医院医学工程科科室建设探究

目的：医院医学工程科是为医院开展医疗、科研、教学工作提供物质保障的重要科室之一,研究医学工程科科室建设对医院的科学发展有重要的意义。方法：分析医学工程科的现状,并研究出现阻碍医学工程科发展问题的原因所在。结果：结合医院的实际情况以及工作经验,得出改善医学工程科现状的对策,并对其进行进一步的分析和探讨。结论：提高医学工程科的工作质量是促进医疗卫生事业发展的一项重要工作,同时也是医院全面建设、科学发展的可靠保证。     

在医学院校开展性教育的探索与思考

总结了在医学院校开展性教育11年来的经验,探讨了大学阶段开展性教育的必要性,大学性教育的目标和内容选择以及大学性教育的适宜方式和途径等问题.     

中风后顽固性呃逆的治疗体会

目的:探讨中风后发生顽固性呃逆的特点及治疗。方法:通过对32例患者的临床症状及治疗情况进行总结。结果:32例患者中第1天治愈未复发者11例,好转者15例,占81.25%。治疗一周后评价治愈者26例,好转4例,无效2例,总有效率93.75%。结论:中风后发生顽固性呃逆患者,及时采用穴位贴敷、"止呃降逆汤"等联合治疗,能够得到很好地控制,并防止对中风病情的加重。     

A pilot study on early home-based intervention through an intelligent baby gym (CareToy) in preterm infants

BackgroundCareToy is an intelligent system, inspired by baby gyms, aimed to provide an intensive, individualized, home-based and family-centred early intervention (EI) program.AimsA pilot study was carried out to explore the feasibility of CareToy intervention in preterm infants, aged 3–9 months of corrected age.MethodsTwenty low-risk preterm infants, without brain lesion or other clinical complications (14 allocated to CareToy intervention and 6 to Standard Care) were recruited. The Infant Motor Profile (IMP) was predefined as the primary outcome measure and Alberta Infant Motor Scale and Teller Acuity Cards as secondary measures. Moreover, 202 pre-programmed training scenarios were developed and instructions for the management of CareToy intervention were defined as general guidelines.Outcomes and resultsAll infants received 4 weeks of their allocated intervention and were evaluated with the selected tests before and immediately after the 4 weeks. The mean difference changes in IMP total score and Teller Acuity Cards over the intervention period were higher in the CareToy group than in the Standard Care group.Conclusions and implicationsCareToy seems a feasible device for providing EI. An adequately powered randomized clinical trial is warranted.     

对精神病患者监护人的干预在减少医疗纠纷中的作用

目的:探讨对精神病患者监护人的干预在减少医疗纠纷中的作用。方法:采用回顾性调查,统计32例医疗纠纷情况并分析原因。结果:产生医疗纠纷的原因中,22例与患者的监护人有较大关系。结论:通过对监护人的干预能减少精神病科的医疗纠纷。     

Effective Feedback Strategies for Teaching in Pediatric and Adolescent Gynecology

The clinical setting of pediatric and adolescent gynecology poses complex tasks for the physician with its numerous procedures and the communication demands of interacting with an adolescent and/or guardian. Needless to say, teaching within this setting is highly demanding. Regardless of the level of learner or the professional role (e.g., nurse, medical student, resident, physician assistant) represented, clinical teaching requires that the instructor provide feedback in ways that benefit the student. Recent research on feedback suggests a more complex understanding of feedback than in the past. This article highlights key research and its implication for effective feedback by presenting a three part framework; know your learner, understand what is to be learned, and plan for improvement.     

Mise en place et évaluation d’un apprentissage par simulation des examens gynécologiques

ObjectivesTo report the setting-up of a new educational program in the teaching of female pelvic and breast examinations and to investigate and compare the views and experience of undergraduate medical students and teachers on the program.Patients and methodsProspective evaluation of the teaching program through completion of a satisfaction questionnaire including items related to the educational value of the session by the students and the teachers.ResultsThe educational program included an online preparation for the session, 3 workshops on training models (breast examination, pelvic examination, cervical snear procedure) and a video clip. In total, 419 (80.6%) of 520 second study year students (and 15 [50%] of 30 teachers [13 doctors and 17 midwifes] responded to the questionnaire). The students and the teachers were either very satisfied (56.6% and 13.4%, respectively) or satisfied (43.2% and 86.6%, respectively). On average, 89.7% of students wanted more lessons of this type and all teachers felt these useful or very useful training for students.Discussion and conclusionTeaching sessions for pelvic and breast examination, which make combined use of videos and training models, are associated with a high degree of satisfaction from teachers and students in their second student's year.