《中医基础理论》多元化教学评价方式的构建与实践

《中医基础理论》是中医学课程体系中的主干课程,其教学质量对于中医学人才的总体培养质量具有举足轻重的作用。构建科学合理的教学评价方式是切实推进教学改革,提升教学质量的重要一环。文章论述了《中医基础理论》课程多元化教学评价方式的构建和具体实施方案,在整个《中基》教学过程的不同阶段合理地运用三种评价方式,进行全面客观和准确的判断评价,从而为师生"教"与"学"的切实改进和提升提供真实的依据。实践表明:多元化教学评价方式增强了学生学习的兴趣,提高了学生自主学习的积极性和能力,提高了学生运用知识分析和解决问题的能力,培育了学生的团队协作精神和创新思维;同时,激发了教师教学的热情,促进了教师教学理念、教学方法、教学手段以及专业知识的更新,提高了教师综合素质。本文对实践中存在的问题也进行了总结。     

多发伤初始简化手术的应用措施研究

多发伤是指在同一致伤因子作用下,引起身体两处或两处以上解剖部位或脏器的创伤,其中至少有一处损伤可危及生命。损伤控制外科(DCS)技术最早应用于腹部创伤出血,已有二十多年的临床应用,被广大外科医师接受,并逐步建立了DCS三阶段原则:初始简化手术、复苏、确定性手术。初始简化手术已成为治疗多发伤的必须技术,其应用可提高救治水平、降低并发症发生率、提高患者的生存率、改善患者预后,具有较高的临床应用价值。本文仅对多发伤治疗中初始简化手术的应用措施和效果进行综述,主要包括头颅外伤、胸部外伤以及常见的肝脾破裂、胰腺损伤、胃肠损伤等,以期为多发伤的临床治疗提供参考依据。     

Patient-reported outcomes one year after positive sentinel lymph node biopsy with or without axillary lymph node dissection in the randomized SENOMAC trial

IntroductionThis report evaluates whether health related quality of life (HRQoL) and patient-reported arm morbidity one year after axillary surgery are affected by the omission of axillary lymph node dissection (ALND).MethodsThe ongoing international non-inferiority SENOMAC trial randomizes clinically node-negative breast cancer patients (T1-T3) with 1–2 sentinel lymph node (SLN) macrometastases to completion ALND or no further axillary surgery. For this analysis, the first 1181 patients enrolled in Sweden and Denmark between March 2015, and June 2019, were eligible. Data extraction from the trial database was on November 2020. This report covers the secondary outcomes of the SENOMAC trial: HRQoL and patient-reported arm morbidity. The EORTC QLQ-C30, EORTC QLQ-BR23 and Lymph-ICF questionnaires were completed in the early postoperative phase and at one-year follow-up. Adjusted one-year mean scores and mean differences between the groups are presented corrected for multiple testing.ResultsOverall, 976 questionnaires (501 in the SLN biopsy only group and 475 in the completion ALND group) were analysed, corresponding to a response rate of 82.6%. No significant group differences in overall HRQoL were identified. Participants receiving SLN biopsy only, reported significantly lower symptom scores on the EORTC subscales of pain, arm symptoms and breast symptoms. The Lymph-ICF domain scores of physical function, mental function and mobility activities were significantly in favour of the SLN biopsy only group.ConclusionOne year after surgery, arm morbidity is significantly worse affected by ALND than by SLN biopsy only. The results underline the importance of ongoing attempts to safely de-escalate axillary surgery.Trial registrationThe trial was registered at clinicaltrials.gov prior to initiation (https://clinicaltrials.gov/ct2/show/NCT 02240472).     

Mind the gap: Teachers’ conceptions of student-staff partnership and its potential to enhance educational quality

Abstract

Introduction: Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant. The present study investigated teachers’ conceptions of student-staff partnerships and of the prerequisites that are necessary to render such partnerships successful and enhance educational quality.

Method: We conducted semi-structured interviews with 14 course coordinators who lead course design teams and also teach in 4 bachelor health programmes, using Bovill and Bulley’s levels of student participation as sensitising concepts during data analysis.

Results: The results pointed to three different conceptions of student-staff partnerships existing among teachers: Teachers teach and students study; teachers teach and value students’ feedback; and teachers and students co-create. The prerequisites for effective co-creation teachers identified were: Teachers must be open to involve students and create dialogues; students must be motivated and have good communication skills; the organisation must be supportive; and teachers should have the final say.

Conclusion: We conclude that teachers’ conceptions are consistent with Bovill and Bulley’s levels of student participation. Under certain conditions, teachers are willing to co-create and reach the highest levels of student participation.     

A familial amyotrophic lateral sclerosis pedigree discordant for a novel p.Glu46Asp heterozygous OPTN variant and the p.Ala5Val heterozygous SOD1 missense mutation

About 10% of Amyotrophic Lateral Sclerosis (ALS) cases are familial (FALS), mainly related to mutations in C9ORF72, SOD1, TARDBP, and FUS genes. Recent data revealed the presence of multiple variants in ALS-associated genes in FALS in excess of what is to be expected by chance. FALS patients not carrying a pathogenic genetic mutation detected in their kindred have been reported. We report a FALS case, who did not carry the p.Ala5Val heterozygous SOD1 mutation that had been detected in other affected subjects of his kindred. He underwent Next-Generation Sequencing, revealing a novel p.Glu46Asp heterozygous OPTN variant of uncertain significance (VUS). Discordant genetic test results in FALS cases within the same family and the detection of variants of uncertain significance increase the complexities of genetic counselling.