卫校学生发展性心理辅导的实践与思考

目的　探讨卫校学生发展性心理辅导对学生心理健康发展的作用。方法　通过用SCL -90量表对 5 10名中等卫校学生进行心理健康状况调查 ,并采用发展性心理辅导。结果　发展性心理辅导不仅利用解决卫校学生所遇到的专业学习、人际交往、情感、自我意识等发展性问题 ,而且促进其心理健康的发展。结论　发展性心理辅导是卫校学生心理辅导的主要方法 ,与治疗性心理辅导是相辅相成的。     

卫校学生发展性心理辅导的实践与思考

目的 探讨卫校学生发展性心理辅导对学生心理健康发展的作用。方法 通过用SCL-90量表对510名中等卫校学生进行心理健康状况调查。并采用发展性心理辅导。结果 发展性心理辅导不仅利用解决卫校学生所遇到的专业学习，人际交往，情感，自我意识等发展性问题，而且促进其心理健康的发展。结论 发展性心理辅导是卫校学生心理辅导的主要方法，与治疗性心理辅导是相辅相成的。     

浅谈科学的学生干部考核评价机制

学生干部整体素质的提高与高校的发展有着密不可分的联系，建立科学的学生干部考核评价机制，对提高学生干部的整体素质具有非常重要的作用，可以有效地抑制学生干部在工作中的不正之风，增强学生干部不断学习的自觉性和紧迫感，增强学生干部的责任心和危机感，增强识人用人的科学性。如何制定、完善并实施科学的学生干部考核评价机制，可以从三个方面着手：注重品德与能力考核，坚持多方参与原则，充分发挥评价机制的激励调控作用。     

学生教学评价指标体系的有效性分析

从学生的角度对教学评价具有重要意义。本文对网上评教指标体系进行有效性分析，建议修改完善针对学生设定的评价指标体系。     

基于学生评价的《卫生事业管理学》课堂教学效果研究

目的 研究《卫生事业管理学》传统的课堂教学效果,分析存在的问题。方法 采用整群抽样的方法,于2015年5月对安徽医科大学卫生管理学院在校的本科生和研究生开展现场问卷调查。在大学教师教学效果评价问卷（学生用,中文版）基础上改编成7维度教学效果评价问卷。结果 学生在7个维度的评价中,对提高学习兴趣、老师关心学生、老师和学生有充分互动、知识的宽度和难度评价较低。结论 加快课程质量标准建设,推进教学模式改革,创新实践教学方法,发挥学生的主体作用,提高学生解决实际问题的能力。     

中职学生毒品预防教育课程开发及效果评价第三部分:干预项目过程评价

目的:报告中职学生毒品预防教育干预试验的过程评价相关结果。方法:干预组接受8次1小时的"快乐成功技能课堂"学习,由课程开发人员采用互动式教学授课。干预过程中,经过统一培训的观察员对每一堂课进行评价;干预结束后422名学生完成课程评价调查问卷。采用SPSS 20.0对评价内容进行描述性统计分析。结果:课程覆盖率在78.9%~97.7%间,课程完成度在73.0%~95.6%间,课堂过程、课程实施质量及学生接受度评价条目得分几乎均超过5分(最高7分),学生对课程的平均喜欢程度均超过7分(最高10分),对教师授课技能评价的平均分均超过6分(最高7分),80.3%的学生认为课程的主题和活动是有益的。结论:干预方案的实施保真度高,观察员和学生的评价均较好,说明干预方案具有良好的切题性、适宜性和可操作性。     

四川省藏区“9+3”学生就业指导效果评价研究——以四川省卫生学校2009级学生为例

"9+3"是四川省政府针对藏区实施的一项特殊的免费职业教育政策,如此大规模来自于不同文化背景的学生齐聚内地接受职业教育,是一种典型的跨文化教育,学生的文化基础、语言能力、生活习惯、宗教信仰等各个方面都存在着显著差异,通过问卷调查、访谈等方式,发现来自于不同区域的"9+3"学生的就业期望存在着理想与现实不符、职业能力与职业岗位要求存在较大距离等问题。因此,学校对学生连续做了1年的就业指导,采取了一定的措施,从用人单位医院的角度,针对学校所做的就业指导进行效果评价,总结其中的有效性,分析和评价不足之处,提出了增强就业指导效果的思考和建议。     

医学院校学生对多媒体网络教育模式的评价及对策研究

为了了解医学院校学生对多媒体网络教学的总体认同程度,我们在2007年春季学期开展了本科学生对多媒体网络教学模式的评价调查。调查对象为2003级186名本科学员,发放问卷186份,回收186份,回收率100%,有效问卷146份,有效率78.49%。调查内容主要通过学生对传统板书,多媒体网络教学技术手段评价教学过程中教师与学生之间的互动性、劳动强度和教学效     

基于学生评价的双语教学改进

以管理学概论课程为例,通过问卷调查对比研究高校不同年级学生对双语教学认知评价、对双语教学模式评价、对课程使用教材和教学资料的评价及对双语教学效果的评价。调查结果表明,根据不同年级学生英语水平的差异,应当从教学时间安排、师资、教学方式、模式、教材等方面进行改进。     

山东济宁一中学生常见传染病健康教育干预效果评价

目的评价对实行常见传染病健康教育干预的效果,以预防流行性感冒、菌痢、肝炎等常见传染病的发生。方法用自行设计的常见传染病等知识调查表,随机选取2010年高一10个班级,每个班级随机抽取40名学生,共选取400名学生。健康教育干预前均进行1次问卷调查。然后随机分为观察组和对照组各200例,对观察组实行健康教育干预3个月,宣传预防粪口、空气、接触途径传播的常见传染病等知识,干预后再次采用同一试卷评估,比较两组效果。结果健康教育干预前常见传染病防病意识平均得分观察组和对照组分别是74.8和75.2,无显著性差异(P>0.05),健康教育干预后观察组明显高于对照组,分别是99.5和78.6,差异有统计学意义(P<0.05)。结论学校是学生获取健康知识的最佳途径。对学生实行常见传染病健康教育干预,能有效提高学生卫生防病知识,增强卫生防病意识。预防及控制学校传染病暴发流行。     

Impact of a Student Leadership Development Program

Objective. To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students.Design. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform.Assessment. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders.Conclusions. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future.     

An Advanced Pharmacy Practice Experience in Leadership Development

Objective. To describe the development and implementation of an advanced pharmacy practice experience (APPE) in leadership.Methods. A leadership APPE was created and continuously improved over five years from being mostly content-oriented to being more of an experiential offering by identifying and implementing rich, practical leadership experiences. Activities included PhotoVoice, Power of Full Engagement, What’s Your Passion?, Transformational Leadership, Speech Acts, a Mindfulness Retreat, PeoplePack Dynamics, and a rowing experience at an Olympic training facility. After five years of developing and refining the APPE, faculty coordinators sought student feedback on the APPE beyond using a standardized APPE evaluation form students complete at the end of each rotation.Results. The majority of students agreed with all of the evaluation items. Items with the highest mean agreement included: content from previous didactic leadership courses were reinforced in the rotation; relevance of the rotation to one’s career; rotation objectives facilitated learning; and a variety of teaching methods helped in applying knowledge to future practice. Analysis of comments regarding the leadership APPE identified three main themes: gratitude, development, and more connection.Conclusion. An elective APPE with the primary purpose of leadership training and development can be created and incorporated into the Doctor of Pharmacy curriculum. This leadership APPE can serve as an example for other institutions interested in implementing a similar experience.     

Developing Entrepreneurial Skills in Pharmacy Students

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship.Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire.Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered.Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.     

Moral Development of First-Year Pharmacy Students in the United Kingdom

Objective. To investigate the moral development of pharmacy students over their first academic year of study at a university in the United Kingdom.Methods. Pharmacy students completed Defining Issues Test (DIT) at the start of their first year (phase 1) and again at the end of their first year (phase 2) of the program.Results. Pharmacy students (N=116) had significantly higher moral reasoning at the beginning of their first year than by the end of it. Scores differed by students’ gender and age; however, these findings differed between phase 1 and phase 2.Conclusion. First-year pharmacy students in the United Kingdom scored lower on moral reasoning than did pharmacy students in the United States and Canada.     

国外采用运动处方对提高学生体质健康的现状分析与应用研究

本文论述了体质、健康、运动处方的相关概念,并且比较我国与日本、美国、新加坡、港澳台中小学生体质测量与评价的变化和发展概况,在中小学生的体质测量与评价的基础上,阐述制定个人运动处方的原则以及意义,针对不同类型、特点的学生而设置不同的运动处方,利用运动处方进一步提高中小学学生体质健康水平,有利于增强学生体质,促进了学生身心...     

基于高校学生发展中心的实践教学模式

结合高校学生发展的实践教学活动实际状况，从“学科-平台-科研”视角出发，寻求学生发展中心的实践教学有效路径，探讨构建适宜高校学生发展的实践教学活动体系，进行实践性探索，希望能推动更多的学生发展实践活动。     

Using Debate to Teach Pharmacy Students About Ethical Issues

Objective. To create, implement, and evaluate debate as a method of teaching pharmacy undergraduate students about ethical issues.Design. Debate workshops with 5 hours of contact with student peers and facilitators and 5 hours of self-study were developed for second-year pharmacy students. Student development of various skills and understanding of the topic were assessed by staff members and student peers.Assessment. One hundred fifty students completed the workshops. The mean score for debating was 25.9 out of 30, with scores ranging from 23.2 to 28.7. Seventy percent of students agreed that the debates were a useful teaching method in the degree program.Conclusion. A series of workshops using debates effectively delivered course content on ethical issues and resulted in pharmacy students developing skills such as teamwork, peer assessment, communication, and critical evaluation. These findings suggest that pharmacy students respond favorably to a program using debates as a teaching tool.     

A Primer for Objective Structured Teaching Exercises

The objective structured teaching exercise (OSTE) is a high-fidelity training method for advancing the teaching and interpersonal communication skills of faculty members and preceptors. This paper is a primer for implementation of OSTEs as part of a comprehensive faculty development program. This primer addresses teaching and precepting skills that can be most effectively enhanced and assessed by the OSTE method. Development of case scenarios, recruitment and training of standardized students, OSTE session implementation processes, and OSTE evaluation methods are discussed. The experience of the authors as well as recommendations from a review of the literature and discussions with educators with OSTE experience are included.     

Evaluating the accuracy of pharmacy students' self-assessment skills

Objectives

To evaluate the accuracy of self-assessment skills of senior-level bachelor of science pharmacy students.

Methods

A method proposed by Kruger and Dunning involving comparisons of pharmacy students'' self-assessment with weighted average assessments of peers, standardized patients, and pharmacist-instructors was used.

Results

Eighty students participated in the study. Differences between self-assessment and external assessments were found across all performance quartiles. These differences were particularly large and significant in the third and fourth (lowest) quartiles and particularly marked in the areas of empathy, and logic/focus/coherence of interviewing.

Conclusions

The quality and accuracy of pharmacy students'' self-assessment skills were not as strong as expected, particularly given recent efforts to include self-assessment in the curriculum. Further work is necessary to ensure this important practice competency and life skill is at the level expected for professional practice and continuous professional development.     

Personal development planning: First‐year Master of Pharmacy students' engagement with,and attitudes towards,reflective self‐assessment

Objectives The aims of this study were to determine whether first‐year Master of Pharmacy (MPharm) students would engage with an activity similar to pharmacists' continuing professional development, and to explore attitudes surrounding this task. Methods A paper version of the Royal Pharmaceutical Society of Great Britain's electronic template for recording continuing professional development was developed. Students were asked to use this paper version to record the planning, action and evaluation carried out while completing a written assignment. The records were assessed to determine any reflective self‐assessment contained in the evaluation section, and whether this reflection related to the specified learning outcome and the planning and action stages. Six focus groups were run, during which the students discussed their reaction to completing these records. The study was carried out during the first semester with first‐year undergraduate MPharm students in the School of Pharmacy and Pharmaceutical Sciences at the University of Central Lancashire in the UK. Key findings It was found that few students appeared to engage fully with the whole recording process. During focus‐group sessions competence to self‐assess was raised as an issue by students, and the value of the reflective process was questioned. Some students did recognize the value of undertaking and recording reflective self‐assessment. Conclusions It appears that undergraduate students need a more gradual introduction to the process of reflective self‐assessment. We suggest that the findings are linked to students' previous education experience and conclude there is a need for students to be encouraged to take ownership of their undergraduate learning, to gain confidence in self‐assessment and to increase the value they place on reflection.