2006-2010年《中国肿瘤》高被引论文分析

目的通过高被引论文分析《中国肿瘤》杂志学术水平和发展方向以及期刊质量。方法对"中国引文数据库"中《中国肿瘤》2006-2010年的被引论文进行统计,运用普赖斯定律确定高被引论文。对高被引论文的被引频次、作者分布、作者合作情况、研究主题等进行分析。结果 2006-2010年《中国肿瘤》被引文献833篇,总被引频次3 222次,篇均被引频次3.9次,单篇最高被引频次达109次。高被引论文85篇,占全部论文数量的10.2%;高被引论文总被引频次1 328次,占所有论文总被引频次的41.2%。高被引论文作者合作度4.8;合作率92.9%。高被引论文作者主要研究方向是肿瘤的预防控制,主要分布在北京、浙江、广东、江苏、上海、福建等地。结论 2006-2010年《中国肿瘤》杂志高被引论文数量不大,但相对占总被引频次较高,作者合作率高,影响较大,在我国的肿瘤防控工作中独具特色,发挥重要作用。  

初探如何加强医学院校临床肿瘤学教学效果

目前肿瘤已成为常见病、多发病,为此有必要更好地开展医学生临床肿瘤学的教学工作。本文结合我国医学高等院校的肿瘤学教学现状以及肿瘤学科自身特点,初步探讨加强肿瘤学教学的认识,丰富肿瘤教学的内容,针对不同层次的学生建立相应的合理规范的教学大纲,采用以问题为学习基础的教学和多媒体技术教学方法,使学生对肿瘤有一个全面、系统的认识,有益于肿瘤学专科人才培养。  

肿瘤科护士的压力分析及对策

目的：了解肿瘤科护士压力源，探讨减轻护士压力的应对措施。方法：采用问卷调查法，对21名肿瘤科护士工作压力源进行调查。结果：肿瘤科护士主要的压力来源于病人多方面的刺激，担心化疗及放疗时身体的危害，业务要求多，经常面对濒死患者，工作无成就感等方面。结论：通过个体、团体调适，加强护患沟通，医院及护理管理者提供支持等措施可有效地应对压力。  

The tracer method of curriculum analysis: identifying changes in oncology subject matter in medicine

Changes occurring in oncology subject matter in an undergraduate medical curriculum over a 5-year period were documented using the tracer method of curriculum analysis. The tracer method is an empirical approach somewhat analogous to tracing one thread through a tapestry, as a way of following a subject matter interwoven throughout a curriculum. Advantages of the method can be to bring particular material to the attention of teaching staff and students, to facilitate more efficient instruction, and to introduce peer review of educational material.  

The presence of distinct and stable skills among students assessed for clinical competence in oncology

Several aspects of clinical competence in oncology were assessed among sixty-one fourth-year medical students, and results correlated with success in other areas of the curriculum as well as the extent of previous exposure to cancer patients.
The inter-relationships identified by factor analysis among the outcome and predictor measures suggest that several distinct competencies were being assessed. In addition, certain skills, such as the ability to generate appropriate diagnostic hypotheses and to perform well on multiple-choice exams, appear to have been stable across time. These findings imply that there are distinct components to clinical competence, and that various methods of evaluation reflect these competencies differently.  

The effects of continuing medical education on family doctor performance in office practice: a randomized control study

A randomized controlled study was conducted to determine if specifically designed continuing medical education in the fields of cardiovascular and cancer medicine could change doctor office behaviour significantly. Thirty-one volunteer family doctors from 25 offices participated. Six (three cardiovascular and three cancer) learning objectives were defined. Two educational formats were selected as the independent variables: (1) group interaction opportunities (face-to-face and teleconference); and (2) concisely written newsletters. Chart measures of doctor performance prior to and 6 and 12 months following education served as the dependent variables. The family doctors receiving education were found to perform the recommended behaviours significantly more than those who did not receive the education (P less than 0.05) at 6 months post-education. This difference was maintained at the 12-month post-educational period for one of the educational programmes offered. A carefully planned programme of continuing medical education will result in favourable changes in the office practice of volunteer doctors. These changes can persist for as long as 12 months. Adherence to several essential learning principles is required.  

A pilot study of patient quality of life during radiation therapy treatment

The purpose of this research was to develop a quality of life (QOL) tool that would help to reveal any physical, mental or emotional changes patients may experience while receiving radiation therapy. Research focusing on quality of life during radiation therapy is in its infancy. Although many tools to measure QOL have been developed, until very recently few had been geared specifically toward those receiving radiation therapy. In addition to a radiation-specific instrument, the goal was to develop a multidimensional measure that would be short in length and could be completed by the patient in 15 min or less. This new Quality of Life Radiation Therapy Instrument (QOL_RTI) is a visual analogue scale with 24 questions and is not site specific. Twenty-one patients with varlous diagnoses and treatment sites completed the questionnalre at baseline and then weekly during the course of radiation therapy. The internal consistency of the instrument (Cronbach's alpha) was 0.87. At baseline each patient also was asked to complete the Ferran's and Powers QLI Cancer Version 6 (QLIC); the correlation between the QLIC and the QOL-RTI was 0.47. These results are based on a small number of patients, but initlal efforts in creating an instrument that is quick and easy for patients to complete have been encouraging. An additional 70–80 patients are now being entered into a study using the QOL-RTI to further evaluate reliabillty and validity.Previously published in abstract form: Qual Life Res 1994; 3: 82–83.  

An electronic study guide for problem-based learning

This paper describes the development and structure of an Electronic Study Guide for Oncology (LETSGO) for undergraduate medical students. LETSGO is aimed at clinical students learning about cancer. The subject of the guide is breast cancer and learning objectives cover structure and function, behavioural science, public health and epidemiology and professional and personal values. LETSGO is designed to follow the steps used in problem-based learning. The student is encouraged to carry out individual brainstorming around cases with the issues identified acting as the first step in an educational audit loop. Clear definition of prior knowledge is available by way of interactive features, and hyper-text links to core text and diagrams (including microscopic sections) precede definition of both broad aims and objectives for the module and specific objectives for assessment purposes. Core knowledge is available via hyper-text links. Assessment has three components: open ended questions asking for free text responses linking to 'model' answers; extended matching items linking to 'model' answers and providing peer-referenced feedback as a bar-chart distribution, and an educational audit loop referring back to the original issues identified at the beginning of the package in brainstorming. Clear mapping throughout the guide is a major feature and the student's progress is clearly displayed at each stage of the guide. The program provides dynamic access to the student's existing knowledge base and stimulates new learning based on the student's own learning needs.