住院医师规范化培训制度对临床医学生就业的影响

目的通过对2019年2月-2019年6月在西安交通大学第二附属医院实习的大学四年级及大学五年级的临床医学专业的医学生就业意向及就业情况的分析,研究住院医师规范化培训制度对医学生就业的影响。方法运用自制的问卷进行匿名填写的方式对大学四年级、大学五年级的临床医学本科生及5+3模式的规范化培训医学生进行调查。结果大部分医学生选择继续升学,选择就业的学生多愿意留在大城市就业,选择住院医师规范化培训的学生只占极少数。结论做好住院医师规范化培训政策的宣传,落实各项优惠政策,鼓励学生进行住院医师规范化培训及到基层工作,引导学生理性考研,是目前社会及医学院校就业指导中的重要内容。     

以临床胜任力为导向的CBL在急危重症护理本科教学中的实践

目的　探讨临床胜任力为导向的病例教学（case-based learning，CBL）在急危重症护理学本科教学中的可行性和有效性。方法　将急危重症护理本科生120人随机分为CBL教学组和传统教学组。根据每次实习学生人数，CBL教学组分为数个小组，每小组固定一个带教教师，并以小组为单位进行临床教学实践；传统教学组采用既往的临床实习教学方式，即一个学生固定跟随一个带教教师。采用理论考试、技能考试以及问卷调查等多种考核方式评价两组的教学效果，采用SPSS 21.0软件行t检验和卡方检验。结果　与传统教学组相比，CBL教学组在理论考试[（92.5±3.0） vs. （85.3±3.3）]和技能考试[（93.1±4.5） vs. （88.1±3.4）]方面均更好，且差异有统计学意义（P<0.05）；在对教学满意度调查方面，CBL教学组优于传统教学组。结论　以临床胜任力为导向的CBL教学应用于急危重症护理本科教学是可行的，能有效培养学生的临床思维和提高实际的临床胜任力。     

云南地方高校中药学类专业本科生创新能力培养实践探讨

云南中医学院通过制度保障、深化实验教学改革、加强毕业实践训练、实施科研计划训练项目等切实培养学生的创新精神和创新能力,为中药学类专业本科生创新能力培养方面做出了积极的探索与实践,并取得实效。今后应进一步造就创新型师资队伍、改革学业评价、完善创新奖励机制,以全面提升中药学类专业本科生创新能力。     

An audit of root canal treatment performed by undergraduate students

AIM: The objective of this study was to audit the quality of root canal treatment performed by undergraduate students on adult patients. METHODOLOGY: All root canal treatment completed by first and second clinical year undergraduates over a 12-month period were included in the study. The availability and readability of pretreatment, diagnostic length, try-in point and postoperative radiographs were noted for each case. All readable postoperative radiographs of primary treatments were examined for quality of the root filling, categorized as complete, incomplete apical, incomplete apical and lateral or not assessable. The distance from the radiographic apex of the root to the apical extent of each root filling was measured to 0.1 mm precision. RESULTS: Undergraduates performed primary treatment on 157 teeth. A postoperative radiograph was available in 97% of cases. A try-in point radiograph was unavailable in one-fifth of cases. Twenty-seven teeth (13%) were categorized as satisfactory in terms of both radiographic quality and distance of the root filling from the radiographic apex. CONCLUSIONS: Overall, the technical quality of root canal treatment completed by undergraduate students was poor.     

Survey of dental practice/dental education in Victoria Part I. Questionnaire/general aspects

A questionnaire was designed to canvass the opinions of dentists registered with the Dental Board and resident in the State of Victoria, with a view to assessing the present undergraduate curriculum in relation to clinical dental practice. All respondents were requested to provide information about age, sex, registration, type/location of practice and qualifications. The questionnaire sought opinions from all respondents regarding the priority to be given to basic sciences and medical sciences as well as the introduction of topics not presently included in the undergraduate course. Questions were also posed in relation to physical assessment of applicants for the dental course, the timing of introduction to clinical procedures and the desirability of an intern year (Section A). Other sections were designed to ascertain the current trends and busyness of general dental practice (Sections B and C) and of restricted/specialist practice (Sections C and E), the views of recent graduates and postgraduates with respect to the appropriateness of their training for clinical practice (Sections D and F, respectively) and, in a separate questionnaire, the perceived views of graduating students with respect to their training for registration as dentists. The results of the survey were prepared in the form of four papers, namely, General aspects (Part I). Recent graduates/graduating students (Part II), Current trends in general dental practice (Part III) and Specialist dental practice (Part IV). This paper deals with the results of Section A of the survey which, it is suggested, need to be considered in any review of the curriculum.     

Formación de especialistas en Latinoamérica: Argentina

In Argentina there are 36 schools of medicine, 13 of them public, with autonomy and freedom of teaching but that conform to the requirements of accreditation from the National Committee of Evaluation and Accreditation, that guarantees the quality of education through a minimum amount of training and practice. It is divided in 3 cycles: the biomedical cycle, the clinical cycle and the rotary annual boarding school. Around 4,600 and 5,500 medical students graduate annually. The degree from public and private schools of medicine enables graduates to work professionally in all the national territory. The specialty is obtained in different ways (internship, formal or informal supervised training practice, specialization degree, training in scientific societies) being internship the best system of medical training that was started in Argentina in 1946. In the last decade there has been an important increase in the number of vacancies for the internship system which were partially covered. Medical recertification is voluntary and require doctors to retest every 5 years. Different laws and ministry resolutions establish the legal framework for training undergraduates, certifying and recertifying specialists.     

大学新生预防艾滋病健康教育的效果评价

目的了解大学新生艾滋病的知识水平,初步评价健康教育的效果。方法采用自身前后对照的方法,对488名大学新生进行艾滋病相关知识的健康教育,比较健康教育前后艾滋病一般知识、传播途径及预防措施的知晓率,并对调查结果进行分析。结果大学新生对艾滋病有一定的认识,健康教育后大学生对艾滋病基本知识、传播途径、预防措施及性安全行为认识较教育前明显提高(均P<0.01或P<0.05)。结论艾滋病健康教育后特别是采用同伴教育后,有利于大学生掌握正确的艾滋病预防知识和形成有益于健康的性观念。     

护理专业本科生培养目标的质性研究

目的探讨护理本科生培养目标的内涵、构成等,为其修订提供参考。方法对贵州省11名护理专家进行深度访谈,并采用现象学分析法对资料进行分析。结果护理本科生培养目标有3个主题:知识目标、能力目标、素质目标;受访专家建议拟定培养目标的分目标。结论应综合考虑护理本科生认知特点、社会发展需求及护理专业特色等情况修订其培养目标。     

提高中医专业学生医学分子生物学教学效果的探索——以癌基因与抑癌基因教学内容设计为例

分子生物学是医学专业学生的一门必修课,是学生了解当代医学发展前沿和将来独立进行科研所需的理论知识和科研思维的有力保证。为适应当今医学人才培养目标,根据医学院校中医专业学生的特点和要求,以癌基因和抑癌基因教学内容设计为例,探讨了几种教学方法的结合应用。主要采用介绍相关理论课中有关内容的研究和探索过程,引导学生自己归纳和总结出相应的规律。结果提示:几种教学方法结合激发了学生学习兴趣,有利于学生对基础知识的掌握,和培养主动思考的能力。     

军医大学各专业学员的典型人格类型分析

目的：调查军医大学不同专业学员人格类型的异同,寻找各专业的典型人格,为进一步探讨人格类型与专业的匹配情况,开展教育教学工作提供依据。方法：应用迈尔斯类型指标（ MBTI）量表,调查某军医大学所有在校学员的个性类型。结果：①不同专业学员在MBTI每个维度的百分比均有差异（χ2＝24．988,23．653,25．641,24．567;P均＜0．05）;②不同专业学员的16种人格类型比较均有统计学差异（χ2＝5．421,1．289,3．070,2．468,1．526,56．778,1．246,2．371,6．260,1．965,3．529,2．112,3．553,1．784,3．930,4．866;P均＜0．001））。其中ESFJ比例最高的是护理、海医学员（21．30％、19．8％）;ISTJ比例最高的是心理、药学、生物技术学员（23．1％、22．1％、18．2％）;INFP比例最高的是卫管、中医学员（24．2％、17．6％）;③不同专业学员8种偏好的标准化分数比较均有不同（F＝3．002,3．010,2．875,2．070,2．825,2．825,2．162,2．170;P均＜0．05）。结论：军医大学各专业学员大多有典型人格类型,存在一定相似性;要根据军医大学不同专业学员的个性特点进行针对性的教学。