浅析市场经济体制下的医院管理模式

阐述了在市场经济体制下医院管理面临的新情况,提出了新的医院管理模式应以分级管理为基础, “业务部制”式管理为重点,科室成本核算为核心,注重形象管理,服从政府宏观调控,确保医院的生存和发展。     

口腔医务人员职业暴露防护的研究

目的探讨口腔医务人员职业暴露防护的危险因素及对策。方法执行标准化、制度化、科学化及普遍预防的管理体系。结果制定了切实可行的口腔医务人员职业暴露防护的管理方案和措施,使口腔医务人员掌握口腔感染管理标准,明确口腔器械消毒程序,在口腔诊治过程中通过实施普遍预防的策略。结论构建口腔医务人员职业暴露防护的措施与方案,可以最大限度地防止口腔医院感染的发生。     

One-year follow-up results of combined use of CO<Subscript>2</Subscript> laser and cold instrumentation for Reinke’s edema surgery in professional voice users

The purpose of this study was to present our experience with combined use of CO₂ laser and cold instrumentation for Reinke’s edema surgery and to evaluate 1-year follow-up results of the technique in a series of professional voice users. Fifteen patients with Reinke’s edema who underwent microlaryngoscopic surgery were included. Videolaryngostroboscopy, perceptual and acoustic voice analyses were performed before and after surgery. During the 1-year follow-up, no recurrence of Reinke’s edema was encountered. Significant postoperative improvement was obtained in the quality of voice, in terms of GRBAS scores, Fo, jitter, shimmer and NHR. No evidence of laryngeal cancer was found on the histological examinations. Combined use of CO₂ laser and cold instrumentation provides a reliable and safe method for Reinke’s edema surgery, and cessation of smoking, voice rest and control of the laryngopharyngeal reflux contribute to the success of surgery. We consider that the removal of redundant mucosa of the vocal fold reduces the risk of the recurrence of Reinke’s edema and provides better quality of voice. However, it does not imply that our method is superior to others’, but this procedure constitutes an effective treatment of choice for Reinke’s edema patients, including professional voice users.     

浅谈临床教师的角色素养及道德要求

探讨了临床教师的角色特征;认为临床教师的角色要求与现实状况之间存在反差;据此就其原因进行了分析。提出要强化临床教师的角色意识;在教学实践中自觉加强对其角色素养的自我锻炼和培养。     

Assessing graduate programs for healthcare information management/technology (HIM/T) executives

This paper describes a methodology to assess health/medical informatics graduate-level education curricula. The authors used the Certified Professional in Healthcare Information Management Systems (CPHIMS) exam objectives published by the Healthcare Information and Management Systems Society (HIMSS) as the basis for their assessment. The authors compared the 69 CPHIMS exam objectives against four health/medical informatics program course objectives as stated in the selected program's online graduate catalog. Results showed that the two programs with management as a focus addressed the majority (67 and 59%) of the CPHIMS objectives within core and elective courses combined. Overall, the other two programs addressed closer to a third of the CPHIMS objectives (36 and 32%). This methodology could prove to be useful in assisting students interested in graduate-level training programs with a tool by which to measure the congruence of the curricula of different programs with the mission of the programs and with their own professional interests.     

The optimal usage of the ISCP by trainee and trainer

The Intercollegiate Surgical Curriculum Programme (ISCP) provides the Curriculum with the specialty syllabus, trainee’s portfolio of activity, and the process and recording of assessment. It is an excellent resource and in order to gain the optimal benefit trainees and trainers are recommended to invest some time in navigating through the site and understand its functionality. The launch of the 2021 Surgical Curricula is an important change with the new assessment tool of the Multiple Consultant Report (MCR) and the trainee input with their self-assessment. The ISCP has incorporated the MCR assessment process (Generic Professional Capabilities and Capabilities in Practice) into the learning agreement structure such that the progression through to the higher-level outcome of the curriculum, defined as a day 1 consultant in a specialty, is enhanced by frequent and focussed feedback specific to the trainee. To achieve the optimal outcomes, it is important to have strong engagement with the ISCP and the useability has been enhanced to facilitate this.     

How does French initial osteopathic training value relational competency,patient education,and the competency-based approach? A cross-sectional survey

BackgroundDespite the promotion of international osteopathic recommendations and registration guidelines, relational competencies and patient education practices present a challenge in the clinical setting due to lack of training. In France, the latest national osteopathic standards for education and practice defined a relational competency that includes patient education. Little is known about its integration in curricula and how French osteopathic practitioners are subsequently trained for relational competency.ObjectiveTo determine teaching, learning, and assessment methods related to relational competency in French initial osteopathic training programs and identify the role of patient education in this relational competency.MethodsAn online questionnaire was designed and sent to all initial training institutes in France (n = 28). Eight institutes answered the survey.ResultsThe relational competencies appeared in various courses, enhanced by clinical learning. However, the courses were not specific to this competency and the volume of hours was relatively low. Patient education was seen as part of relational competency but was poorly implemented. This competency-based approach is still considered an emerging practice in these institutes.ConclusionsThere is a misalignment among intended learning outcomes, teaching, and assessment. Current educational practices are not sufficient to support relational competency, specifically regarding patient education. Further research is needed on how French standards are understood, how they are assimilated by educators, and how they are translated into educational practice. In addition, the adequacy of educators' training for effective implementation of the competency-based approach should be questioned.     

护士职业应对自我效能量表的汉化及信效度研究

目的 对英文版护士职业应对自我效能量表（occupational coping self-efficacy scale for nurses,OCSE-N）进行汉化,并检验中文版护士职业应对自我效能量表在中国护士群体中的信效度。方法 运用便利抽样方法抽取深圳市5所公立医院共1172名护理人员进行调查,运用SPSS 23.0软件和AMOS 23.0软件对数据进行信效度检测。结果 中文版护士职业应对自我效能量表的Cronbacha α为0.882,重测信度为0.991（95%CI:0.985～0.993,P＜0.01）。各条目-总分相关系数为0.482～0.683（P＜0.01）。内容效度指数（scale-level content validity index, S-CVI）:全体一致S-CVI为0.889,平均S-CVI为0.981,经探索性因子分析后,量表提取2个公因子,其累计方差贡献率为67.508%,各条目共同度为0.524～0.860;经验证性因子分析各拟合指标:卡方/自由度（〖XC小五号.EPS;P〗/df）为1.452,GFI为0.987,AGFI为0.977,RMR为0.035,NFI为0.977,IFI为0.969,均达到推荐标准。结论 中文版护士职业应对自我效能量表信效度良好,可以用来评价我国护理人员职业应对自我效能的测评工具。