医学生心理健康状况和人格特质研究

目的 了解医学生心理健康水平不同者的人格特征。方法 采用卡特尔16种人格因素问卷对医学生进行测查。结果 在16种人格因素中和7个次级因素中，心理健康状况良好与不良者有17个存在着显著差异，1个有差异。结论 心理健康水平高者人格较健全，反之则不健全。     

不明原因外阴瘙痒患者的人格测查分析

目的：研究不明原因外阴瘙痒患者的人格特征。方法：采用明尼苏达多相人格调查表（MMPI）对30例不明原因外阴瘙痒患者进行测查，并与人数相同的正常人组进行比较分析。结果：不明原因外阴瘙痒患者组L，F，Hs,D,Hy,Pd,Pa,Pt值与正常人组比较具有显著差异。结论：不明原因外阴瘙痒患者存在人格偏移。     

不同性别学生16PF测值对照研究

目的 了解不同年代不同性别学生的个性差异。方法 采用卡特尔16种人格因素问卷^[1]对不同年代不同性别卫校学生进行测查。结果 在16个人格和8个次级因素中,有16个因素男女生之间存在着显著差异或差异;90年男女生有9个因素存在差异;98年男女生有14个因素存在差异。结论 不同性别学生的个性有很大的差异,且年代不同差异也不同。     

父母教养方式、学生人格对私立学校高中生心理健康的影响

目的 了解父母教养方式、学生人格特征与私立学校高中生心理健康之间的关系。方法 以222名私立学校高中学生为研究对象,对他们进行心理健康、人格和父母教养方式测查,通过假设检验、偏相关分析和路径分析对测查数据进行分析处理。结果 发现私立学校普通高中生心理健康状况良好,但在恐怖倾向、身体焦虑方面值得关注;学生人格特征的差异主要体现在情绪稳定性难度上,学生人格因素在父母教养方式与学生心理健康之间起中介作用。结论 父母教养方式通过学生人格因素的中介作用对学生心理健康发展产生影响。     

老年人人格特征与认知功能

目的：了解老年人人格特征与认知功能的关系。方法：采用整群随机抽样的方法调查山西省太原市两个社区的老人109人，进行算术、数字广度、填图、木块图、数字符号、情节记忆、短时视觉记忆、空间推理8项认知功能测验．应用卡氏16项人格因素测验进行人格特征的测查。结果：所调查的老年群体的人格特征主要表现为“谦逊顺从”和“沉着自信”。各人格因素中，聪慧、有恒对算术、幻想对数字广度、聪慧对木块图、恃强对数字符号、敏感对空间推理、忧虑、实验对短期视觉记忆的影响具有统计学显著性。结论：年龄是影响老年人认知水平的主要因素。高的受教育水平对认知下降有保护作用。不同的人格因素影响不同的认知功能，人格特征与认知功能的互动作用可能为老年人认知功能下降的干预提供重要线索．     

中国南方人A型行为问卷测查结果的分析

本文采用张伯源主持编制的Ａ型行为问卷对中国南方１３，８０８名正常成人进行测查，其中男性７９４３例，女性５８６５例。结果表明：我国南方人较北方人行为节凑慢、竞争性强；南方人男性与女性Ａ型行为特征无明显差异，与北方人测查结果一致；不同年龄组的Ａ型行为特征与北方人测查结果相同：即：４５～＞２５～＞３５～＞５５～＞１５～＞６５岁以上组；不同职业组的Ａ型行为特征是：商业＞科技＞干部＞工人，与北方人测查结果存在一定差异；不同地区（省）间存在较大差异。     

青少年人格与父母养育方式的相关研究

本文采用父母养育方式问卷（ＥＭＢＵ）和艾森克人格问卷（ＥＰＱ）对７９名高中学生进行了测查，结果发现艾森克人格问卷所测查的人格维度神经质（Ｎ）、精神质（Ｐ）得分分别与父母不良的教养方式如严厉惩罚、拒绝否定、过度干涉与保护呈显著的正相关关系。这一结果提示了父母教养方式对其子女人格特质的形成具有重要的影响作用。     

单亲医学生主观幸福感与人格、心理健康的关系

目的：探讨单亲医学生主观幸福感状况及其与人格、心理健康的关系。方法：抽取单亲医学生78名。用艾森克人格问卷（EPQ）、症状自评量表（SCL290）测查被试的人格特征和心理健康状况，用总体幸福感量表（GWB）测查被试的主观幸福感水平。结果：单亲医学生总体平均主观幸福感指数为92．36±11．38。对单亲医学生的主观幸福感与身心健康、人格诸因子的关系在Ct=0．30水平上进行多元逐步回归分析，结果抑郁、神经质、人际敏感、内外向、焦虑、其他6个因子进入了回归方程。结论：单亲医学生总体主观幸福感处中等偏下水平；抑郁、神经质、人际敏感、内外向、焦虑等是影响单亲医学生主观幸福感的主要因素。     

对特教班学生与教师16PF人格特质测查

卡特尔16种人格因素测验（16PF）,是一个很有特色与实用价值的心理量表。我们使用该量表对师范学校特师班学生和已从事特殊教育工作的教师进行测查．对人格特质进行比较,并对差异进行了分析。1对象与方法本研究采用卡特尔16种人格因素量表（华东师大87年全国修订本）．对南昌市师范学校特师两个班学生78名进行了测查．收回有效试卷74份（其中男8人、女66人）;对南昌市盲校、南昌市聋哑学校等特殊学校的教师3O人进行了测查．收回有效试卷23份（其中男IO人,女13人）。数据搜集的整个过程全部由一名主试完成,结果采用大型统计软件包SP…     

不同水平成就动机大学新生的人格特征研究

目的探讨不同性别和水平成就动机大学新生的人格特征差异。方法采用成就动机问卷以及EPQ-88问卷对382名大一新生进行测查。结果不同水平成就动机的精神质差异不显著，内外倾在中一高组间差异显著，情绪稳定性在三组两两比较差异显著；情绪稳定性是不同水平成就动机的共同预测指标；高水平成就动机与高精神质存在显著的强正相关。结论不同水平成就动机的人格特征存在差异；两性在各自不同水平成就动机的人格特征存在不同差异。     

Perspectives on medical school admission

This article is the author's formulation of important issues concerning medical school admission: that (1) in recent years, almost all applicants who have been admitted to medical school have obtained the M.D. degree and been licensed to practice; (2) given this high success rate, an accepted applicant's economic security is virtually guaranteed; (3) the admission decision contributes directly to the formation of a highly paid, high-status professional elite; (4) the link between students' academic aptitude for medical education and their achievement in medical school is weak; (5) schools pay lip-service to the importance of students' character, motivation, and other personal qualities but continue to select students with high grades in science courses and high MCAT scores; (6) admission officers and committees often confuse selecting students with predicting their achievement in medical school; (7) two core values in American culture (self-reliance and competition) encourage the use of norm-referenced measurement in all phases of education; and (8) there are alternatives to the traditional approach to defining eligibility for professional education.     

高中生的学习情况、某些非智力因素以及人格特质研究

目的：调查高中生的学习成绩和学习动机、考试心理，意志力，人际关系等非智力因素以及人格特质，了解他们的现状，以便探索有针对性的改变措施和进行个别心理辅导。方法：对241名高中二年级学生用学习动机，考试心理，意志力和人际关系4个问卷和16PF进行测查。结果：学习成绩大多是中等，好的只占14．1％，学习动机和人际关系较好，考试心理较差，意志力中等，16PF中好的有稳定性，兴奋性，有恒性和实验性，结论：高中生的学习成绩，考试心理和敢为性，敏感性的人格特质有待改进，全面提高学生素质是当前迫切的教育任务。     

Promoting Physician Diversity through Medical Student Led Outreach and Pipeline Programs

IntroductionCurrent projections anticipate a dramatic shift from historical population demographics in the United States. Racial and ethnic minorities are expected to constitute the majority of the population by 2050. However, racial minorities continue to be underrepresented in medical school admissions and the physician workforce. Creating a medical student and physician workforce that reflects population demographics of their patients will be an important determinant in promoting public health and health equity.MethodsMedical student led educational outreach programming targeting middle and high school students is one way by which current medical students can actively work to systematically address barriers to aspiring URiM medical students.ResultsOpportunities for medical students to implement meaningful educational outreach programming are limited only by personal motivation and institutional support. Implementation of these programs would provide college and medical school candidacy support for aspiring medical students while providing personal development and education benefits to medical students implementing the program.ConclusionThe authors call on medical students across the country to join in pursuit of health equity and a diverse physician workforce that reflects the evolving demographics of the United States. Medical students can impact the health of local communities through implementation of educational outreach programming to facilitate access to medical education for middle and high school students.     

Enhancing the relationship and improving communication between adolescents and their health care providers: a school based intervention by medical students

OBJECTIVE: To develop, implement and evaluate a workshop to help adolescents develop independent and active relationships with their physicians. METHODS: A needs-assessment survey informed the development of a workshop delivered by medical student volunteers and incorporated into the career and personal planning curriculum of high schools in Vancouver, Canada. RESULTS: Over a 6-year period, 64 workshops were delivered by 181 medical students to 1651 high school students in six schools. CONCLUSION: The workshop is acceptable, do-able, effective and sustainable, characteristics that arise from the mutual benefits to all the groups involved: the medical school, the school board, the medical students, the high school teachers and students. The workshop provides a model for providing health care education to adolescents in the community. PRACTICE IMPLICATIONS: Teaching adolescents the importance of good doctor-patient communication encourages them to take ongoing responsibility for their health care and is an alternative route to direct health care education.     

高中生心理咨询问题分析

目的 探讨高中生心理问题的分布规律。方法 对我市两所普通高中学生近3年来的心理咨询资料406例进行统计分析。结果 高中生咨询问题中．情绪问题比例最高,其次为学习问题、人际关系等问题,咨询问题存在性别、年级差异。结论 高中生心理问题有性别及年级差异,需根据高中生不同性别、不同年级特点采取有针对性地心理预防及干预措施。     

医学生人格特征形成的相关性研究

目的分析影响医学生人格特征形成的相关因素，为发展大学生的人格特征探寻其理论依据。方法用EPQ量表对601名医学生进行团体测验，其数据在WJZ心理测验软件上预处理后转入电子表格，用SPSS11．0软件进行统计学分析。结果EPQ量表中E、N、P、L的均值、标准差与常模比较，其差异有统计学意义；E，P，L3个维度间有不同程度的相关性：当以EPQ为因变量，15个影响因素为自变量进行逐步回归分析时，进入回归方程的主要是人际关系、家庭、学校教养(育)方式、经济状况、身心伤害否及自我形象、才能、专业的满意度。结论医学生的人格特征还处于发展阶段，其形戍过程与上述因素密切相关。     

农村中学生精神卫生状况影响因素分析

目前，青少年心理健康问题日益受到重视，有关大、中学生的心理卫生调查研来已有不少报道’－‘。为了解农村中学生的精神卫生状况，寻找影响其心理健康的相关因素．并为预防心理疾病提供参考依据．我们对劲利县第七中学的中学生进行了调查。1资料及方法1．1对象选择我校高一至高三的学生，采取分层整群抽样方法，每年级抽取一个班共156人，男94人、女62人；一年级52人、二年级46人、三年级58人；年龄15～20岁·平均164士25岁。1·2方法采用症状自评量表（SCI，－90）［‘j和修订的艾森克个性问卷（EPQ）［’：；按指导语对每个学生进行…     

广州市高三学生自我超越生命意义与考试焦虑、考试元担忧的关系

目的 探讨高三学生的自我超越生命意义与考试焦虑、考试元担忧的关系.方法 使用自我超越生命意义量表、考试焦虑问卷和考试元担忧问卷调查了广州市1142名高三学生.结果 ①不同类型学校的高三学生自我超越生命意义水平差异显著,自我超越生命意义对考试焦虑有显著的调节作用;②高三学生考试焦虑属于中等偏高水平,男生比女生更焦虑;③考试过程、家庭冲突及前途命运是造成高三学生考试焦虑的主要元担忧因素;④家庭的元担忧对自我超越生命意义影响最大.结论 自我超越生命意义教育可作为缓解高考考试焦虑的重要策略.     

Medical education in Japan.

There are 79 medical schools in Japan--42 national, 8 prefectural (i.e., founded by a local government), and 29 private--representing approximately one school for every 1.6 million people. Undergraduate medical education is six years long, typically consisting of four years of preclinical education and then two years of clinical education. High school graduates are eligible to enter medical school. In 36 schools, college graduates are offered admission, but they account for fewer than 10% of the available positions. There were 46,800 medical students in 2006; 32.8% were women.Since 1990, Japanese medical education has undergone significant changes, with some medical schools implementing integrated curricula, problem-based learning tutorials, and clinical clerkships. A model core curriculum was proposed by the government in 2001 that outlined a core structure for undergraduate medical education, with 1,218 specific behavioral objectives. A nationwide common achievement test was instituted in 2005; students must pass this test to qualify for preclinical medical education. It is similar to the United States Medical Licensing Examination step 1, although the Japanese test is not a licensing examination.The National Examination for Physicians is a 500-item examination that is administered once a year. In 2006, 8,602 applicants took the examination, and 7,742 of them (90.0%) passed. A new law requires postgraduate training for two years after graduation. Residents are paid reasonably, and the work hours are limited to 40 hours a week. In 2004, a matching system was started; the match rate was 95.6% (46.2% for the university hospitals and 49.4% for other teaching hospitals).Sustained and meaningful change in Japanese medical education is continuing.     

Specialty choices at one medical school: recent trends and analysis of predictive factors

Recent reports have raised the concern that personal care specialties, especially primary care specialties, are attracting fewer medical school graduates. In the present study, the authors evaluated the proportions of University of California, San Francisco (UCSF), medical school graduates entering personal care specialties and technology-oriented specialties from 1982 through 1988 and found no significant trend away from personal care specialties such as internal medicine, family practice, pediatrics, and psychiatry during these years. For the graduating class of 1988, admissions and questionnaire data were used to evaluate the importance of pre-admission, medical school, and postgraduate factors as determinants of specialty choice. The group entering personal care specialties (66% of all 1988 graduates) was significantly older and included more women and fewer minority students than the group entering technology-oriented specialties. Students rated income and lifestyle factors as being less important determinants of specialty choice than are medical school experiences and intrinsic qualities of the chosen specialties. However, compared with the students who entered personal care specialties, those who chose technology-oriented specialties over an alternate choice in personal care rated as significantly more important the opportunity to do procedures (p less than .001), income (p less than .005), the lesser degree of diagnostic uncertainty (p less than .005), and the rejected specialty's allowing less time for family (p less than .005) and for other interests (p less than .008). Exposure to acquired immunodeficiency syndrome and loan indebtedness were rated the least significant influences on specialty choice.(ABSTRACT TRUNCATED AT 250 WORDS)