特重型颅脑损伤84例救治探讨

目的 探讨特重型颅脑损伤救治的方法与效果.方法 对我科自1996年8月～2005年7月救治的84例特重型颅脑伤患者临床资料进行回顾性分析.结果 本组存活55例(65.48%).随访并经ADL统计,恢复良好30例(54.55%),中、重残21例(38.18%),植物生存4例(7.27%).结论 尽早明确诊断,及时开颅清除血肿、去大骨瓣充分减压是救治特重型颅脑伤的关键;颞肌敷贴、早期使用亚低温及钙离子阻滞剂等对脑的保护、损伤可逆脑细胞的修复和脑功能的恢复有良好的促进作用;脱水,止血,抗感染、营养脑神经、维持水电解质及酸碱平衡等亦是提高特重型颅脑伤患者的生存率的保证.     

构建区域医疗机构内训师培训体系的实践探索

为了更好地完成国家基本公共服务标准化试点项目,完善区域医疗机构内部人才培训标准化体系,广州医科大学附属第六医院以地市级三级甲等医院优势为依托,以第三方医院管理咨询公司为主要技术支持,与该区域卫生健康局建立长期合作关系,组建区域医疗机构全面质量管理内训师团队,实施标准化课程培训,构建和应用内训师形成性评价体系。逐步完善了区域医疗机构全面质量管理内训师培训标准化体系,培养了一支规模适当、结构合理、素质优良的内训师资队伍。     

应用型医学院校临床医学专业实践教学中的问题与对策

应用型医学院校临床医学专业人才培养目标是培养熟练诊治常见病、多发病和部分疑难复杂疾病的合格医学生。当前应用型医学院校在转型发展上存在"不想转、不会转、不敢转"的问题,造成临床医学专业实践教学没有贯穿专业教学全过程、实践教学基地层次和教学水平相对较弱、学生普遍考研现象影响实践教学质量等问题。推进应用型医学院校的转型发展,实现应用型临床医学人才的培养,要通过深化人才培养方案和课程体系改革、强化附属教学医院实践教学质量、教育引导学生处理好考研与实习的关系、完善对应用型医学院校分类管理机制等措施,从而推动应用型医学院校的实质性转型发展,保障和提升临床医学专业人才培养质量。     

南京市某区医联体项目化建设的实践与思考

医联体项目化建设是近年来国内出现的一种新型医联体管理模式。介绍了南京市某区开展的医联体项目化建设的经验,包括实施了以项目为载体、以分工为基础、以政府为主导的3个方面的主要措施,并对医联体项目化建设的成效进行分析,提出了4条优化建议,即加强顶层设计、平衡动力机制、强化人才建设、提升信息化水平。     

Changes in Health Literacy during the first year following a kidney transplantation: Using the Health Literacy Questionnaire

ObjectivesThe study aimed to identify changes in health literacy (HL) and associated variables during the first year following a kidney transplantation.MethodsA total of 196 transplant recipients were included in a prospective follow-up study. The patients answered the Health Literacy Questionnaire (HLQ) at 5 days, 8 weeks, 6 and 12 months following the kidney transplantation. Mixed linear models were used to analyze changes in HL and backward elimination was used to identify variables associated with HL.ResultsTwo main patterns of change were identified: a) HL increased during the first 8 weeks of close follow-up and b) in several domains, the positive increase from 5 days to 8 weeks flattened out from 5 days to 6 and 12 months. Self-efficacy, transplant-related knowledge, and general health were core variables associated with HL.ConclusionsOverall, HL increased during the 8 weeks of close follow-up following the kidney transplantation, while 6 months seem to be a more vulnerable phase. Furthermore, low self-efficacy, less knowledge, and low self-perceived health may represent vulnerable characteristics in patients.Practical implicationsFuture kidney transplant care should take into account patients’ access to and appraisal of health information and social support, and draw attention to potentially vulnerable groups.     

Rethinking gross anatomy in a compressed time frame: Clinical symptoms,not case studies,as the basis for introductory instruction

The goal of this observational study was to develop effective approaches to introduce first year medical students to gross anatomy/embryology in a compressed time frame. Pedagogical reorganization of anatomy instruction in the regions of Lower Extremity and Head and Neck was based upon core clinical conditions taught in second‐year and USMLE Step 1 board review courses. These conditions were not presented as clinical problems, as many students had limited prior training in medical terminology, but focused upon clinical symptoms, allowing for direct correlation of structure and function. Instruction stressed vocabulary acquisition and was extended to prepare for laboratory dissections. Overall methodology was multimodal, including “flipped” and traditional lectures, study of prosections/radiographs and small group laboratory review sessions. Content was significantly reduced: knowledge of muscle actions and innervations was required, not muscle origins and insertions. Performance was evaluated by criterion‐based written examinations that included a set of questions (34) asked repetitively over an 8 year period (n = 606 students) and by regional practical exams. Mean scores in all areas were sustained or numerically improved, despite the compression of instruction duration. Analysis showed no significant differences based upon question format or instructional modality. Despite the high performance levels, students needing assistance in learning could be identified by score distributions. A survey of students indicated that these changes effectively decreased stress and facilitated review for the USMLE Step 1 Board examination. These results suggest that training in gross anatomy can be modified to a compressed duration by instruction in the context of clinical symptomatology.     

Acknowledging the use of human cadaveric tissues in research papers: Recommendations from anatomical journal editors

Research within the anatomical sciences often relies on human cadaveric tissues. Without the good will of these donors who allow us to use their bodies to push forward our anatomical knowledge, most human anatomical research would come to a standstill. However, many research papers omit an acknowledgement to the donor cadavers or, as no current standardized versions exist, use language that is extremely varied. To remedy this problem, 20 editors‐in‐chiefs from 17 anatomical journals joined together to put together official recommendations that can be used by authors when acknowledging the donor cadavers used in their studies. The goal of these recommendations is to standardize the writing approach by which donors are acknowledged in anatomical studies that use human cadaveric tissues. Such sections in anatomical papers will not only rightfully thank those who made the donation but might also encourage, motivate, and inspire future individuals to make such gifts for the betterment of the anatomical sciences and patient care.