中职化学成绩评价体系的构建与研究

学生成绩评价是教学工作的重要环节,具有质量监控和激励导向作用。采用多元化评价方式,注重教学过程中的形成性评价,有利于提高学生学习自主性以及分析问题、解决问题能力;量化成绩评价指标,有利于合理评价学生综合素质,实现中职应用型技术人才培养目标。     

形成性评价在中药商品学教学中的应用

形成性评价是在教学过程中对教学效果进行实时反馈的一种评价方式。随着高校教育教学改革的不断深入,形成性评价在中药学专业课程教学中应用广泛。中药商品学是中药学相关专业的一门必修课程。本文阐述形成性评价和中药商品学特征,并对形成性评价在中药商品学教学中的应用进行初步探讨,以期为中药商品学教学改革提供新思路。     

针对中药学专业特点和新疆维吾尔医药学特色进行微生物学教学探索

在中药学专业微生物学教学中,针对中药学专业特点和新疆维吾尔医药学特色进行教学改革,重新修订教学大纲,更新教学内容;改革教学方法,利用现代化教学手段,培养学生的创新精神和创新能力;加强实践教学,开展综合设计性、应用性实验,使教学内容更符合中药学专业的培养目标,使学生掌握从事中药学工作所必备的微生物学基础知识、实验操作技能,提高学生分析问题、解决问题的能力。     

形成性评价模式影响护生综合能力的实证研究

目的探讨形成性评价应用于护理综合技能课程教学的效果。方法选取我校护理专业2011级和2012级的学生为研究对象,2011级为对照组,采用终结性评价方法;2012级为观察组,实施形成性评价方法,比较临床带教教师对两组学生实习期间表现的评分。结果使用形成性评价后,学生每次课的成绩较前一次都有所提高,其中第二次、第三次课,学生的8项护理核心能力评价得分均较前一次明显提高(P<0.05);带教教师对观察组的评价分数明显高于对照组(P<0.05)。观察组80%以上的学生对形成性评价给予肯定。结论形成性评价适用于护理综合技能课程,有利于提高学生的综合能力。     

中药学教学现状及教学改革刍议

因中药学需要记忆的内容较多,各院校的中药学教学普遍存在形式单调、设计欠佳、评价单一等问题。针对目前所存在的普遍问题,秉承"以学生为中心"的理念,建议中药学教学进一步丰富教学形式,引入实践教学、网络教学和案例教学等多种手段;进一步优化教学设计,并尝试建立多元评价方式。这些举措将有利于培养学生的主动学习能力和专业思辨能力。     

形成性评价在诊断学教学中的应用研究

目的　探讨形成性评价在诊断学教学中的策划构建和应用实施效果。方法　在诊断学本科教学中策划和制定形成性评价方案,并应用实施于教学实践。分析形成性评价成绩与期末考试成绩的相关性;并通过自制调查问卷和访谈形式,对实施效果进行调查分析。运用SPSS 17.0统计软件包进行统计学处理。期末考试成绩与形成性评价成绩比较采用线性相关分析,调查问卷项目评分比较采用Wilcoxon秩和检验。结果　在诊断学教学中形成性评价成绩与期末考试成绩呈显著正相关（r=0.559,P<0.001）。调查问卷结果显示,学生认为形成性评价方式明显优于终结性评价（Z=-8.632,P<0.001）;同时学生普遍赞同形成性评价能够促进自主学习和自我监督,认为它能够对知识和技能的学习带来帮助。结论　在诊断学中应用形成性评价进行学业评估考核具备可行性,能够带来良好的学习效果,具有广阔的推广应用前景。     

微信平台教学在《中药学》教学及形成性评价中的应用实践

[目的]探索微信平台教学在《中药学》传统教学方法改革及形成性评价实践中的可行性。[方法]以微信平台为载体,建立班级微信群,每位成员以一味中药名为群昵称;用他人点评与教师评价相结合的综合评分方式优化形成性评价考核结果;运用微信平台开展课下教学,并通过问卷星调查教学效果满意度。[结果]通过中药微信昵称的使用,浸润了中医药文化;探索出了以他人点评与教师评价相结合的综合评分方式,初步确定了阅读量赋分占比20%、在看量赋分占比30%、教师页面制作评分占比50%的评分比例,优化了形成性评价考核结果;运用微信平台定期推送中医药相关优秀文章,联通了课上课下;与学生实时互动,做到了教学相长。问卷调查显示:学生对《中药学》课程使用微信平台教学的总体满意度为80.77%。[结论]微信平台教学能够促进《中药学》教学方式变革,优化形成性评价机制,值得推广。     

多媒体辅助于中药学教学存在的问题及对策

中药学理论源远流长,知识要点繁杂,涉及学科面广。中药学教学对植物药、动物药、矿物药的形象展示、真伪鉴别,地道药材确定以及加工、炮制、煎煮方法的情景呈现有特殊要求,而多媒体课件丰富的色彩、直观的形象,尤其是妙趣横生的音频、视频及动画效果可弥补传统教学的缺憾,为中药学教学提供了新的手段和方法。回顾中药学教学历程,辩证地分析多媒体辅助中药学教学存在的问题,探索解决问题的方法和措施,以期寻求更好的教学策略。     

中医药院校解剖学应用形成性评价的探讨

教学评价是课程教学的一个重要环节,传统考试模式对学生成绩的考核基本上是以期末成绩作为标准进行评价的,不利于学生的个性化培养和综合素质的提升。形成性评价的应用,使教师不再是课堂的唯一主导者,学生从被动接受知识转变为主动分析问题、解决问题。该种成绩评定方法可以成功激发学生的学习积极性和创造性,深层次挖掘学生的潜能,实现个体化培养,最终达到教学相长的目的。     

PBL教学法在中药学中的应用

目的评价基于问题学习(PBL)法在本科生中药学教学中的实践效果。方法我校2013级针灸推拿本科班采用PBL法,即"提出问题—收集资料—小组讨论—归纳总结"教学模式,以痛经病案为例,引导学生学习"活血化瘀药"一章;2013级针刀本科班采用传统教学(LBL)法。课程结束后进行问卷调查,通过统计软件对问卷调查结果进行统计分析,并将2个班的考试成绩进行统计分析。结果学生普遍认同PBL法能调动学习兴趣,有利于提高教学质量;PBL法能提高自学能力、评判性思维和整合知识等综合能力;PBL班的平均成绩高于LBL班(P0.05),且PBL班解释、综合类型题目的得分均明显高于LBL班(P0.01)。结论PBL教学法教学效果良好,学生认可度高,适用于本科生中药学的教学。     

家兔高钾血症病理模型的建立

目的：选用高钾血症时ECG的特征性改变,探索家兔高钾血症模型制作．方法静脉滴注3%KCl,分别以ECG出现宽大畸形QRS波即刻停止输钾,ECG出现宽大畸形QRS波后调整输钾速度以维持宽大畸形QRS波30 min和ECG出现P波低平、T波高尖且QRS波增宽后调整输钾速度以维持P波低平、T波高尖且QRS波增宽30 min,3种方案复制家兔高钾血症模型,同步监测家兔心率、血压、尿量、血清钾等指标．以停止输钾30 min后家兔血清钾仍保持在5.1 mol/L以上作为高钾血症模型制作成功的标准．结果维持QRS波宽大畸形30 min组和维持P波低平、T波高尖且QRS波增宽30 min组能复制稳定的高钾血症模型,而ECG出现宽大畸形QRS波即刻停止输钾组,血清钾在停止输钾30 min内恢复正常．结论维持QRS波宽大畸形30 min组和维持P波低平、T波高尖且QRS波增宽30 min组能复制稳定的高钾血症模型.     

Preparing faculty to teach in a problem-based learning curriculum: the Sherbrooke experience.

Over the last 6 years Sherbrooke Medical School has undertaken a major reform of its undergraduate curriculum. A new student-centred, community-oriented curriculum was implemented in September 1987. Problem-based learning (PBL) is now the main educational method. To adequately prepare teachers for the curriculum a series of faculty development programs in pedagogy were offered: first, a 2-day introductory workshop to initiate teachers into educational principles and their application in the new program; second, a 1-year basic training program in medical pedagogy; third, a 1-day workshop on PBL; and fourth, a comprehensive 3-day training program in PBL tutoring. Over 60% of all full-time teachers attended the introductory program and 80% the tutor training program. The 1-year basic training program was completed by 33% of the faculty members. The implementation of these programs, coupled with a high participation rate, resulted in a more student-centred educational philosophy and a greater interest in medical education. This had a significant impact when the new curriculum was instituted. Lessons learned from the experience are discussed.     

凤凰衣加胰岛素外用治疗褥疮临床疗效观察

目的探讨凤凰衣、胰岛素加庆大霉素外用治疗褥疮的临床效果。方法将2009年9月—2011年6月外科收治的二期及三期褥疮患者61例随机分成两组,观察组采用凤凰衣、胰岛素加庆大霉素外用治疗,对照组常规护理及治疗。结果两组患者二期、三期褥疮治疗后疗效比较,差异均有统计学意义(P<0.05)。两组患者二期、三期褥疮创面治愈时间比较,差异均有统计学意义(P<0.05)。两组患者治疗后肌酐、尿素氮水平比较,差异均无统计学意义(P>0.05.)。结论凤凰衣、胰岛素加庆大霉素外用治疗褥疮安全有效,方法简单、易行,值得临床护理推广。     

Adult immunization: the medical record design as a facilitator for physician compliance

A three-year prospective chart audit of a family practice residency program was performed to measure physician compliance in following the recommendations of an adult immunization program. Despite curriculum changes, performance self-evaluation, and reminders by faculty members to residents about the need for adult immunization, physician compliance was poor in the second year of the study. It was thought that components of the medical record might be improved to facilitate physician compliance in the adult immunization program. At the beginning of the third year of the audit, tetanus and pneumococcal vaccines were preprinted on the health maintenance inventory (HMI), but influenza was not. The chart design also was changed to put the HMI in a more prominent place. In the third year of the audit, physician compliance with tetanus and pneumococcus immunization improved significantly. The results of the chart review suggest that physician compliance with adult immunization programs can be improved with appropriate chart design.     

Antigenic variants of rabies virus in isolates from eastern, central and northern Canada

Street rabies virus isolated from 51 specimens from Ontario, Quebec, Manitoba and the Northwest Territories have been typed by a panel of 36 antinucleocapsid monoclonal antibodies. Three main groups were found. The first group comprised those terrestrial mammals originating in Ontario, Quebec and the Northwest Territories. The second group was found in terrestrial mammals from Manitoba. The third heterogenous group was made up of bats from Ontario.     

基于多核处理器的PLC控制程序并行执行

针对可编程逻辑控制器（Programmable Logic Controller,PLC）的编程语言不支持程序的并行编译,无法使控制程序并行执行于多核处理器的问题,根据功能块图的可拆分性,提出了用有向无环图（Directed Acyclic Graph,DAG）任务模型表示PLC控制程序的方法,并采用静态列表任务调度算法,优化DAG中的任务节点在不同CPU核上的分配调度,解决了PLC控制程序并行执行时会遇到的通信延时问题。此外,针对变量资源的竞争问题提出了使用互斥量的方法。实验结果表明,此方法能有效地将PLC控制程序并行运行在多核处理器上,大大缩短了程序的执行时间。     

不同稀释方法对酶联免疫吸附法检测丙型肝炎病毒抗体结果的影响

［ 目的］ 研究不同的稀释方法对酶联免疫吸附法检测丙型肝炎病毒抗体结果的影响．［ 方法］应用酶联免疫吸附技术,采取３ 种不同的稀释方法,对６０ 份不同标本进行丙型肝炎病毒抗体检验．［ 结果］ 第一种方法阳性３４ 例,弱阳性１ 例,阴性２５ 例,第二种方法阳性３３ 例,阴性２７ 例,第三种方法阳性３２ 例,弱阳性１ 例,２７ 例为阴性．［ 结论］ 第一种方法比预测结果阳性率高,可出现假阳性结果,采用第二种方法与预测结果相符合,为最佳稀释方法,第三种方法与预测结果基本相符．     

阶段教学法在肿瘤科临床实习带教中的应用研究

目的探讨阶段教学法在肿瘤科护理临床实习带教中的应用效果。方法将护生60人随机分成观察组和对照组各30人,护生入科时即予专科理论知识考试,然后观察组护生入科第一周由专职责任护师一对一实行整体护理带教,第二、三、四周按传统一对一由倒班护师带教;对照组护生入科就按传统的一对一由倒班护师带教;两组护生在出科前均由护士长进行专科理论知识和专科技术操作考试,倒班带教老师对护生满意度进行测评以及护生对所在科掌握的知识和操作掌握程度进行自评。结果观察组护生出科时专科理论知识和专科技术操作考试成绩以及倒班带教老师对护生满意度测评和护生的自我测评成绩分别为（77．38±4．63）、（81．68±5．12）、（84．91±5．12）和（86．55±3．15）;对照组分别为（66．82±5．23）、（68．47±4．03）、（68．91±4．68）和（78．63±5．86）,经统计学分析组间差异显著（P〈0．05）。结论阶段教学法临床带教优于传统带教法。     

晚期卵巢癌的联合化疗

本文随机将术后复发件恶性腹水的卯巢浆液性囊腺癌病人分成３组，１组给予常规全身化疗；２组静脉及腹腔单独用ＤＤＰ化疗；３组给予静脉及腹腔联合化疗．结果显示，治疗后２、３组病人腹水完全缓解率及ＣＡ１２５值的降低明显优于１组，且有极显著差异，２组与３组之间差异无显著性；３组病人化疗后临床表现好转，食欲增进，全身状况好转，骨髓抑制程度轻，与１组、２组相比，３组治疗方法疗效好，毒副作用小．     

Periodontal status and oral hygiene practices of pregnant and non-pregnant women

One hundred pregnant and another hundred non-pregnant women aged between 16-45 years attending the outpatient clinic of the department of Obstetrics and Gynaecology of Korle-Bu Teaching Hospital were examined and their periodontal status assessed using the Community Periodontal Index for Treatment Needs (CPITN). Selection was by convenient sampling. Only second and third trimester pregnant women were included in the study. Results were recorded using World Health Organization (WHO) standard oral health assessment form and analysed using SPSS for Windows. Overall there was a higher incidence of gingival bleeding or worse score among the pregnant (89%) than the non-pregnant women (61%). This was the case in each of the three age groups considered. Among the non-pregnant women the mean number of sextants with healthy gingivae was above 3.5 in all age groups with an average of 3.78. The mean for second trimester pregnant women was 1.55 and third trimester 2.73. The mean number sextants with bleeding gingivae was 0.698 among the non-pregnant women, whilst that for second trimester and third trimester women were 3.20 and 1.96 respectively. The commonest method of oral hygiene among both the pregnant and non-pregnant women was a combination of the use of chewing stick and toothbrush with paste. The second commonest method was chewing stick alone among the pregnant women and among the non-pregnant women toothbrushing with paste. The mean number of sextants with gingival bleeding among the second trimester pregnant women was consistently high (> 3) irrespective of the method of oral hygiene used. The level of gingival bleeding during pregnancy is not significantly affected by any of the methods of oral hygiene used (p < 0.05) which is higher during the second trimester compared with the third trimester of pregnancy.