虹口区肿瘤防治计算机数据管理系统的设计和应用

[目的 ]　应用计算机技术对肿瘤防治数据进行科学管理。 [方法 ]　Windows95&Windows98操作平台、Access数据库 ,编程软件采用VisualBasic ,并在软件设计中融入了OLE技术。 [结果 ]　利用计算机技术对肿瘤防治数据进行管理能提高工作效率 ,加强数据的分析利用 ,实现信息资源的充分开发和充分共享。 [结论 ]　虹口区肿瘤防治数据管理软件在本区 10个医院试用一年来系统运作良好 ,值得推广。     

Office 2000在卫生检验中的应用

[目的]用计算机处理卫生检验中收样、计费和原始数据。[方法]采用Visual Basic在office2000软件平台上编写应用程序，应用OLE技术将有关内容动态链接。[结果]卫生指标中各项目的结果值可自动计算出并出检验报告单，数据库可检索和统计分析。[结论]应用此程序操作简便，数据处理快速、正确，显著减少工作量，有较高的应用价值。     

急诊室护理操作技术CAI课件的制作与应用

目的:探讨急诊室护理操作技术CAI课件的制作、应用与教学效果.方法:设计急诊室护理操作技术课件文字稿本,收集急诊室护理操作录像等素材,利用Authorware形成多媒体CAI课件,将课件与启发式教学、示教等授课方式有机结合,应用于观察组(56人)的教学实践,并与对照组(54人)进行对比研究.结果:观察组理论、操作考核成绩显著优于对照组(P<0.01);观察组认为CAI课件形象直观、急诊室护理操作技术简单易学,有利于提高学习兴趣、动手能力及心理素质,培养创新精神等.结论:急诊室护理操作技术CAI课件的应用,有利于激发学生的学习积极性和提高教学效果.     

Internet上审稿专家数据库的设计与实现

为了消除传统审稿网络和方法中存在的一些缺陷,在Personal Web Server(PWS)环境下,基于Microsoft Access数据库,采用Active Serve Pages技术设计了审稿专家数据库,通过申请支持ASP和Access的空间,即能连入Internet。用户能够对数据库中的记录进行查询、修改、删除和添加,使整个数据库不断得到更新、充实与完善。     

远程监护系统中网络数据库的设计

数据库系统是多生理参数远程监护系统的重要组成部分，其基本特点是容量大，数据类型较复杂，并具有一定的实时性要求。本文按照数据库设计方法学流程，采用EER概念模型和分布式数据库技术，对多生理参数网络数据库的设计进行了阐述。     

环境污染的健康风险管理信息系统开发研究

目的 建立环境污染的健康风险管理信息系统.方法 利用计算机可视化编程原理,以软件工程理论作为开发指导,利用MSSQL Server 2008作为数据库平台,采用关系型数据库和面向对象地理空间数据库相结合的设计方法对环境污染事件进行健康风险评估.结果 构建了环境污染与健康信息管理数据库,并基于地理信息系统(GIS)技术,...     

胃癌数据库系统的构建

目的：设计并构建胃癌数据库系统。方法：采用Microsoft SQL Sever数据库管理系统构建数据库。利用VB进行编程,完成数据库应用程序设计。结果：完成了数据库、应用程序及相应的自定义查询工具的设计和构建。数据库功能模块包括录入、查询、系统管理、输出、用户和帮助。结论：胃癌数据库管理系统具有独立、清晰和升级快等优点,为临床研究提供了完整准确的原始数据记录,可投入临床使用。     

医院医疗质量指标数据库平台设计与实现

目的：建立一套完整的指标体系,并通过数据库平台进行采集,在信息平台上予以呈现。方法采用数据库技术,抓取并转换医院管理系统、MHIS系统、LIS系统、PACS系统中的数据,整合“三甲”复审指标、医院质量监测指标、卫生网络直报指标、科室管理指标,架构、设计数据库平台。结果数据库平台使医疗质量指标采集更加规范有序,指标集中呈现,在平台内可进行综合查询与分析。结论数据库平台的应用既提高了统计工作效率,又保证了数据的完整性与准确性,还能为管理层提供科学决策支持。     

高校成人病理学教学中多媒体辅助教学的探析

科技和经济推动了计算机辅助教学(CAI)的发展,该文就CAI在成人病理学教学中的优势及弊端、以及如何在病理学的CAI中抑弊扬利进行了阐述,并对成人病理学教学中使用CAI做了展望。     

基于ADO技术的士兵信息数据库的开发

介绍了VC＋＋数据库开发中的ADO技术.通过对士兵信息数据库的设计,说明ADO在VC＋＋中进行SQL Server数据库编程的实现过程,详细叙述了士兵信息数据库的基本操作.     

Learning preferences, computer attitudes, and student evaluation of computerised instruction

OBJECTIVE: To explore the relationship between learning preferences, attitudes towards computers, and student evaluation of a computer-assisted instructional (CAI) program. CONTEXT: A third year required clerkship in surgery at the University of Nebraska Medical Center. METHODS: A mixed-methods design combining attitudinal measures and qualitative interviews was employed to assess student reactions to a CAI program on angiography completed during a required surgical clerkship. Between January 1998 and July 1999, 151 students completed the program. Prior to participating, students completed the Rezler Learning Preference Inventory (LPI) and a computer attitudes survey (CAS). The LPI characterizes learning preferences as being abstract or concrete, individual or interpersonal, and student-structured or teacher-structured. The CAS measures attitudes towards computers and their role in education. After using the CAI program, students evaluated the module by completing an 18 item questionnaire. Based on LPI and CAS scores, 31 students were invited to participate in an in-depth qualitative interview on their experiences and perceptions of the program. RESULTS: There was no relationship between learning preferences, computer attitudes, and evaluation of the CAI program. Students were very positive about the program's content, clarity, organization, and ease of use. They also rated it as efficient and effective. However, many still indicated a preference for lecture and text-based learning. Qualitative interviews suggest students worry computers will supplant student--teacher contact. CONCLUSIONS: Learning preferences and prior attitudes toward computers did not bias student reactions to the CAI program assessed in this study. However, students expressed concerns that CAI would interfere with the traditional student--teacher encounter and relationship.     

Examining the presence of computer-assisted instruction in physical therapy education

The purpose of this study was to compare computer-assisted instruction (CAI) use in physical therapist (PT) and physical therapist assistant (PTA) education programs. Secondary purposes included examining faculty attitudes toward CAI, selection criteria, and evaluation criteria. Questionnaires were mailed to 389 PT and PTA programs. The total return rate was 52% (N = 201). Frequencies, percentages, and modes of responses were calculated for each questionnaire item. Eight percent of PT and 35% of PTA programs indicated that all faculty are using CAI, whereas 3% of PT and 6% of PTA reported that no faculty are using CAI. PT program respondents indicated using nine different types of CAI, whereas PTA programs indicated using eight different types. Fifty-seven percent of PT and 33% of PTA programs provide formal computer instruction. Forty-six percent of PT and 47% of PTA programs have a computer prerequisite. Nine percent of PT and 0% of PTA programs have mandatory computer ownership or lease policies. Positive aspects reported included improved knowledge of technology and independence with information gathering. Negative aspects reported included cost and time. Respondents were unsure whether different students benefit more from CAI (high or low aptitude, learning style) Results indicated that criteria for selecting CAI material are based on cost, ease of use, and compatibility with current systems rather than instructional design, and evaluation procedures included student outcomes and course evaluations. Contextual differences between PT and PTA probably account for differences in types and uses of CAI for PT and PTA programs. Instructor feedback is important when using CAI to teach psychomotor skills. More research is needed to determine if one type of student benefits more than others. Programs should consider the instructional design of CAI materials, in addition to practical aspects such as cost, and ease of use. We need to be aware of the instructional goals, content, and learners when selecting, designing, and using CAI.     

医学遗传学教学中计算机辅助教学的应用

目的:探讨计算机辅助教学在医学遗传学教学中的作用.方法:将180名护理中专生按学年分为对照组和观察组,分别采用传统的教学方法和计算机辅助教学进行医学遗传学教学,并在学期末对两组学生进行理论与综合考试,并调查两组学生对各组教学方法的作用及满意度.结果:两组学生考试成绩比较,观察组明显好于对照组(P＜0.05);两组学生对各自所在组教学方法的作用及满意度比较,观察组好于对照组(P＜0.05),差异有显著性意义.结论:计算机辅助教学有利于增强学生的学习兴趣,提高学生的学习效果,是一种较好的医学遗传学教学方法.     

Education review: a computer-assisted instructional tool to assist students in developing an epidemiological research proposal

The development of an epidemiological research proposal can be a difficult assignment for junior health information management students. The article demonstrates how a computer-assisted instructional (CAI) tool was developed to assist students in the development of an epidemiological research proposal. Surveys were conducted to determine where students were having the most problems, information about writing a research proposal was gathered and organized into an appropriate format, appropriate software (Hypercard) was chosen, the final CAI tool (the Research and Grant Writer) was developed, and positive feedback was obtained from junior health information management students using the CAI tool.     

Introducing computer-aided instruction into a traditional histology course: student evaluation of the educational value

Both the World Health Organisation and the World Federation for Medical Education have endorsed integration of computer technology into medical education. In line with this and for more practical reasons, second-year medical students were introduced to commercial and inhouse computer-aided instruction (CAI) packages in the traditional histology course. Although CAI was well received, light microscopy was still regarded as a valuable skill in the undergraduate curriculum. Its application was viewed to be important in future medical studies, as well as in general practice. It was also perceived to be a more self-directed form of learning than CAI. Students' use of CAI packages was related to CAI meeting course objectives and the level of interactivity.     

A comparison of computer-assisted instruction and small-group teaching of cardiac auscultation to medical students

Cardiac auscultation is suffering from declining interest, caused by competing diagnostic technology and inadequate training of doctors. Computer-assisted instruction (CAI) supporting graphics and digitized sound could be ideally suited for teaching and sharpening this skill. To evaluate this premise we randomized 35 third-year medical students to 3 hours of seminar teaching plus the use of audiotapes (group 1), the self-use of a MacIntosh-based CAI (group 2), or both (group 3). All students took a pre- and post-test consisting of eight pre-recorded cardiac events and were also assessed for computer anxiety. Although there were no significant differences between pre- and post-tests for each group and among groups, group 1 had a 4.5% deterioration in its diagnostic score compared to the 7.2% and 3.2% improvements of groups 2 and 3 respectively. Group 2 used the CAI significantly more than group 3. We conclude that CAI is at least as effective as seminars in teaching cardiac auscultation to third-year medical students.     

Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients

AIMS: New medical graduates lack clinical skills in assessing and managing patients seeking drugs of dependence. This study compares the effectiveness of three different clinical skills training methods, with similar content, which were developed to teach these skills to senior medical students. METHODS: A preliminary survey indicated that common problems seen by primary care practitioners included both new and previously known patients seeking either benzodiazepines or opiates. The common content of the teaching was determined from this survey. A didactic small group tutorial (DT), a video-based tutorial (VBT) using professional actors, and a computer-aided instruction package using digitized video (CAI) were developed with this common content, and trialled with undergraduate medical students over 2 years in a parallel-group design. Outcome was assessed by student feedback, performance on a case-based written examination and by a structured evaluation of interviews with simulated patients requesting drugs. Comparison was also made between methods on the basis of knowledge tests. RESULTS: No difference was seen in written examination and simulated patient outcomes between the three groups. However, the VBT was thought by the students to be preferable to other methods. The estimated development costs of CAI were higher, but total costs over a 6-year period were lower than for the DT and VBT. The results suggest that clinical skills can be taught equally effectively through several different methods. Collaboration between institutions in the development of widely applicable CAI tools should be an efficient and economical mode of teaching with a wide range of applications.     

Description of a Process Evaluation Model for Nutrition Education Computer-Assisted Instruction Programs

Computers have been promoted as a tool to facilitate learning. Subsequently, health education software programs have been developed, but few of these programs have been evaluated. Little is known about how students use or learn from computer-assisted instruction (CAI). Qualitative research methods are needed to reveal the critical issues related to CAI in nutrition education and establish the direction for future research. The purpose of this paper is to describe a process evaluation model that was used to test a nutrition education CAI program for middle school students. The specific outcome that was measured was learning. Learning was assessed by changes in students’ cognitive structures of basic nutrition concepts included in the program. Concept maps were used to represent students’ cognitive structure and were constructed from data collected by semistructured interviews with children before and after they completed the program. Context was defined by students’ interaction with the computer and with other students. These data were collected by observation and analyzed by grounded theory methods.The value of the model is in the integration of measurements of change and context. Together, change and context provide a dynamic, continuous, and inductive evaluation of the learning process and the effectiveness of a nutrition education program.