Objective evaluation of abutment tooth preparation for preformed metal crowns for primary molars in Japanese preclinical training

Evaluation of abutment tooth shape for preformed metal crowns for primary teeth in preclinical training depends on the subjective opinion of the instructor providing the training. Thus, the student's grade will likely vary according to teacher grading. In this study, we explored the potential for objective evaluation by comparing evaluations performed by teaching personnel (teacher grading) of abutment teeth for preformed metal crowns for primary teeth prepared by students at a dental school with evaluation by a three-dimensional (3D) laser morphometric system (system grading). The subjects of the evaluations were 139 abutment teeth for preformed metal crowns for primary teeth that had been prepared by fourth-year students at Asahi University School of Dentistry during preclinical pediatric dentistry training. A tooth prepared by a teacher following instruction criteria was used as the reference tooth, and system grade points were calculated from deductions made for insufficient and excessive cutting. Teacher grade points varied among teachers. We found that teachers prioritized contours of the margin, buccal and lingual sides, and adjacent surfaces in their evaluations. System grading showed that most students carried out insufficient cutting. The mean (SD) teacher and system grade points were 57.7 (9.7) and 75.7 (4.7), respectively, and these grade points were positively correlated (r = 0.500). System grading provides a simple 3D visual assessment of insufficient and excessive cutting that can be used for instructing students.     

Relationships in early childhood education – beyond the professional into the personal within the teacher–child dyad: relationships ‘that ripple in the pond’

The dyadic nature of the teacher–child relationship is recognized as a significant factor in young children’s learning experiences. However understandings about how teachers’ own personal and professional identities and experiences influence their construction of teacher–child relationships are under researched. This article extends upon earlier research by exploring the concept of a networked dimension of teachers’ personal relationships and how they inform their perceptions of their relationships with children within a dynamic system. Through the interpretation of four teachers’ life history narratives and utilizing the lens of development systems theory, we present original insights regarding how they understand their personal and professional relationships with children. We illuminate how teachers’ lives are open, networked and overlapping in nature and that there are implications for teachers’ initial education and professional development.     

Perceptions of self,significant others,and teacher–child relationships in indiscriminately friendly children

ObjectiveDespite increasing research on indiscriminate friendliness in children, almost no research exists on social-cognitive deficits that are supposed to underlie indiscriminately friendly behavior. In this study, we compared indiscriminately friendly children with controls regarding their perceptions of self, reliability trust in significant others, and perceptions of the teacher–child relationship.MethodChildren's perceptions were compared in two samples: a sample of 33 likely cases for disinhibited reactive attachment disorder (RAD) from special education for children with emotional and behavioral disorders (75.76% boys, M_age = 8.52, 96.9% Caucasian, 33.3% and 45.5% of their mothers completed primary or secondary education, respectively) was matched on sex, age, and socio-economic status with a sample of 33 controls from general education. Children participated individually in several interviews assessing global and social self-concept, reliability trust in significant others, teacher–child relationship perceptions, and vocabulary. Parents and teachers completed a screening questionnaire for RAD and the Strengths and Difficulties Questionnaire.ResultsLikely disinhibited RAD-cases showed more indiscriminate friendliness and more problem behavior in general according to their parents and teachers than controls. Furthermore, likely RAD-cases reported a more positive global self-concept, more reliability trust in significant others, and more dependency in the teacher–child relationship than controls.ConclusionsThe results are in line with clinical observations of indiscriminately friendly children and findings in clinical samples of maltreated or attachment disrupted children but contrast hypotheses from developmental attachment research. Further research is needed to explain the more positive perceptions of indiscriminately friendly children.     

A Sjöbring bibliography

Background: The aim of this study was to examine the level and affect of exposure to teacher bullying in primary and secondary schools on patients with personality disorders (PD). Method: The study group contained 116 people (18–60 years old); 49 patients diagnosed with PD undergoing psychiatric treatment in 10 different psychiatric outpatient clinics in the Southern and Middle part of Norway, and a control group consisting of 67 people who worked in an institution for somatic/elderly people and an institution for people with drug/alcohol dependency in the Middle part of Norway. All study participants filled out a self-report questionnaire, which included demographic data, one item about whether they have been bullied by one or several teachers, and 28 items regarding subjection to negative acts from teachers based on the Negative Acts Questionnaire -Revised (NAQ-R). Results: Patients diagnosed with PD reported significantly more bullying by teachers in both primary school (OR 7.3; 95% CI 1.9–27.7) and secondary school (OR 5.8; 95% CI 1.1–30.5) than healthy controls. Patients with PD also reported a higher prevalence of negative acts from teachers than healthy controls in both primary and secondary schools, such as differential treatment, ridicule, humiliation, and being ignored or neglected at least once weekly. Conclusion: Our findings indicate a correlation between bullying from teachers, as reported by PD patients, and the development of PD in adulthood. The problem of teacher bullying deserves more attention with regard to this possible correlation between student victimization and the development of PD.     

Social comparison,competition and teacher–student relationships in junior high school classrooms predicts bullying and victimization

This cross-sectional research examines how social comparison, competition and teacher–student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher–student relationships were related to bullying and victimization. An interaction for teacher–student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.     

Wonder children and victimizing parents – preservice early childhood teachers’ beliefs about children and technology at home

In this study, written assignments from preservice early childhood teachers were examined to find answers to the following research questions: [1] What beliefs do preservice teachers have about children and technology at home? [2] How are parents represented in preservice teachers’ beliefs about children and technology? [3] What are the relationships between these beliefs and preservice teachers’ views about the role of technology in early childhood education? Preservice teachers in this study had idolized beliefs about children and discriminating beliefs about parents. Children were believed to be born-competent technology users. Parents were believed to lack the skills or will needed to regulate their children’s technology use. It was expressed to be the responsibility of early childhood education to ensure that play and social interaction are still included in young children’s lives. These findings propose that students’ beliefs about children and parents need to be afforded attention in educational technology courses.     

超声医学专业住院医师核心胜任力培养的教学体会

住院医师规范化培训制度是医学生毕业后教育的重要组成部分及核心内容,是提高医疗质量,保障民众健康的重要举措。超声医学作为重要的医学影像技术之一,临床应用十分广泛,在疾病诊断、治疗、疗效评估和随访中发挥了重要作用。超声医学专业住院医师具有专业性强,操作技能依赖性高的特点,需要扎实的解剖、病理、生理和广泛的临床基本知识,能够对脏器进行全面检查并快速判断异常征象,立即给出诊断和鉴别诊断。如何培养兼具六大核心胜任力的住院医师,各个住培基地的培养模式将影响区域所辐射的超声行业发展。本人作为一名年轻的住培教师,在基地教学主任指导下,重点分享我院住院医师培养的师资培养和住院医师核心胜任力培养,旨在促进同行交流,不断改进教学和培养能力,提升学员核心胜任力。     

普通高校预防艾滋病健康教育师资培训效果评价

目的评价普通高校预防艾滋病健康教育师资培训的效果,为开展学校艾滋病教育提供参考。方法对70名从事健康教育的工作者进行培训,对培训前后的问卷调查结果进行比较。结果经过培训后对日常生活接触,如共同进餐、纹身等,是否传播艾滋病的知晓率较培训前明显提高;在对艾滋病基本知识和临床诊疗方面的认识,培训前后总体知晓率分别为55.00%和82.59%,对相关政策的知晓率由29.64%提高到84.64%,赞同校园内发放安全套的比例由70.00%提高到91.43%,对同性恋表示理解的比例由21.43%提高到52.86%。培训前后比较,差异均有统计学意义(P<0.05或P<0.01)。结论培训后明显地提高了对艾滋病常见知识的认知,达到了培训的预期目的。     

宜宾市3类重点人群男性吸烟行为调查及影响因素研究

目的了解宜宾市医生、教师和公务员3类重点人群男性吸烟状况及其影响因素。方法采用问卷调查方法,对抽取的医生、教师和公务员982人进行调查,描述其中525名男性的吸烟现状;应用logistic回归模型探讨其吸烟的影响因素。结果525人中吸烟者191人,吸烟率36.4%,影响3类人群中男性吸烟的主要因素有年龄、工龄、职称、相关知识、相关态度等因素。结论宜宾市医生、教师、公务员中男性吸烟率较高,应继续加强在医生、教师和公务员这3类重点人群中开展控烟工作,广泛宣传烟草相关知识和戒烟技能,努力降低其吸烟率,尽量减少对其他人群的影响。