儿童外科教学方法实践及探讨

目的探讨儿童外科的教学特点及教学方法,提高儿外科医生的总体执业水平,促进儿童外科学的发展。方法通过分析四川大学华西医院多年儿童外科疾病的临床教学实践经验,总结出适合医学生、初级儿童外科专科医生的实用的教学方法及经验。结果结合儿童外科特有的疾病特点所总结出的故事式讲述教学、典型病例教学、漫画形式学习、比较学习法及多媒体素材教学五种方式是非常适合儿童外科教学的方法。能够加深记忆,提高兴趣,轻松快捷,事半功倍的掌握相关医学专业知识。结论独特有趣的儿童外科教学方法可提高医学生及儿童外科初级从业者的学习兴趣、专业知识和执业水平。     

基于超效率DEA的天津市基本公共卫生配置资源效率研究

评价天津市各辖区基本公共卫生服务的资源配置效率,寻求有效的资源配置措施和方法,为进一步优化卫生资源配置提供参考依据。方法利用数据包络分析,对天津市16辖区的基本公共卫生服务进行效率评价。结果天津市基本公共卫生服务的资源配置效率整体不高,仅有5辖区达到了规模最优,多数区非DEA有效,且投入过剩与产出不足并存。结论为了达到最优的基本公共卫生服务效率,政府及各级基本公共卫生服务机构必须有效地完善、落实相关政策,优化资源投入结构,统筹地区差异,加强资源供给管理,提高资源利用效率。     

在手术室护理教学中应用目标教学法的效果观察

目的探讨目标教学法在手术室护理教学中的应用效果。方法选取2017年10月-2018年10月期间80名手术室的实习护生,按照完全随机对照原则分组,对照组(n=40)采用传统带教法,观察组(n=40)采用目标教学法,分析技能操作考核成绩、护生对教学方式的满意度评分以及教师对学生表现的满意度评分。结果观察组技能操作考核成绩、护生对教学方式的满意度评分以及教师对学生表现的满意度评分高于对照组,差异有统计学意义(P<0.05)。结论在手术室护理教学中应用目标教学法效果较好,有助于护生将理论与实践更好地结合,进而有效提高实习质量以及护生的临床思维能力。     

目标教学运用在神经内科临床护理带教中的效果及方法

目的探究目标教学运用在神经内科临床护理带教中的效果及方法。方法选取2018年6月-2019年6月期间到该院神经内科实习的48名女护生作为研究对象,采取随机双盲方法,将其均分为两组,各24例,对照组护生行常规护理带教模式,观察组护生行目标教学护理带教,对比两组护生出科综合成绩和带教满意度。结果观察组出科综合成绩显著高于对照组(t=3.732、6.862、6.715,P<0.05),且带教满意度优于对照组(χ~2=5.400,P<0.05)。结论在神经内科临床护理带教工作中运用目标教学法可调动护生学习积极性,提升护士对护理知识的掌握程度,提高带教满意度。     

Kombucha tea ameliorates experimental autoimmune encephalomyelitis in mouse model of multiple sclerosis

Experimental autoimmune encephalomyelitis (EAE) is a mouse model for multiple sclerosis (MS), in which an inflammatory demyelination and axonal damage occurs. Kombucha tea is a fermented beverage made from kombucha mushroom, brewed tea, and sugar. In recent years kombucha tea has attracted interest due to its pharmacological properties like antioxidant effects. The aim of the present research was to test the therapeutic effect of kombucha tea in EAE. We induced EAE model in 18 female C57BL/6 mice by inoculation of myelin oligodendrocyte glycoprotein-35-55 (MOG_35-55) in complete Freund’s adjuvant emulsion. Then, in order to ameliorate EAE symptoms, we used kombucha tea. During the course of study clinical evaluation was assessed, and on the day 21 post-immunization, for evaluation of nitric oxide (NO), total antioxidants capacity and tumor necrosis factor-alpha (TNF-α), blood samples were taken from the heart of mice. The mice were sacrificed and brains and cerebellums of mice were removed for histological analysis. Our findings demonstrated that kombucha tea had beneficial effects on EAE by lower incidence, attenuation in the severity, and also a delay in the onset of disease. Histological analysis showed that inflammatory criteria including the number of infiltrated immune cells and plaques as well as demyelination in kombucha tea dosed mice were significantly lower than the control group. Also, in comparison with control mice, the serum levels of NO and TNF-α in kombucha tea-treated mice were significantly decreased. Kombucha tea with its potential therapeutic effects and immunomodulatory properties might be proposed, after additional necessary tests and trials, for treatment of MS.     

构建数字化、可视化教学平台实现妇产科学教学手段多元化

介绍了构建数字化、可视化教学平台,实现妇产科教学手段多元化的做法。内容包括多媒体课件开发制作,利用医学视听教材,建设妇产科图片数据库,建设妇产科标本库(馆),利用模型、模块进行模拟操作,加强实践技能培养和通过临床见习、实习将理论应用于实践等问题。     

外科学教学中的审美教育

医学审美教育是医学生全面素质教育不可分割的组成部分,笔者结合长期外科教学实践,阐述了在外科学教学中运用医学美学原理对外科学的美进行开发和挖掘,使医学生在熟练掌握外科学基本理论和基本技能的同时,潜移默化地接受美的教育,美的熏陶,更能激发他们对外科学的热爱和兴趣,达到全面提高医学生整体素质的目的。     

Teaching Family Policy in Undergraduate and Graduate Classrooms: Why It's Important and How to Do It Better*

Abstract: As newcomers on college campuses, family policy courses have the potential to benefit policymaking, fill a void in undergraduate and graduate education, strengthen families, and prepare students for lifelong political engagement during a pivotal period in their development. Yet, family policy has proven a challenging course to teach. Family policy is an esoteric concept, which makes courses difficult to distinguish from other policy courses. The content of a family policy course is fluid and inherently value laden. This paper proposes course content and teaching techniques to transform these challenges into learning opportunities. The author discusses similarities and differences in teaching undergraduate and graduate courses and recommends cross‐university dialogue and resource exchange to improve the teaching of family policy in college classrooms.