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.     

司法鉴定与医学鉴定在医疗服务合同纠纷中运用的比较分析

司法鉴定机构分属公安机关，检察院，人民法院，司法部门，卫生系统和高等院校；医学鉴定机构将属医学会。通过分析司法鉴定与医学复写在医疗服务合同纠纷中的差异，指出了司法鉴定与医学鉴定上冲突所引发的种种忧虑，受司法鉴定与医学鉴定结论冲突而痛苦的医患双方发出同样的声音；界定医疗服务合同纠纷，须在分析司法鉴定与医学鉴定之异同的基础上，认清司法鉴定与医学鉴定之结论的冲突，因为这不仅影响医疗服务合同诉讼之成败，而且更涉及医疗事业之发展，人类健康之大局，消除司法鉴定与医学鉴定条块分割所产生的冲突之关键在于尽快制定统一的《诉讼证据鉴定法》。     

关于加强医学生实践能力培养的研究

文章比较科学系统地提出了三种有效培养医学院校大学生实践能力的途径与方法,即以课堂教学活动为基点、以实践教学环节为中心和以课外实践活动为辅助。以期为各医学高等院校就如何加强医学生实践能力培养的问题提供有益的借鉴。     

Interviewing skills: self-evaluation by medical students

In an independent learning project, 52 third-year medical students carried out a structured self-assessment of two videotaped psycho-social interviews they had conducted with volunteer clients 1 year earlier, as part of a previous course. The interviews had been conducted in small tutorials with feedback from their clients, fellow students and tutors, facilitated by videotape playback. During the sequence of 16 tutorials each student had carried out an early and a late interview and had observed and participated in the discussion of the interviews of 14 peers. Students were asked to tally the frequencies of various interview behaviours, to evaluate the quality of their behaviours, and to establish priorities for future learning. The videotapes were also reliably rated by an independent observer. Students' overall self-assessments correlated 0.46 with those of the independent observer. This correlation was higher than is typically reported in studies of the validity of self-assessment. In absolute terms, the students' mean rating of interviewing performance was 3.2 (adequate plus) which was significantly lower than the observer's mean of 3.6 (adequate to good). Results are discussed in terms of Gordon's (1992) two recommendations for improving the validity of self-assessments and two further suggestions, for paired comparisons and low-threat learning environments, are added.     

阿尔及利亚地震灾后中国危重伤员远程空中转运

目的 总结紧急远程航空医疗运送的经验，分析影响空运的多种因素。方法 通过2003年5月阿尔及利亚地震灾后，中方5名危重伤员的航空转运的实践，就转运计划、医务人员和医疗设备的配置、空中监护、心理干预等对远程航空医疗运送的作用和影响进行分析和总结。结果 5名危重伤员均安全转运至目的地。结论 制订周密的转运计划和进行细致的安排是成功转运的重要条件；灾害伤员的心理干预对安全转运有着特殊意义。     

运动员Marfan氏综合征的医务监督

目的 :提高教练员和医生对Marfan氏综合征的认识 ,更好地预防运动性猝死。同时为掌握身材高大项目运动员身体形态测量的规律提供参考数据。方法 :通过对 4例确诊和疑似马凡氏综合征运动员从疾病发现、发展变化、死亡、转归过程的阐述、分析 ,提供了对确诊和疑似马凡氏综合征运动员的处理、治疗方案及注意事项。同时对现役国家男、女篮球队运动员进行了包括眼科、骨科、心电图、超声心动图等全面的体检 ,以排查马凡氏综合征。结果提示 :男性运动员主动脉根部大于 60mm、女性大于 5 0mm已具有猝死风险 ,应给予高度重视。篮球运动员臂展 >身高者占4 3 3% ,且男性臂展 /身高 >1 0 3者占 2 0 %。     

元认知能力在医学生临床实习中的培养

元认知能力在医学生临床实习过程中起着非常重要的作用。培养医学生的元认知能力 ,必须丰富医学生的元认知知识 ,强化医学生的元认知体验 ,促进医学生加强元认知监控 ,从而使他们成为独立自主、有创造力的学习者。     

"托管制"条件下医疗服务质量监控的实践

无锡市卫生局在"托管制"条件下,转变政府职能,加强医疗服务质量监控,在依法管理的基础上,严把"导、评、赛、奖"四个控制环节.     

常规医疗设备招标存在问题的思考和对策--决策学多属性效用理论的实践探索

通过对常规医疗设备招标存在问题的思考,采用决策学多属性效用理论作为一种对策方法,并在实际操作中进行了尝试探索,以取得更好的效果.     

Assessment in undergraduate psychiatric education

An assessment of medical students' psychiatric performance demonstrated no association between the ability to rate psychopathology or to observe interview behaviour and traditional written methods of academic achievement. This is in accordance with those few studies which have addressed this issue and indicates that there may well be at least three independent skills involved in clinical decision-making: the ability to engage in interpersonal interaction and elicit information; and the ability to acquire and use academic knowledge. This is consistent with work suggesting that maturational and learning processes influence clinical reasoning, and demonstrates that each component should be addressed in assessing students in psychiatry.