开展卫勤指挥员任职培训的教学实践和体会

近几年来,第二军医大学卫生勤务学系承担了大量卫勤指挥员的任职培训任务.通过几年的理论研究和实践摸索,在教学的组织、管理、实施、保障等方面积累了一些经验,获得了一些具体的体会.我们认为要做好卫勤指挥员的任职培训教学必须明确培训目标,科学制定教学方案,精心安排教学内容,做好施训教员的培训,并在教学中注重合理运用教学方法,特别是要做好下部队调研,切实提高教学实效.     

磁源成像在母语为汉语正常人的语言功能定位中的应用

目的 采用脑磁图（magnetoencephalograph，MEG）的等价电流偶极子定位法（Equivalent current dipole，ECD）和合成孔径磁场定位法（SAMSynthetic、Aperture Magnetometry，SAM）定位母语为汉语的健康自愿者的语占中枢，探讨汉字的语言处理过程。方法 对10例母语为汉语的健康受试者给予默读真词、假词的语言任务刺激，记录刺激后产生的诱发磁场，将采集的数据与MRI叠加获得磁源性影像（MSI Magnetic source imaging）语占功能区定位川同样的方法对4例胶质瘤患者进行术前语言功能区定位，术中皮层电刺激所定位语言功能区，明确是否产生言语障碍。结果 所有受试者真词、假词均在双侧大脑半球诱发出明显的晚期磁反应波，左侧大脑半球磁反应波分化较右侧大脑半球好，Broea区俯于额下回后部，Wernicke区位于颞中同、颢上回、缘上回，Wernieke区先于Broca区出现。胶质瘤患者术巾电刺激所定位的Broca区、Wernicke区均产生言语障碍：结论母语为汉语的正常人的Broca区Wernieke区与经典的语言中枢糕本相符，MEG定位语言中枢的技术是可行的。     

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。     

Detecting possible vaccine adverse events in clinical notes of the electronic medical record

The Vaccine Safety Datalink (VSD) is a collaboration between the CDC and eight large HMOs to investigate adverse events following immunization through analyses of clinical data. We modified an existing system, called MediClass, that uses natural language processing to identify clinical events recorded in electronic medical records (EMRs). We customized MediClass so it could detect possible vaccine adverse events (VAEs) generally, and gastrointestinal-related VAEs in particular, in the text clinical notes of encounters recorded in the EMR of a large HMO. Compared to methods that use diagnosis and utilization codes assigned to encounters by clinicians and administrators, the MediClass system can both find more adverse events and improve the positive predictive value for detecting possible VAEs.     

非特异性言语学习障碍的遗传学研究进展

非特异性言语学习障碍是具有明显的遗传倾向和遗传异质性的一类神经心理疾病,患者通常仅具有言语发育障碍这一认知缺陷.研究非特异性言语学习障碍的遗传易感位点和候选基因功能不仅可以从分子角度去认识和理解非特异性言语学习障碍的遗传和病理生理机制,同时也推动了神经心理学和认知遗传学等相关学科的发展.本文就目前常见非特异性言语学习障碍遗传易感位点和候选基因的研究现状及该研究领域所存在和面临的问题,以及发展前景作一综述.     

小学生应对同伴冲突自我监控训练的实验研究

目的探索提高小学生同伴冲突应对能力的方法。方法采用2×2因素实验设计,运用自我监控的问题解决模式对106名三、五年级小学生(实验组)进行同伴冲突应对能力的训练,另101名三、五年级小学生为对照组,采用儿童社交问题解决访谈提纲和小学生社交技能教师评定量表于实验前后对两组学生施测。结果经过自我监控训练后,在解决冲突的有效性上,三年级实验组有显著提高(9.58±1.60/8.12±2.36,t=3.846,P<0.01),在解决冲突的适应性上,三、五年级实验组均有显著提高(10.52±1.87/7.96±2.44,t=6.612,P<0.01;11.02±1.65/7.54±2.44,t=9.561,P<0.01);教师评定的结果表明,训练后三、五年级实验组处理冲突的能力均有显著提高(29.35±1.70/26.62±4.66,t=4.063,P<0.01;31.59±2.73/27.59±4.39,t=6.147,P<0.01)。结论自我监控训练是一种有效提高小学生同伴冲突应对能力的方法。     

A longitudinal study of autism spectrum disorders in individuals diagnosed with a developmental language disorder as children

Background   A number of studies have shown that the diagnosis of developmental language disorder (DLD) can be unstable over time, such that young children with a diagnosis of DLD may show symptoms more characteristics of autism spectrum disorder (ASD) at a later date.
Method   To estimate the types and prevalence of ASD 469 individuals with a DLD, consecutively assessed in the same clinic during a period of 10 years, and 2345 controls from the general population were screened for ASD through the nationwide Danish Psychiatric Central Register (DPCR). The mean length of observation was 34.7 years, and the mean age at follow-up 35.8 (range: 28.3–46.7) years.
Results   At follow-up, 10 (2.1%) in the DLD group and two (0.09%) in the comparison group were known in the DPCR with a diagnosis of any ASD ( P < 0.0001; odds ratio = 25.5; 95% confidence interval 5.5–116.9).
Conclusion   Our results provide additional support to the notion that DLD is a marker of increased vulnerability to the development of ASD.     

呼吸电刺激训练对肺功能康复的作用

通过电流和声、光信号刺激，对２０例慢性阻塞性肺疾患（ＣＯＰＤ）患者进行呼吸电刺激训练（ＲＥＴ），结果在ＲＥＴ时呼吸频率和平均吸气流速明显下降，潮气量和吸气间期明显增加，跨膈压增大，氧耗量和能量代谢无明显变化；于ＲＥＴ１５天后ＰａＣＯ２明显下降，ＰａＯ２和运动能力明显增高，肺勇气功能明显改善。表明ＲＥＴ１５天后ＰａＣＯ２明显下降，ＰａＯ２和运动能力明显增高，肺通气功能明显改善。表明ＲＥＴ能使ＣＯＰＤ     

Literacy for early childhood: Learning from the learners

The originator of LETTERLAND describes a unique teaching model which blends a structured phonics approach with whole language teaching. Children are introduced to a language about language which enables them to acquire a confident mastery of print based on parallel learning. Its pictogrammatic approach creates a stimulus to inquiry and a learning environment which is imaginative and friendly.