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.     

启发式教学在生理学教学中的应用研究

针对生理学课程理论抽象、实验操作复杂等特点,阐述了启发式教学方法取代传统填鸭式教学方法的必然性。因生理学教学难度大、实验操作条件高,故着重介绍了问答式、讨论式、演绎式、归纳式、直观式等五种启发式教学方法在生理学教学中的应用。     

改变督导方式促进临床教学质量

目的:发挥教学督导的作用,提高医学院校临床教学的质量.方法:对教学督导工作进行了大胆的改革:①督导前移,加强了教学的环节质量;②疏通反馈通道,保证教学督导效果;③言传身教,加强对青年教师的培养和指导;④扩大督导范围,促进各层次教学质量;⑤全程随机评价,客观评价教学效果.结果:保证了教学效果,使教学质量有了明显的提高.结论:加速我军现代化建设,培养高素质医学人才,教学督导的作用显的尤其重要.     

Teaching psychiatric ethics

In the last decade, we have witnessed a burgeoning of interest in ethical issues amongst psychiatrists. Teaching of the subject, however, remains at a rudimentary stage. Various approaches to such instruction are available, particularly modelling (students observe their experienced counterpart), the case method (examining specific clinical situations which involve a need for ethical decision-making), and the seminar approach (trainees are exposed to a core body of knowledge, mainly theoretical in nature). Faced with these different teaching models, the University of Oxford Department of Psychiatry has opted for a blend of all three approaches, which incorporates two goals: an increase in the trainees' sensitivity to the many intricate moral dilemmas facing the psychiatric profession; and their familiarity with salient concepts in moral philosophy which constitute a basis for ethical reasoning and which have a bearing on clinical practice. The teaching programme comprises the following: a pair of trainees prepares a presentation on an aspect of psychiatric ethics under the supervision of a senior psychiatrist. A moral philosopher assumes the role of discussant of the ethical problems raised by the trainees; this is followed by a general discussion. Topics have included involuntary hospitalization, dual loyalty, suicide, psychiatric diagnosis, and ethical issues in various spheres of psychiatric practice such as sex therapy, psychotherapy and child psychiatry. The approach has worked effectively and proved rewarding to all participants involved.     

食管癌放疗中二次模拟定位临床探讨

目的：探讨食管癌放疗中间再次定位的必要性和重要性。方法：我院放疗科自1998年10月－2001年3月对356例食管癌患者行单纯放疗或放疗加化疗，356例患者照射全过程都进行二次模拟定位（第一次模拟定位后照射30－40GY／15－20次后进行第2次模拟定位）。比较分析前后二次模拟定位靶中心移位的情况。结果；靶中心移位＜0．5cm为157例，移位0．5－1．0cm为130例，移位＞1．0cm为69例。全部靶中心移位达55．90％。食管肿瘤长度＜5cm靶中心移位27例，5－8cm移位117例，病变长度＞8cm移位55例，P＜0．05；食管肿瘤发生于颈段，上胸段靶中心移位25例，而中、下段食管移位174例，P＜0．01。结论：食管肿瘤外照射达到一定剂量时，靶中心会出现不同程度的移位，肿瘤长度越长靶中心移位会更明显， 肿瘤位置越小，移位亦显著。因此，我们对食管癌患者放疗全过程必需进行2到3次定位，这样才能保证靶中心的精确度，以达到预期治疗目的。     

学生课堂教学质量评价问题浅析

综合分析河南中医学院近三年以来学生课堂教学质量评价反馈的信息，认为引发课堂教学评价偏差的人为因素有评价者的能力水平、责任心、情感倾向。其对策为：改变教师的被动地位，进一步修订评价体系，加强对组织评价者的培训，强化临床课的教学，进一步提高学生的认识，跟踪调查课堂教学质量评价。     

化学实验进行开放式教学的研究

通过与传统的化学实验教学模式的比较，详述了开放式教学模式的特点，并且针对实施过程中所遇到的问题提出了详尽的解决方案。     

关于护理院校日语教学的探讨

在护理专业院校教学中以护理专业知识为重点，如何遵循教学宗旨，培养个性化人才，使日话教学从普通的公共学科中脱颖而出，是护理院校日语教师教学工作的重中之重。     

A simulation study of three sequential methods for the comparison of two treatment groups when the response criterion is censored

Three recent sequential methods, group sequential analysis (GSA), the sequential probability ratio test (SPRT) and the triangular test (TT) are well suited to randomized clinical trials with a censored response criterion, as they do not require matched pairs of patients. We undertook a simulation study to investigate their statistical properties and to compare these three methods with the fixed-sample design. Our results suggest that the three methods have the expected statistical properties for size and power; they allow an important reduction of the average number of events before stopping, except with GSA when there is no treatment difference; the triangular test (closed design) appears the optimal design, as the variance of the number of events is smaller than with the sequential probability ratio test (open design) and analysis after every twenty new events does not alter the statistical properties of these sequential methods and enhances their usefulness.     

The short-term stability of student ratings of instruction in medical school

The purpose of this study was to assess the degree of consistency in student ratings of teacher effectiveness during the first year of medical school. Student ratings of teaching effectiveness represent a commonly used source of information that enters into the academic decision-making process. In medical school, student evaluations often represent a major source of information that is used in promotion and tenure decisions. It is essential that the precision of such ratings be ascertained so that decision-makers will know how much confidence to place in this source of information on teaching effectiveness. In this study, each member of a first-year medical school class was randomly assigned a two-digit identification number at the beginning of the spring semester, 1986. As the semester progressed students were asked to evaluate each full-time teacher in three major courses. Multiple instructors were utilized in each course (n = 10). Each teacher was evaluated immediately after lectures during the first (T1) and second (T2) halves of the course. Students evaluated the teacher a third time (T3) as part of the end-of-semester overall course evaluation. The teachers were evaluated on a short eight-item Likert-type scale that identified several key indicators of effective teaching. Students attached their anonymous identification numbers to individual ratings so that their responses could be matched in the analysis. The results indicate that medical students are only moderately consistent in the extent to which they evaluate teachers. This inconsistency varied by course and by instructors within courses.(ABSTRACT TRUNCATED AT 250 WORDS)