医疗纠纷的非诉讼解决方式-医疗纠纷ADR

由于在纠纷解决方面所表现出来的简便，经济，快捷，专业性及保密性强等优点，非诉讼纠纷解决方式（又可译为代替性纠纷解决方式）ADR（Alternative Dispute Resolution）逐渐成为许多国家和地区解决民事纠纷的一大趋势，我国现行医疗纠纷解决机制存在着较多的问题，有待于进一步的改善与完善，根据我国所面临的现实情况，将ADR引入医疗纠纷领域是一条快速，有效地解决医疗纠纷的途径，医疗纠纷的非诉讼纠纷解决方式主要包括仲裁，调解与和解，这3种纠纷解决方式各具特点，适用于不同情况下医疗纠纷的解决。     

医学技术的进步与传统医学伦理的矛盾

此文全面论述了先进医学技术给传统医学伦理的医患关系模式、医生义务论、生命认识论、资源分配论等诸多方面带来的巨大冲击,并由此提出先进医学技术发展应遵循的伦理规则。     

论医学生和谐就业伦理观的培养

结合目前医学生在就业过程中出现的不和谐伦理现象,分析了其主客观原因,提出了医学生和谐就业伦理观培养的现实途径.     

运用现代教育理论思想 提高医学课堂教学质量

本文依据三种现代教育理论思想的有益启示,围绕医学高等专科学校课堂教学质量的提升问题,提出以加强教育理论思想研修为突破口,进而采取更新教育观念、狠抓移植应用和改进教法学法来有效提高医学高等专科学校课堂教学质量的新思路。     

利用外国政府贷款医疗项目操作程序及需要注意的问题

综合了申请利用外国政府贷款医疗项目所涉及的部门、政策规定、申请程序、工作要求等,并按照实际工作中的大体操作顺序作了较为具体的介绍。     

医生职业用语中的伦理问题

论述了医生职业语言的基本特征，分析了诊断和治疗过程两个环节中医患语言的基本特征，总结了医生职业用语基本的伦理原则。     

论公费医疗大额死亡病例的资源消耗与医学目的

从北京市公费医疗大额消耗的９２例死亡病例的费用结构及住院城数的统计，提示由住院日地长，贵重卫生资源的盲目过量投入等而致。这与中国国情不符。因此，医学目的概念应更新，以及应如何正确对待死亡病例的医疗服务值得进行讨论。     

将素质教育理念贯穿在生化课教学中的探索

为适应知识经济时代对医学人才培养的要求,应将素质教育引入生化教学中。本文从提高教师综合素质,生化课堂教学、第二课堂教育,多媒体应用等方面入手,探索在生化课教学中提高学生素质的有效途径,以全面提高教学质量,实现对医学人才的培养目标。     

Max Brödel (1870–1941): his life and his role in the development of surgery

Summary. Max Br?del (1870–1941), from Leipzig, Germany, is often referred to in the USA as the father of modern medical illustration and mentioned in the same breath as Leonardo da Vinci or Andreas Vesal. After a classical formal art education in Leipzig he worked in Carl Ludwig's laboratory of physiology and anatomy, where he came in contact with American physicians. In 1894, the anatomist F. P. Mall convinced him to work for the recently inaugurated Johns Hopkins School of Medicine in Baltimore, where he collaborated with world-famous surgeons such as H. A. Kelly, W. S. Halsted, and H. Cushing. His illustrations were characterized by meticulous observation, both realistic and explanatory intention, technical superiority, and artistic merit. In 1911 he established the first “Department of Art as applied to Medicine”. Here, he proved to be an innovative artist, a creative scientist, and an inspiring and skillful instructor. By the time of Br?del's retirement in 1939, 160 students had graduated as medical illustrators. His pupils spread his principles and style throughout the USA and Canada, and several similar academic programs for medical illustration have been founded in these countries.