4 typically developing children and 1 child with autism decreased; 1 typically developing child's score increased. In contrast, the ToP scores of 11 typically developing children enrolled in the non-inclusive program increased; 1 typically developing child's score decreased. Similarly, the mean ToP scores of the children in the inclusive program did not differ, whereas the mean posttest score of the children in the non-inclusive program was greater than the mean pretest score. Elements in the inclusive environment may have contributed to these results. Two of the elements were differences in philosophy of the two teachers, and the high ratio of children with autism to typically developing children in the inclusive classroom. Practical implications for determining or attempting to facilitate playfulness in the preschool setting are discussed.     

提高水、电解质代谢和酸碱平衡紊乱的授课质量方法初探

在水、电解质代谢和酸碱平衡紊乱的教学中整合各种教学方法，注重教学的趣味性、实践性，通过病例式、问题式教学强化知识点的理解和记忆，从而激发学生的学习兴趣，提高教学质量。     

The missing links: A South African perspective on the theories of health in drama therapy

The following paper is the writer's first attempt to answer the question, “Is drama therapy for the South African”? The writer begins by arguing for a perspective in drama therapy that can fully accommodate the whole South African. It argues for an integration of the already existing traditional health and healing systems in South Africa, with the concepts proposed by drama therapy in its variations. The writer explores the notions of health in the South African context and defines them in relation to the definitions of health proposed by various drama therapy approaches. Other related concepts such as community and disease are defined, thus challenging drama therapy to seek a more holistic approach to health and healing such that the whole South African can be fully accommodated in drama therapy interventions. The writer uses literature from African scholars, philosophers, psychologists and medical doctors as well as from American and European researchers and drama therapists to aid her exploration.     

Research skills training for the Doctor of Pharmacy in US Schools of Pharmacy: A descriptive study

Objectives As the practice of pharmacy grows increasingly complex, graduates are expected to possess a comprehensive set of skills enabling them to provide optimal patient care. Thus, research skills are becoming increasingly valuable and a necessary part of pharmacist training globally. However, training opportunities for improving research skills have not been well explored in the literature. This study examines how research skills are currently being offered in various Doctor of Pharmacy curricula in US Schools of Pharmacy. Methods A five‐question survey was e‐mailed to key individuals at 95 Colleges of Pharmacy in the USA and Puerto Rico. Responses were aggregated and then stratified by research project requirements, as well as by school type (public or private; Carnegie Foundation classification). Key findings Seventy‐nine respondents provided usable surveys for an 83% response rate. Respondents encompassed a representative population of school types. Although most schools do not require completion of a research project (75%), the majority of research skills listed were taught in various forms in over half of the responding institutions. There did not appear to be a significant distinction in research skills training provided based upon school type. However, schools requiring students to complete a research project in order to graduate provided the most comprehensive research skills training. Conclusions Research skills training has greatly increased over the past 10 years. However, more study needs to be done in a number of areas, including determining the most effective way to offer research skills training, determining its post‐graduate impact and determining its overall effect on the profession of pharmacy.     

Physiotherapists in under-resourced South African communities reflect on practice

Increasing access to health services and the introduction of primary health care are the cornerstones of transforming healthcare initiatives in South Africa. Sustainability of healthcare provision in rural and under-resourced areas is secured by legislation of a year-long community service (CS) contract with graduating healthcare practitioners. This study explored how the first cohort of physiotherapists experienced their year-long CS and how they felt their undergraduate training prepared them for practice. A survey was conducted at the end of 2003 amongst the first cohort of CS physiotherapists who emerged from the physiotherapy programme of a South African university. All 23 of the graduates from the 2002 final year class were invited to participate in the study. A self-administered open-ended questionnaire was faxed to the participants. Twenty of the 23 questionnaires were completed and returned within a month. The questionnaires were coded and the data were analysed using content analysis methodology. The results were categorised into emerging patterns. CS physiotherapists assessed their preparation for practice largely in relation to the technical skills that were acquired through the curriculum. Community-based physiotherapy practice in under-resourced areas was under-emphasised in the curriculum in relation to practice opportunities within hospital and institution-based settings. The curriculum was found not to advance the role of physiotherapists as socially responsive agents and appeared to pay little attention to knowledge underpinning socio-cultural and inter-professional relations. Physiotherapy academic knowledge alone was inadequate to support novice physiotherapists within under-resourced communities in their multiple roles as clinician, manager of physiotherapy department, as member of a multidisciplinary team, health educator and advocate for social justice.     

Curriculum for neurogastroenterology and motility training: A report from the joint ANMS‐ESNM task force

Although neurogastroenterology and motility (NGM) disorders are some of the most frequent disorders encountered by practicing gastroenterologists, a structured competency‐based training curriculum developed by NGM experts is lacking. The American Neurogastroenterology and Motility Society (ANMS) and the European Society of Neurogastroenterology and Motility (ESNM) jointly evaluated the components of NGM training in North America and Europe. Eleven training domains were identified within NGM, consisting of functional gastrointestinal disorders, visceral hypersensitivity and pain pathways, motor disorders within anatomic areas (esophagus, stomach, small bowel and colon, anorectum), mucosal disorders (gastro‐esophageal reflux disease, other mucosal disorders), consequences of systemic disease, consequences of therapy (surgery, endoscopic intervention, medications, other therapy), and transition of pediatric patients into adult practice. A 3‐tiered training curriculum covering these domains is proposed here and endorsed by all NGM societies. Tier 1 NGM knowledge and training is expected of all gastroenterology trainees and practicing gastroenterologists. Tier 2 knowledge and training is appropriate for trainees who anticipate NGM disorder management and NGM function test interpretation being an important part of their careers, which may require competency assessment and credentialing of test interpretation skills. Tier 3 knowledge and training is undertaken by trainees interested in a dedicated NGM career and may be restricted to specific domains within the broad NGM field. The joint ANMS and ESNM task force anticipates that the NGM curriculum will streamline NGM training in North America and Europe and will lead to better identification of centers of excellence where Tier 2 and Tier 3 training can be accomplished.