医学本科学员参与课外科研活动的实践与探索

开展课外科研活动是提高医学本科学员科研能力和综合素质的重要手段。总结指导组织学员课外科研活动中的切身体会,从导师学员双向选择、科学选题团队合作、导师指导与监督以及激励制度等方面总结经验,针对课外科研活动实施情况进行了深入思考。     

重性精神障碍住院患者团体治疗的定性研究

目的:探索重性精神障碍住院患者团体治疗的效果,分析疗效的相关因素,为住院患者的团体治疗提供理论与实践上的参考.方法:选取10名住院患者,(精神分裂症,心境障碍各5例)参加连续6次的支持性团体治疗(其中1例完成了4次治疗).治疗结束后进行个案深度访谈,并采用扎根理论对访谈资料进行编码分析.结果:住院患者团体治疗的疗效包括:认知观念提升、社会功能改善、症状改善、专业知识学习、愿意参加后续团体5个方面;住院患者团体治疗的疗效相关因素包括:团体过程、成员自身、领导者、其他因素4个方面.结论:本研究提示,对于住院患者来说,团体治疗是有效的,但影响团体治疗效果的因素比较广泛,需要综合考虑.     

Theory-driven research in pediatric psychology: a little bit on why and how.

Introduces a Special Issue, covering two published issues (5 and 6) of this journal, on theory-driven research in pediatric psychology. A rationale for conducting research from a conceptual basis is presented. It is emphasized that science is primarily an intellectual activity, demonstrated in the form of theory building, testing, and reformulation. Furthermore, it is argued theory serves as a planning and communication aide for scientific pursuit. The process and components of theory-driven research are then highlighted. Theoretical constructs, theoretical and empirical definitions of constructs, and the use of variables are discussed. A definition of scientific theory is offered. Theory testing is distinguished from post hoc theorizing. Differences in the scope of theories are noted. Connections between theory and hypothesis testing and research design are addressed, especially for nonexperimental or correlational research.     

Difficulties in Balint groups: a qualitative study of leaders' experiences

Background

Balint groups (BGs) are a means of enhancing competence in the physician–patient relationship and are also regarded as beneficial for GPs'' mental health. However, voluntary BGs are still few, some members terminate their participation, and problems are reported in obligatory groups in residency programmes. This raises questions about possible negative aspects of BGs.

Aim

To examine difficulties in BGs as experienced by BG leaders.

Design of study

Qualitative study using interviews.

Setting

Eight BG leaders from five countries were interviewed.

Method

The interviews focused on the informants'' experiences of difficulties in their groups and were analysed with a systematic text-condensation method.

Results

Three categories of difficulties emerged from the analysis: 1) the individual physician having needs, vulnerabilities, and defences; 2) the group (including the leader) having problems of hidden agendas, rivalries, and frames; and 3) the surrounding environment defining the conditions of the group. BGs were found to fit into modern theories of small groups as complex systems. They are submitted to group dynamics that are sometimes malicious, and are exposed to often tough environmental conditions.

Conclusion

Professionally conducted BGs seem to be a gentle, efficient method to train physicians, but with limitations. Participation of a member demands psychological stability and an open mind. BGs need support from the leadership of healthcare organisations in order to exist.     

The narrative-autobiographical approach in the group education of adolescents with diabetes: A qualitative research on its effects

Objective

To introduce a narrative-autobiographical approach in the care and education of adolescents with type-1 diabetes and observe the effects of this novel approach on adolescents’ self-awareness, concern for self-care, and well-being.

Methods

Ninety-four adolescents with type-1 diabetes attending one 9-day summer camp in 2004, 2005, or 2006 participated in structured daily self-writing proposals on diabetes, integrated with daily interactive self-management education. After some months, we sent participants interview-like questionnaires, and two independent researchers performed a qualitative analysis of the 50 answers that were mailed back.

Results

Writing about the discovery of diabetes was, for many, a stressful experience, but with a strong liberating effect. One relevant point was change, which occurred: (a) in the perception of self; (b) in the relationship with others; (c) in the relationship with the disease.

Conclusions

The integration of autobiography in diabetes camps, by adding the value of sharing individual stories to the liberating power of self-writing, can allow the adolescents to overcome their feelings of diversity, and can initiate several changes reflecting increased self-efficacy, maturity, acceptance of the disease and responsibility in self-management.

Practice implications

Self-writing is feasible and well accepted, and provides healthcare professionals a proper way to patient-centered care.