医学技术的进步与传统医学伦理的矛盾

此文全面论述了先进医学技术给传统医学伦理的医患关系模式、医生义务论、生命认识论、资源分配论等诸多方面带来的巨大冲击,并由此提出先进医学技术发展应遵循的伦理规则。     

论医学生和谐就业伦理观的培养

结合目前医学生在就业过程中出现的不和谐伦理现象,分析了其主客观原因,提出了医学生和谐就业伦理观培养的现实途径.     

双语教学Powerpoint课件制作探讨

针对Powerpoint软件在课件制作上常存在的屏幕背景与文字色彩对比不当、文字数量太多及字体太小、文字动画太多且乱、声音混杂等问题,结合实践就如何制作课件,尤其是双语教学课件,从总体布局、屏幕文字安排、背景与版式的设计、声音与动画等方面进行了探讨,并介绍了多种特殊效果的应用技巧.     

构筑健康教育工程实现社会医院双赢

介绍了四川大学华西医院10年来构筑普及医疗卫生保健知识系统工程的认识体会、经验和取得的成效,指出医院在普及卫生保健知识中的职责和优势。     

关于引进双源CT的可行性分析

本文就双源CT的市场需求、特点和用途进行了详细分析,为医院引进双源CT提供参考。     

医疗照射剂量水平及其防护

本文讨论了医疗照射的频度、剂量水平和防护问题。诊断X线检查频度在发达国家为每年每千人300—900人次,在发展中国家为100—200人次/千人·年,我国为124.5人次/千人·年;平均有效剂量当量在发达国家为1mSv/年·人,全世界平均值为0.4mSv/年·人,我国为 0.5mSv/年·人;医疗照射所致超额死亡率在发达国家估计为10—15/百万人,我国为4.27/百万人。 我国的诊断X线检查频度和剂量水平将进一步增长,为减少医疗照射,我们必须采取预防措施。     

Medical education for minorities at a US medical school

The University of Washington School of Medicine (UWSM) has initiated new efforts to build a regional minority applicant pool and to expand its educational programmes to accommodate students from disadvantaged backgrounds. Specific interventions include: establishment of medical career planner position to coordinate region-wide outreach; pre-entry education; and support activities once enrolled. This study describes specific services and presents sociodemographic and performance data on 56 minority and 280 majority students entering the UWSM between 1981 and 1985. Economic status and educational background of minority students were significantly below that of majority students, several flexible academic policies enabled most students to achieve mastery in courses and to progress through the curriculum. The educational data base utilized in this study, and those at other institutions, can assume important roles in the identification of problem areas in the education of disadvantaged students and in evaluation of the interventions attempted.     

The ends of outcomes assessment

Outcomes assessment holds great promise to improve the quality and efficiency of health care. By subjecting practices to rigorous and systematic analysis, we should be in a position to make judgments about what does and does not work in clinical practice. However, the outcomes of outcomes assessment themselves should be approached with the same critical eye. Among the many sorts of criteria by which to evaluate outcomes assessment are several key parameters: foremost among them are cognitive outcomes, ethical outcomes, and economic outcomes. Only when these outcomes are thoroughly explored and taken into account will the fullest potential of outcomes assessment be realized.