小儿头孢菌素致抗生素相关性腹泻64例分析

目的了解头孢菌素导致抗生素相关性腹泻的基本情况。方法对64例头孢菌素致抗生素相关性腹泻进行临床观察。结果本组头孢菌素致抗生素相关性腹泻以6个月～3岁年龄组发生率最高。其中第3代头孢菌素所致抗生素相关性腹泻的腹泻程度重于第1代。临床表现和实验室检查均缺乏特异性。结论头孢菌素致抗生素相关性腹泻比较常见,应引起临床医师在用药时的重视。     

The structure of memorized knowledge in students and clinicians: an explanation for diagnostic expertise

This paper provides for the first time evidence of a consistent difference in the memory structures of novice and expert clinicians. The diagnostic performance of first- and third-year clinical medical students, senior house officers, registrars and consultants on four clinical problems in general medicine was studied. Comparisons were made of all diagnostic interpretations offered and the forceful features (personally important pieces of information which act as a key to particular memory structures which in turn give rise to the clinical interpretation) from which these were derived. Results demonstrate that the numbers of interpretations made and the numbers of forceful features identified did not differ significantly between groups (P greater than 0.05). However, the actual interpretations made in three out of four cases, and the actual forceful features identified in all cases, did differ significantly between groups (P less than 0.05). The numbers of interpretations made by all groups were large and demonstrated enormous variability. Highly individualized multiple responses to clinical information are associated with easy diagnoses. We conclude that there is no difference between groups of differing clinical experience in the breadth of thought but that there are marked differences in the precise content and structure of thought. This allows coherent explanation of variation in diagnostic expertise with clinical experience. The significance of the findings is discussed.     

教育研究中的问题及评价

教育科学研究是探索和揭示教育过程中未被认识或未被完全认识的现象、本质和规律的一种活动。而问题研究又是教育科学研究的关键,能否选择一个真问题进行研究将直接决定教育科学研究的质量与成败。本文从问题的概念分析入手,从传统认识论中真理论的观点出发并综合多位学者的观点探讨了什么是真问题,最后粗浅地分析了教育课题研究中的真问题。     

Application of fluorescence in situ hybridization techniques in clinical genetics: use of two alphoid repeat probes detecting the centromeres of chromosomes 13 and 21 or chromosomes 14 and 22, respectively

Two cloned DNA fragments, one derived from an alpha satellite subfamily common to chromosomes 13 and 21, and the other derived from a similar subfamily common to chromosomes 14 and 22, have been used as biotinylated probes in in situ hybridization studies. Under high stringency conditions, chromosome specific centromeric labelling can be obtained. The applications of this technique in clinical situations are illustrated on metaphases from a fetus with trisomy 21, a fetus with trisomy 13, and a child with clinical features of cat-eye syndrome.     

An analysis of paediatric diagnostic decision-making: how should students be taught?

This study assesses the relative importance of history, examination and investigations in paediatric diagnosis, in the Paediatric Out-patient Department of the Central Middlesex Hospital, London, by means of a questionnaire-based record of 94 consecutive referrals. A diagnosis identical to the final diagnosis was made in 76% of referrals after taking a history. The general practitioner had proposed a diagnosis in 45% in the referral letter. Clinical examination changed the diagnosis in only 15% but increased diagnostic confidence in 33%. Ninety-one per cent of cases were diagnosed without recourse to investigations. Forty-two per cent of children referred had investigations performed. In the majority of paediatric cases the provisional diagnosis reached after taking a history was identical to that after examination or results of investigations were known. Although examination provided a final diagnosis in only 15% of all cases it played an important role in adding confidence in 33%. More educational effort should therefore be directed at clinical history-taking skills and the subsequent purpose of examination.     

The Dodo Bird: Less a Verdict Than an Opportunity

I contend that although the Luborsky et al. findings on the Dodo bird verdict are noteworthy, the methodology on which they are based is significantly delimited. Amplifying Luborsky et al.'s moderate recognition of that delimitation, I propose a qualitative complement to the extant research. I call this complement "amalgamated" qualitative research and propose that it will deepen, clarify, and contextualize Luborsky et al.'s enigmatic findings. Until this amalgam is implemented, therapy research will be relegated to impressions rather than fine-grained illuminations.     

BP神经网络及其在药学研究中的应用

BP神经网络是目前应用最广泛的人工神经网络模型，本文详细阐述了BP神经网络的原理和特点，并论述了其在药学研究中的应用。