Defining the role of pharmacists in addressing the social determinants of health

As one of the overreaching goals of Healthy People 2030, addressing the social determinants of health (SDOH) to reduce health disparities is a nationwide concern, with objectives informed by interdisciplinary teams of experts. However, there remains much discussion regarding the roles of healthcare providers in addressing SDOH. While current guidance suggests that all members of the healthcare team must be empowered to address SDOH, current guidance explicitly references physicians, nurses, social workers and staff, and do not specifically include pharmacists. While pharmacists are taught about the impact of SDOH in pharmacy curricula, actionable strategies for pharmacists to address SDOH in practice have not been clearly outlined. Pharmacists have multifaceted interactions with patients and may be influential in meeting individual patient needs, identifying social risk factors, and addressing upstream causes of health disparities. This paper proposes a framework for the role of pharmacists in addressing the SDOH through strategies at the patient, practice, and community levels. The concepts presented in this paper are meant to serve as a launch point for discussion and to promote the inclusion of pharmacists in the conversations around sustainable efforts to achieve health equity. This framework is not intended to limit the scope of pharmacists in addressing SDOH – on the contrary, it is our hope that this outline may be used to expand the education of future healthcare professionals regarding their role in addressing the social determinants of health.     

Developing a model for clinical and basic science teaching skills

This report describes a model for identifying sets of teaching abilities considered to be effective for medical school teaching staff, based on roles teachers assume and functions they are expected to perform as instructors. The specification of these teaching abilities was the first step in the development of a comprehensive course on Medical Instruction at the Basic Institute of Medical and Agricultural Biology of the State University of Sao Paulo, Botucatu, Brazil, where the senior author is employed. The work was based on the assumption that medical school teachers are expected to assume a variety of teaching roles and that identification and specification of the abilities that define their roles can result in more effective and efficient teaching.     

教育在以病人为中心整体护理中的作用

以病人为中心的整体护理是当代护理科学发展的必然趋势。为了适应这一形势，必须充分发挥教育在整体护理中的作用，进行护理教育的改革。改革传统中专护理教育体制，延长学制，增设有关课程；强化护理人员全日制教育；加强护理人员思想政治、职业道德和敬业精神教育，在护理人员中增强整体护理观念，以适应医学模式的转变。     

荞麦花粉抗贫血作用的实验研究

用荞麦花粉的水提取液进行了抗大白鼠缺铁性贫血的研究，结果表明：荞麦花粉具有和硫酸亚铁相似的抗缺铁性贫血作用．饮用荞麦花粉提取液３５ｄ的大白鼠，生长发育良好，主要脏器未见损害．该研究为荞麦花粉的开发利用提供了实验依据．     

科技论文中通信作者和末位作者重要性的比较

【目的】 试图解决论文作者署名中通信作者与末位作者谁是最重要的作者的问题。【方法】 以Science期刊为研究对象,收集该刊论文的作者署名信息和作者贡献声明信息,提取贡献要素并进行规范化分类,结合作者贡献声明和作者署名位置、署名角色进行比较分析。【结果】 在论文作者署名位置的分布中,末位作者通常同时是通信作者。在论文研究中,通信作者往往比末位作者发挥更重要的作用。对于不是通信作者的末位作者,其对研究的贡献往往较低。【结论】 结合作者贡献声明能够合理地判断作者的重要性。学术界对于作者署名位置应该有更加统一的认识,建议在科技期刊中推行作者贡献声明政策,完善学术期刊作者贡献声明规范。     

基于Teach-back的角色转型冲击模型在膝关节置换护理实习教学中的应用

目的 探讨基于反馈教学（teach-back）的角色转型冲击模型在膝关节置换护理教学中的应用。方法 本研究将2020年8月至2022年8月到南京医科大学附属南京医院（南京市第一医院）骨科膝关节置换小组的50名实习护生作为研究对象,按进科先后顺序分为对照组和观察组,每组25人。对照组采用传统教学,观察组采用基于Teach-back的角色转型冲击模型教学。实习后评价护生考核成绩、转型冲击程度对护生综合能力的影响及教学满意度。采用SPSS 22.0进行t检验和Fisher确切概率法。结果 观察组实习护生转型冲击评价量表中身体、心理、知识和技能、社会文化与发展4个维度得分均低于对照组,差异有统计学意义（P<0.05）。观察组实习护生的护患沟通能力、护理实践能力、病情观察能力、健康教育能力、人文关怀能力、团队合作能力、临床思维能力及应急应变能力8个方面综合能力评分均高于对照组,差异有统计学意义（P<0.05）。观察组考核成绩明显优于对照组,差异有统计学意义（t=12.31、11.52,P均<0.001）。观察组教学满意度为100.00%（25/25）,明显高于对照组的68.00%（17/25）,差异有统计学意义（χ²=9.52,P=0.002）。结论 基于Teach-back的角色转型冲击模型有助于缓解实习护生进入临床工作时所面临的转型冲击,在提升实习护生综合能力的同时,教学满意度也得到提升。     

掌握国际动态发挥中国在国际药品不良反应药品中的作用

药品安全性问题是全球共同关注的焦点,药品不良反应监测是发现上市药品安全隐患的重要手段.应在全面掌握国际药品不良反应监测工作发展动态的前提下,建立一套具有中国特色的药品不良反应监测体系,充分发挥中国在国际药品不良反应监测中的作用.     

3～6岁儿童角色采择与分享行为的关系

目的:研究3~6岁幼儿角色采择能力的发展与分享行为的关系。方法:随机选取临汾市和烟台市的两家幼儿园3~6岁的幼儿,每个年龄段30人,共120名幼儿,通过情景故事法和实验法来测量幼儿的角色采择能力与分享行为的关系。结果:(1)3~6岁的儿童角色采择能力的发展总体上存在显著的年龄差异(m=1.9-3.4),随年龄的增长呈上升趋势,5岁是幼儿角色采择能力发展的关键期;(2)儿童分享行为随年龄增长呈上升趋势(m=0.1-1.9);(3)3~6岁儿童的角色采择能力与分享行为有显著相关,5岁左右的幼儿的相关更显著(t=7.887,8.141,P0.001)。结论:3~6岁幼儿的角色采择能力与分享行为呈显著正相关,5岁左右幼儿的相关更显著。