Recent strategies for the development of oral medicines for the treatment of visceral leishmaniasis

Considered prevalent in many countries on five continents, especially in low-income regions, leishmaniasis is a neglected tropical disease classified by World Health Organization as one of the diseases for which the development of new treatments is a priority. It is an infectious disease caused by protozoa of the genus Leishmania, whose species may cause different clinical manifestations, such as cutaneous and visceral leishmaniasis (VL). Treatment is exclusively by drug therapy, as it has not been possible to develop vaccines yet. Currently available drugs are not fully effective in all cases; they have parenteral administration and exhibit a number of serious and very common adverse effects. The only oral drug available is expensive and it is not available in many endemic countries. Injectable administration is the main problem of treatments, since it requires patients to go to health centers, hospitalization and professional administration, which are conditions that are not adapted to the reality of the poverty conditions of patients with the disease. In this context, the development of an oral medicine has become a focus as it may solve many of these issues. Based on this scenario, this review aimed to investigate which therapeutic alternatives have been studied for the development of oral drugs directed to the treatment of human VL.     

粤港澳大湾区公共卫生体系建设的现状及思考

粤港澳大湾区（大湾区）同时具有三种不同体制下的公共卫生体系,在我国公共卫生体系建设中具有重要地位。进一步加强大湾区公共卫生体系建设对我国未来公共卫生体系优化和升级具有重要借鉴作用。本文基于中国工程院重大战略研究与咨询项目“我国现代公共卫生体系及能力建设战略研究”,深入分析大湾区公共卫生体系建设的现状和存在的问题,提出要健全和创新大湾区公共卫生风险协同防控、资源协同和共研共享、信息共享和交流、人才培养和队伍建设等机制,全面提升大湾区公共卫生体系的能力,助推健康中国建设。     

问题引导式教学法在医学史课程教学改革中的实践与思考

在医学史课程教学改革中应用问题引导式数学（Problem-Based Learning,PBL）,以专题重新组织教材内容,以问题引导教学,开展师生互换型教学和学生参与体验型教学,教考分离,旨在提高课程教学水平,使其从知识性课程提升为知识与思辨相结合的课程,使学生通过医学史课程知史、思史、明史。     

Why equity in health and in access to health care are elusive: Insights from Canada and South Africa

Health and access to health care vary strikingly across the globe, and debates about this have been pervasive and controversial. Some comparative data in Canada and South Africa illustrate the complexity of achieving greater equity anywhere, even in a wealthy country like Canada. Potential bi-directional lessons relevant both to local and global public health are identified. Both countries should consider the implications of lost opportunity costs associated with lack of explicit resource allocation policies. While National Health Insurance is attractive politically, Canada's example cannot be fully emulated in South Africa. Short- and medium-term attempts to improve equity in middle-income countries should focus on equitable access to insurance to cover primary health care and on making more use of nurse practitioners and community health workers. In the longer-term, attention is needed to the economic and political power structures that influence health and health care and that ignore the social and societal determinants of sustainable good health locally and globally. This long-term vision of health is needed globally to achieve improvements in individual and population health in a century characterised by limits to economic growth, widening disparities, continuing conflict and migration on a large scale and multiple adverse impacts of climate change.     

多元化教学在《药事管理与法规》课程中的应用

目的：为提高学生的综合学习能力和课堂教学质量,对《药事管理与法规》课程的教学方式进行创新探索。方法：采用多种教学方法相融合的多元化教学方式,如案例教学法、拓展训练法、对点习题法、时事跟踪等,并在本校药物制剂专业《药事管理与法规》课程教学中进行实践。结果：多元化教学方式在该课程教学中的应用取得了很好的效果和反响,极大地激发了学生的学习兴趣,增强了学生服务社会的意识,提高了学生的专业认知程度。结论：多元化教学方式是适应当今多元化社会发展的必须模式,也是改变传统课堂教学方式的一种创新尝试。     

Farmers' Market Manager's Level of Communication and Influence on Electronic Benefits Transfer (EBT) Adoption at Midwest Farmers' Markets

Objective

To understand market managers' level of communication and use of technology that might influence decision to adopt Electronic Benefits Transfer (EBT) at farmers' markets.

泛在学习时代的医学教师教学发展中心:价值证成、模式转型与路径创新

信息技术的快速发展、泛在技术在教育中的广泛应用,为医学教师教学发展中心的建设和发展奠定了新的基础,正深刻改变着医学教师教学发展的未来。医学教师教学发展中心应指向教育智慧,回归以学习为中心,最终在跨界协同中赋能医学教育的未来。