The new MCAT and medical student performance

The "old" Medical College Admission Test (MCAT) has been replaced by the "new" MCAT. For many years the University of California, Irvine, has included the old MCAT in a prediction index as part of its admissions procedure. The use of the New MCAT has required this index to be recalculated. Since the predictive power of the new MCAT is unknown, it has been necessary to wait until the first class admitted completed its freshman year. This paper is an analysis of the new MCAT and its relationship to the criterion of class standing achieved in the school year ending in the spring of 1979.     

An interim report on the MCAT Essay Pilot Project

Results from four pilot administrations of the Medical College Admission Test essay question are reported. Analyses focused on (a) the performance characteristics of sample groups differentiated by gender, size of hometown, race/ethnicity, and dominant language; (b) the relationships between essay scores and academic/demographic characteristics; and (c) the reliability of one 45-minute versus two 30-minute essays. No differences were found for examinees grouped by gender and size of home community. Mean differences among the racial/ethnic groups were explained largely by reading level differences. Differences in essay performance by language group were large and unexplained by reading level differences. No relationship was found between the essay score and the academic/demographic characteristics. Reliability estimates for two 30-minute essays were higher than for one 45-minute essay; however, the 30-minute period yielded writing of poorer quality. Test-retest reliabilities for the 45-minute topics will remain the focus of future studies as will performance by examinees for whom English is a second language. The impact of the essay on the selection process will also be assessed.     

《病理生理学》课程整合教改的问卷调查

采用问卷调查的方式,比较整合临床问题的教学法与传统教学法在病理生理学教学中应用的优缺点。结果显示课程整合后的病理生理教学效果及评分均优于传统教学方法。说明在传统教学基础上,采用临床病例、录像、情景、预见习等教学方式,同时合理整合临床课程知识点,能大大提高学生学习兴趣,培养良好临床思维,提高学生分析和解决问题能力。     

护理人文综合实训课程设置对护生人文素养的影响

目的 设置护理人文综合实训课程提高护生人文素养水平。方法 选取在嘉兴学院医学院就读的2017级和2018级高职护生252名作为研究对象,其中2017级随机抽取126名作为对照组,2018级126名作为观察组。对照组运用常规教学方法,研究组运用开设了护理人文综合实训课程,教学团队由一线教师及临床护理工作人员构成,设计了16学时的实训内容。实训实施过程采用小班化,体验式教学设计贯穿全程,采用小组讨论、情景模拟、拓展训练等多种教学手段,结束后评估相关人文素养水平。结果 观察组的人文能力与方法,知识与技能,精神与品质评分高于对照组,差异有统计学意义（P<0.05）。结论 人文素养综合实训课程有利于培养良好人文素质的临床护理人才,值得推广。     

以健康教练技术为核心的延续性护理对2型糖尿病老年患者的影响

目的 探讨以健康教练技术为核心的延续性护理在2型糖尿病老年患者恢复中的应用效果.方法 选择2019年1月-2020年1月于台州市第一人民医院住院治疗的2型糖尿病老年患者120例进行研究,使用随机数字表法将研究对象分为干预组和对照组,每组60例.2组患者在院期间均给予常规护理,对照组患者出院后按照科室规定进行常规延续护理...     

Impact of undergraduate courses on medical student performance in basic sciences

Many students planning to apply to medical school take undergraduate courses (for example, biochemistry, embryology, histology, and vertebrate anatomy) covering concepts that are taught within the medical school curriculum. Do these students perform better in similar courses in medical school than students without prior exposure? In the study reported here of 310 medical students, approximately 50 percent had taken biochemistry, 50 percent had taken a course dealing with vertebrate anatomy, 25 percent had taken embryology, and 25 percent had taken histology as undergraduates. In comparisons of the students with prior exposure to these courses and those without prior exposure, no statistical difference was noted in cumulative grade-point averages for the first year in medical school or in the students' scores in three of the four individual medical courses examined. In addition, there was no significant difference in the academic performances in the four courses between the students in the upper and the lower quartiles of the class. Implications regarding undergraduate preparation of medical school applicants are discussed.     

The effect of betel nut on human performance

The effects of low doses of betel nut on early-stage visual information processing were examined, using a cross-over experimental design. Three assessment measures were used, critical flicker fusion (an index of the efficiency of the visual processing system), heart rate, and analogue scales of subjective alertness. Only heart rate was shown to be significantly elevated, immediately following betel nut administration. From these results, it was concluded that there is no evidence to suggest that betel nut usage facilitates visual information processing at low-dose levels in habituated subjects, but there is some evidence that peripheral stimulation occurs.     

基础医学整合课程教学效果的实验性研究

中国医科大学从2000年开始在临床医学专业采用实验对比方法组织实施基础医学整合课程,将五年制临床医学专业学生分为实验组(整合班)和对照组(普通班),从定性和定量两个方面科学地观察基础医学整合课程的教学效果.通过学生基础医学课程考试成绩的对比分析、问卷调查以及临床课程考试成绩的对比分析,分别观察了整合课程教学的近期效果和相对远期效果.结果表明,整合课程的教学对于学生在基础医学系统知识学习、分析问题和解决问题能力以及对后期临床医学知识的学习方面均具有积极的意义.     

基础医学整合课程教学效果的实验性研究

中国医科大学从2000年开始在临床医学专业采用实验对比方法组织实施基础医学整合课程,将五年制临床医学专业学生分为实验组(整合班)和对照组(普通班),从定性和定量两个方面科学地观察基础医学整合课程的教学效果。通过学生基础医学课程考试成绩的对比分析、问卷调查以及临床课程考试成绩的对比分析,分别观察了整合课程教学的近期效果和相对远期效果。结果表明,整合课程的教学对于学生在基础医学系统知识学习、分析问题和解决问题能力以及对后期临床医学知识的学习方面均具有积极的意义。     

A comparative study on the performance of two commercial anti-dengue IgM assay kits

The performance of a commercial rapid immunochromatographic dengue IgG/IgM assay device was evaluated against an in-place dengue IgM-capture ELISA in the National Public Health laboratory. Of the 239 serum samples from patients with clinical diagnosis of acute dengue illness, 140 and 99 samples were tested positive and negative respectively for anti-dengue IgM by the in-placed ELISA. Comparatively, 72 and 76 samples were tested positive and negative respectively, and 91 samples gave equivocal results by the rapid dengue test device. The rapid immunochromatographic assay device gave a relative sensitivity of 49.3% and a relative specificity of 62.6%. Though the rapid immunochromatographic assay device has the advantages of rapid testing which simultaneously detects both IgG and IgM and can also be performed with whole blood, serum or plasma, the user has to exercise extreme caution with the interpretation of the test result.     

不同疗程吸入糖皮质激素对毛细支气管炎后哮喘的预防作用研究

目的比较不同疗程吸入糖皮质激素对毛细支气管炎后哮喘的预防作用。方法选择我院2010年10月～2011年5月诊治的毛细支气管炎患者113例,将其分为对照组55例和观察组58例,均给予常规治疗＋吸入β2受体激动剂＋吸入糖皮质激素,对照组在治疗结束时即停用糖皮质激素．观察组在治疗结束后1个月停用糖皮质激素。比较两组患者的临床恢复情况。结果治疗结束时观察组的总有效率为94．8％,对照组为92．7％,差异无统计学意义（P〉0．05）;治疗后两组患者的肺功能均明显改善（均P〈0．05）;随访1年,观察组的复发率及哮喘发生率分别为5．2％、1．7％,明显低于对照组的18：2％、14．5％,差异均有统计学意义（均P〈0．05）。结论不同疗程吸入糖皮质激素对毛细支气管炎后哮喘的预防作用差异明显,适当延长糖皮质激素的应用临床效果更佳,是首选的药物治疗方案。     

不同疗程三联疗法治疗幽门螺旋杆菌阳性消化性溃疡疗效观察

目的 观察不同疗程的泮托拉唑、可莫西林、克拉霉素的三联疗法治疗幽门螺旋杆菌（helicobacter pylori,HP）阳性的消化性溃疡的疗效.方法 将120例幽门螺旋杆菌阳性消化性溃疡患者,随机分为7日、10日、14日治疗三组.均采用泮托拉唑40 mg,阿莫西林1.0,克拉霉素0.5标准三联方案,每天服药两次.治疗后满4周,观察幽门螺旋杆菌根除情况、溃疡愈合情况及药物不良反应等.结果 有114例患者完成全部治疗方案.在HP根除率及溃疡愈合率方面,按意图治疗分析（ITT）和符合方案集分析（PP）.HP根除率：10日组和14日组显著高于7日组（89.7％,94.6％,71.1％,P＜0.05）,而10日组和14日组之间差异无统计学意义（P＞0.05）.溃疡愈合率：各组之间比较,差异无统计学意义（P＞0.05）.不良反应发生率：7日组和10日组不良反应发生率均低于14日组（5.3％,5.1％,24.3％,P＜0.05）;7日组和10组之间比较,差异无统计学意义（P＞0.05）.结论 10日疗法可作为本地区治疗幽门螺旋杆菌阳性消化性溃疡的较为理想方案.     

不同疗程的高压氧治疗对颅脑损伤患者认知功能障碍影响的研究

目的 探讨不同疗程高压氧治疗对颅脑损伤后患者认知功能障碍和日常生活能力（ADL）的影响.方法 80例颅脑损伤后认知功能障碍的患者,按照完全随机设计分组法分为高压氧治疗组（治疗组）和高压氧基础治疗组（对照组）.每组40例,对照组采用药物治疗和两个疗程之内的高压氧治疗,治疗组在对照组治疗上加高压氧治疗两个疗程以上,治疗后运用认知功能简易精神状态检查表（MMSE）对两组患者进行评定与比较.结果 两组患者治疗后的MMSE评分比较,差异有统计学意义,P〈0.05.结论 综合高压氧治疗在四个疗程以上对改善颅脑损伤患者认知功能障碍和ADL有显著疗效,并且在语言表达、定向力方面改善尤为显著.     

翻转课堂对医学本科课程教学影响的系统评价

目的:评价翻转课堂（flipped classroom,FC）应用于医学本科生的教学效果。方法:在CNKI、维普、万方等数据库中,检索国内关于翻转课堂对比传统教学（lecture -based learning,LBL）应用效果的随机对照研究（randomized controlled trials,RCT...     

数码显微互动教学系统对口腔组织病理实验教学的影响

目的　探讨与传统口腔组织病理教学方式相比,数码显微互动教学系统是否可以提高口腔组织病理学实验教学效果。方法　以南方医科大学2010级（40人）、2011级（38人）口腔医学专业学生为研究对象,将各级学生随机平均分为2组。2010级第一部分实验课其中一组采用传统光学显微镜教学,另一组采用数码显微互动教学;第二部分实验课两组互换。2011级全部实验课程其中一组采用传统光学显微镜,另外一组采用数码显微互动教学。课后2010级学生采用统一的问卷调查,2011级学生采用实验课内容测验的方式对教学效果进行评价。对比两组学生各项结果,利用SPSS软件行t检验。结果　2010级学生的问卷调查结果显示,数码显微互动组在教学满意度、师生互动、课堂气氛活跃度、学习兴趣、对教学内容的理解方面的得分均高于传统教学组,5项指标统计分析P值均小于0.05。2011级实验课内容测验结果显示,数码互动组学生成绩平均为46.26分,传统教学组平均成绩为42.78分,两组比较差异具有统计学意义（P=0.001）。结论　与传统教学模式相比,数码显微互动教学系统可以提高学生学习成绩,改善口腔组织病理实验课教学效果,提升教学质量。