精神病与精神卫生学专业学位研究生教学案例库应用评价

目的 探讨初步建成的精神病与精神卫生学专业学位研究生教学案例库的应用价值。 方法 采用自编教学案例库问卷对已建成的精神病与精神卫生学专业学位研究生教学案例库进行评价,评估学生、教师和专家对教学案例库的满意度情况。 结果 学生、教师和专家对教学案例库总体评价满意率分别为86.0%、88.9%、83.3%,提高学习自主性的满意率分别为97.7%、97.2%、100.0%。学生评问卷中,巩固理论知识、提高学习兴趣、提高学习效率、提高病历书写能力、锻炼临床思维和提高临床能力的满意率分别为97.7%、95.3%、93.0%、90.7%、97.7%、90.7%;教师评问卷中,符合教学大纲、案例资源丰富、提高学习兴趣、有助于教学、提高临床思维的满意率分别为97.2%、83.3%、91.7%、100.0%、94.4%;专家评问卷中,符合教学大纲、选材恰当、编排合理、结构严谨、层次分明、分析准确、具有启发性、提高临床思维能力的满意率分别为91.7%、91.7%、83.3%、83.3%、91.7%、91.7%、83.3%、100.0%。 结论 已建成的精神病与精神卫生学专业学位研究生教学案例库总体评价较好,有助于提高学生的自主性和临床思维能力等。     

血管神经外科临床型研究生培养中循证医学和转化医学教育初探

目的 探讨在循证医学和转化医学在血管神经外科临床型研究生培养中的意义和方法。 方法 首都医科大学附属北京天坛医院神经外科将循证医学和转化医学教育理念引入到血管病方 向临床型研究生培养过程中,教学结束后对研究生的自主学习力、临床决策能力进行考核及评价。 结果 对血管神经外科临床型研究生进行循证医学和转化医学教育,能够培养学生的自主学习能力 并提高临床决策能力,显著缩小临床医学与基础研究之间的差距。 结论 应注重血管神经外科临床型研究生循证医学和转化医学理论及应用能力的培养。     

以临床问题为中心的三结合教学法对提升研究生在脑血管病领域培养中的运用探索

目的    探讨以临床问题为中心的三结合教学法（典型病例、文献复习、临床运用）对临床神经病学专业学位研究生处理脑血管病能力培养中的应用效果。 方法  选取首都医科大学附属复兴医院2011级、2012级神经病学专业学位研究生26名,分为试验组（14名）和对照组（12名）,分别在神经科临床轮转阶段接受以三结合教学法与传统授课式教学培养,比较两组研究生出科考核时的临床运用技能。 结果  两组学生的基线成绩及受教育程度差异无显著性（P＞0.05）,接受三结合教学法培养的研究生较传统授课式教学培养的研究生在病例总结分析、信息整合、诊疗思路、临床思维及表达、英文文献的提炼方面差异具有显著性（P＜0.05）,在基础理论知识方面差异无显著性（P＞0.05）。 结论  三结合教学法（典型病例、文献复习、临床运用）可提高临床神经病学专业学位研究生的临床思维能力,发挥其主观能动性,是研究生教学的有效方法。     

Seminar教学模式在血管神经病学研究生临床教学中的应用

近年来,随着新兴亚专科的血管神经病学迅猛发展,对神经病学临床研究生的综合能力以及教师的授课能力的要求也逐渐增高[1-2],怎样在临床教学中使学生便于理解,提高学习效率、培养有别于传统的临床思维是血管神经病学教学中的难点[3]。Seminar可译为“研究班”、“讨论班”,最初创立于德国柏林大学,其主旨是大学高年级学生、研究生在专家的指导下,发现问题、解决问题,培养独立从事科学研究的能力[4]。Seminar学习模式主要目的是发掘学生的学习主动性,训练学生的口头表达能力和提高他们的参与意识,培养和训练学生探索问题和解决问题的能力[5]。这种模式把学习的主动权交给学生,让学生成为学习真正的主体,激发学生的学习主动性和对新知识、新领域的探索兴趣[6]。     

心脑血管外科临床研究生的教学体会

临床阶段的培养是医学生最接近临床行医的培养阶段,对于培养一位外科系统的研究生至关重要,尤其对于心脑血管外科的研究生,在临床阶段形成良好的行医态度、职业道德、临床技能操作规范、技术创新、临床科研等方面的素养,是将来成为一名优良的心脑血管外科医师的基础条件。目前大多数医学院校对临床研究生的培养采用相同的培养制度及模式。心脑血管外科患者患病程度重、手术风险大,重视每个研究生的自身特点,因材施教,强化职业操守、操作技能、科研创新、对患者的责任心、对自己的自信心等方面的教育,对研究生的未来成长有一定帮助。     

鱼和熊掌如何才可以兼得?——血管神经病学专业研究生临床科研一体化培养模式初探

血管神经病学的迅猛发展,对研究生临床和科研全面发展提出了严峻的挑战。在研究生培养的过程中,应坚持临床和科研一体化的培养思路和模式,从研究生课题选题、临床与科研实践和综合评估等各个环节,始终坚持科研和临床兼顾,临床与科研并重的原则,全面提升研究生临床技能和科研相关的综合能力,培养多元化、高素质的脑血管病高层次人才。     

整形外科临床型研究生带教体会

目的随着经济社会的发展,我国整形外科事业取得了蓬勃发展,对于整形外科技术人才的需求量日益增加。本文旨在探索一种适合整形外科临床型研究生的带教方法。方法作者回顾了整形外科研究所以往在培训进修生及研究生方面的临床带教经验和体会并进行分析,总结了6条行之有效的带教方法:(1)相关基础理论的学习;(2)教学查房、病例讨论与读书报告;(3)手术带教;(4)学术活动;(5)技能培训;(6)专题授课。结果为了提高临床型研究生的带教效果,将以上6种带教模式进行综合运用。结论我科作为整形外科研究生培养的重要基地之一,培养出了大量优秀的研究生,其中以临床型研究生所占比例最大。本文的6种带教方法切实可行,将会对临床型研究生的带教起到良好的效果。     

大数据时代对培养医学研究生的作用与意义

目的探讨大数据时代医学研究生的教育与训练方式。方法在教育及训练的实践中提出了:大数据是对医学研究生培养的需求、大数据在教学中的问题式学习模式、大数据时代研究生导师教学作用的三个基本思路,并从理论上与实践中予以论证。结果在教育理念上,充分表明医学研究生的培养要以教师为主导,学生则以素质为本位,积极推行大数据在教学中的作用,从宏观群体走向微观个体,实现个性化教学。结论本文所倡导的这些教育学新思路,很适合医学研究生的教育与训练,有利于加快培养医学领域的合格人才。     

神经血管介入专业研究生的培养

神经血管介入专业是一门新兴的临床医学专业,该专业的研究生培养要求临床与科研并重。在实践中加强研究生的专业技能训练、强化科研实践,并通过临床和科研教学例会、创造学生参与国际交流等形式,有利于培养具有科研创造性和具备国际竞争力的临床人才。     

浅谈如何培养医学研究生的创新能力

目的创新能力是研究生教育培养的重点,本文旨在探讨如何培养医学研究生的创新能力。方法结合内科学专业研究生教育培养实践的自身教学体会,对医学研究生创新能力的培养途径与实施策略进行分析探讨,并归纳总结科学合理、行之有效的策略方法。结果培养医学研究生的创新能力,首先要提高研究生导师自身的综合专业素质,改进研究生培养机制,建立创新能力培养模式;同时,注重研究生人文素质与科学精神的培养,敢于质疑权威;第三,重视原始数据的客观分析与归纳总结能力的培养,重视一手资料,善于发现问题。结论研究生的创新能力不仅影响高校的知识创新水平,更关系着未来我国的核心竞争力。在医学实践迅速发展的背景下,须以创新能力为核心,从导师能力、培养机制、人文素质、客观分析总结等四个方面着手,全面培养创新型研究生的综合素质。     

Education and Training in Human Sexuality

It is suggested that human sexuality be overtly included as an integral part of undergraduate and postgraduate education, rather than continue with the present paradigm of acquiring knowledge, skills and attitudes regarding sex predominandy through a process of osmosis. With medical education under scrutiny in the UK, its European partners and worldwide, it would seem an appropriate time for a reappraisal of the marginal position of human sexuality in current teaching and training programmes. Consideration is given to the teaching of sexuality generally and more specialized training in specialities where sexual health, psychosexual medicine and/or sexual dysfunction feature as important aspects of the practitioner's work. Examples are given of the various ways postgraduate training in this area may be obtained at present. Some of the issues involved in adopting an integrated approach to undergraduate teaching and providing more in-depth training at postgraduate level are briefly discussed     

基于住院医师规范化培训的神经外科硕士研究生带教体会

目的 总结基于住院医师规范化培训的神经外科专业硕士研究生临床带教体会。 方法 在带教老师转变带教观念的基础上,对2013-2015年在首都医科大学附属北京天坛医院神经 外科六、七病区进行规范化培训的专业型硕士综合运用多种教学方法,包括通过直接“呈现”的方式 开展医德教育,通过“实践”和“强化”的方式进行临床工作作风和临床实践能力的培养,以及通过 “发现”的方式培养研究生的临床科研能力。 结果 研究期间参加规范化培训的专业型硕士累计20人;期间,其研究生临床能力考核、执业医师 资格考试通过率均达到100%;在教学主管部门对带教研究生的反馈问卷中,关于老师带教意识、带 教能力及效果方面,满意率均为100%。 结论 通过综合运用上述4种教学方式,有助于参加规范化培训的专业型硕士在临床以及科研能力 的提升。     

Debate: the postgraduate neurology education should be standardized? No]

According to the previous survey of postgraduate neurology education in Japan, there is a wide range of variability among training hospitals in terms of the number of neurologists available for the postgraduate education, the number of beds available for neurological teaching, facilities, the number of residents, diseases of main interests, and subspecialty fields within neurology. Practically speaking, therefore, it is not suitable and it is even impossible to completely standardize the way of postgraduate education throughout the country. 'Essential core curriculum' which consists of history taking and neurological examination, and education of basic neuroscience knowledge related to clinical neurology, combined with clinical neurophysiology including electroencephalography (EEG) and electromyography (EMG), clinical neuropathology including muscle and nerve biopsy, and neuroradiology, could be standardized to a certain degree at least in part. Other related fields such as neuropsychology, rehabilitation, neuro-ophthalmology, pediatric neurology, neurosurgery, psychiatry and neurogenetics can be educated in certain designated centers of each specific field depending on the resident's choice. Although 'essential core curriculum' could be standardized to a certain degree, 'flexibility program' is more practical in Japan at least in the years to come.     

Postgraduate education for neurologists in hospitals authorized by the Japanese Society of Neurology]

To evaluate postgraduate education for neurologists, we performed a questionnaire-based investigation in hospitals authorized by the Japanese Society of Neurology. The response rate to the questionnaire was 91%. The number of board-certified neurologists is usually less than 5, even in the authorized teaching hospitals. Most respondents thought that the postgraduate training programs already existing in many teaching hospitals are insufficient, but nevertheless useful. More staff may be needed for postgraduate education in neurology. The respondents considered that neurological education has generally functioned well, except in certain areas such as brain death judgment. On the other hand, the rotation of training in neurosurgery, psychiatry and child neurology is still inadequate. The problem of devising a suitable training rotation system in postgraduate education for neurologists has not yet been solved.     

Psychosomatic education: Who teaches what and where at the University of British Columbia

For this enquiry psychosomatic education was defined as education in areas that encompass a psychological as well as biological view of illness. The scope of this activity, undergraduate and postgraduate, was assessed by a review of curriculum content, and by a questionnaire of the clinical faculty that examined their attitudes to psychiatry in Medicine, what they actually taught, and whom they relied on for help. Obstacles to psychosomatic education stemmed from a negative view of Psychiatry as well as the omission of instruction by prestigious role models. The facilitation of psychosomatic education required a greater accessibility of psychiatrists to medical peers, and an expanded role for consultation liaison services into medical student teaching. New programs in holistic and behavioural medicine represented an emerging thrust particularly at the postgraduate level. Psychosomatic education should focus on specific training objectives acceptable to medical colleagues, educators and health planners.     

Old age psychiatrists in the united kingdom —their educational role

Two hundred and forty-three consultant psychiatrists providing a service to old people were asked about teaching activities. Over half engaged in undergraduate teaching, covering all medical schools in the UK. Medical students they taught had a mean of six days' clinical attachment and 3.4 hours' lectures in old age psychiatry. There were fewer academic chairs as a proportion of total consultant posts in old age psychiatry than in psychiatry generally. Over 80% of respondents taught medical postgraduates and non-medical groups. Compared with previous studies, there had been increases in undergraduate and postgraduate teaching (particularly with respect to general practice and geriatric trainees) and in teaching to nurses and social services personnel. Consultants with five or more sessions in old age psychiatry reported more involvement in undergraduate and non-medical teaching.     

Attention to body mass index by child psychiatry providers when prescribing second-generation antipsychotic medication to children: a survey study using a clinical vignette

Aim: We sought to determine whether weight and body mass index measurement were taken into consideration when prescribing second‐generation antipsychotic (SGA) medication to a child. Methods: Two hundred clinicians were surveyed using a hypothetical clinical case vignette at a child psychopharmacology, postgraduate medical education course. The vignette described an overweight 10‐year‐old boy who was about to be prescribed an SGA medication to control psychotic symptoms. The reference to the patient's being ‘overweight’ was purposefully included to determine if providers would assess the patient's risk of morbidity from the metabolic side effects of the SGAs at the time of prescribing. Results: Only 7.0% of prescribers listed either ‘body mass index’ or a combination of ‘height’ and ‘weight’ as part of their next treatment steps for an overweight child before prescribing an SGA. Conclusions: These results suggest the need for education as to the importance of body mass index monitoring when prescribing second‐generation antipsychotic medications to children.     

Teaching of neuroepidemiology in Europe: time for action

Many epidemiological and clinical studies in Europe, especially in Eastern Europe and countries in transition, are of poor methodological quality because of lack of background knowledge in clinical epidemiology methods and study designs. The only way to improve the quality of epidemiological studies is to provide adequate undergraduate and/or postgraduate education for the health professionals and allied health professions. To facilitate this process, the European Federation of Neurological Societies (EFNS) Task Force on teaching of clinical epidemiology in Europe was set up in October 2000. Based on analyses of the current teaching and research activities in neuroepidemiology in Europe, this paper describes the Task Force recommendations aimed to improve these activities.     

Advances in psychotherapy education.

Acquiring expertise in psychotherapy is central to the professional development of psychiatrists able to employ a broad therapeutic repertoire in their clinical practice. This article reviews how postgraduate psychiatry programs address this important aspect of training. We present the results of a national survey of psychotherapy education in Canadian psychiatry residency programs. The results highlight significant advances over the past decade in curriculum, in teaching methods, and in evaluation. These include training in evidence-based, manualized, time-limited therapies such as cognitive-behavioural and interpersonal therapy, greater attention to evaluating competence, and integrating electronic technology. Trends and advances in postgraduate and continuing medical psychotherapy education programs are considered in association with principles of adult learning. Health education research endorses the provision of longitudinal training programs that integrate learning and practice. We discuss issues related to the development of expertise, the importance of educational communities of practitioners, and the importance of attending to both educational process and outcomes, with a view to more effectively translating psychotherapy practice guidelines into sustained improvements in practice behaviours.