大型医院病案信息化的管理与实践

病案作为医学临床信息的重要载体，只有将其进行海量存储、快速查阅、远程传输，使之活跃起来，才能真正地满足医疗、教学、科研和管理的需要。将传统的纸质病案进行扫描后保存为光盘，并存入光盘镜像服务器中，实现了网上实时访问、检索、查询、浏览和传输功能，并可以利用病案管理软件进行相应的统计和分析。为医疗信息资源进一步开发和利用，探索了一条大型医院病案信息化管理的有效途径。     

东南大学医学影像学专业(本科五年制)教学计划的构思

修订东南大学医学影像学专业本科五年制教学计划：坚持遵循教育教学的基本规律，坚持知识、能力、素质协调发展和综合提高的原则和方法。打通公共基础，建立通识教育基础平台：拓宽学科基础课，增加基础学科选修课；凝炼专业主干课程，加强临床实践环节；前期趋同，宽口径专业培养，后期分流灵活专业方向，实现专才向通才、教学向教育和传授向学习的转变。培养和造就高层次医学影像学专业人才，以适应影像设备迅猛发展的需要，适应影像学科建设的需要，适应培养新世纪医学影像学专业人才的需要。     

重视患者知情同意权提高医疗服务质量

为了提高医院的医疗服务质量，保证医疗安全，避免和减少医疗纠纷，医院必须严格遵守患者知情同意原则。作者着重讨论知情同意的意义，如何规范知情同意书的范围、格式和内容，以及填写注意事项等问题。     

Emergency Medicine Practitioner Knowledge and Use of Decision Rules for the Evaluation of Patients with Suspected Pulmonary Embolism: Variations by Practice Setting and Training Level

Background Several clinical decision rules (CDRs) have been validated for pretest probability assessment of pulmonary embolism (PE), but the authors are unaware of any data quantifying and characterizing their use in emergency departments. Objectives To characterize clinicians' knowledge of and attitudes toward two commonly used CDRs for PE. Methods By using a modified Delphi approach, the authors developed a two‐page paper survey including 15 multiple‐choice questions. The questions were designed to determine the respondents' familiarity, frequency of use, and comprehension of the Canadian and Charlotte rules. The survey also queried the frequency of use of unstructured (gestalt) pretest probability assessment and reasons why physicians choose not to use decision rules. The surveys were sent to physicians, physician assistants, and medical students at 32 academic and community hospitals in the United States and the United Kingdom. Results Respondents included 555 clinicians; 443 (80%) work in academic practice, and 112 (20%) are community based. Significantly more academic practitioners (73%) than community practitioners (49%) indicated familiarity with at least one of the two decision rules. Among all respondents familiar with a rule, 50% reported using it in more than half of applicable cases. A significant number of these respondents could not correctly identify a key component of the rule (23% for the Charlotte rule and 43% for the Canadian rule). Fifty‐seven percent of all respondents indicated use of gestalt rather than a decision rule in more than half of cases. Conclusions Academic clinicians were more likely to report familiarity with either of these two specific decision rules. Only one half of all clinicians reporting familiarity with the rules use them in more than 50% of applicable cases. Spontaneous recall of the specific elements of the rules was low to moderate. Future work should consider clinical gestalt in the evaluation of patients with possible PE.     

Embedding Medical Student Computer Tutorials into a Busy Emergency Department

Objectives
To explore medical students' use of computer tutorials embedded in a busy clinical setting; to demonstrate that such tutorials can increase knowledge gain over and above that attributable to the clinical rotation itself.
Methods
Six tutorials were installed on a computer placed in a central area in an emergency department. Each tutorial was made up of between 33 and 85 screens of information that include text, graphics, animations, and questions. They were designed to be brief (10 minutes), focused, interactive, and immediately relevant. The authors evaluated the intervention using quantitative research methods, including usage tracking, surveys of faculty and students, and a randomized pretest-posttest study.
Results
Over 46 weeks, 95 medical students used the tutorials 544 times, for an overall average of 1.7 times a day. The median time spent on completed tutorials was 11 minutes (average [SD], 14 [±12] minutes). Seventy-four students completed the randomized study. They completed 65% of the assigned tutorials, resulting in improved examination scores compared with the control (effect size, 0.39; 95% confidence interval = 0.15 to 0.62). Students were positively disposed to the tutorials, ranking them as "valuable." Fifty-four percent preferred the tutorials to small group teaching sessions with a preceptor. The faculty was also positive about the tutorials, although they did not appear to integrate the tutorials directly into their teaching.
Conclusions
Medical students on rotation in a busy clinical setting can and will use appropriately presented computer tutorials. The tutorials are effective in raising examination scores.     

电子文献数据库收录期刊的质量瑕疵及对策

 

以限题检索为手段，以收录期刊所载论文为指标，比较分析了国内常用的4种医学电子文献数据库收录医学期刊的质量。结果表明4种医学电子文献数据库均存在收录“非法医学期刊”之瑕疵，但各数据库的收录量有差异。提示广大读者和电子文献数据库使用者注意，并针对此问题提出了相应的对策和建议。

     

医疗设备开关电源的维修

介绍了阿洛卡SSD2000开关电源的工作原理和常见故障的检修方法。     

北京市农村居民医疗费用研究

了解北京市农村居民医疗费用情况。方法：分4个季度调查农村居民医疗卫生服务需要及利用情况，同时调查三级医疗机构门诊及住院病人的医疗功用。结果：农村居民年人均医疗费用80．95元，其中老年人为166．01元，居民年人均医疗费用最高的疾病为感冒及心脑血管病。结论：建议加强农村老年保健工作，发展和完善农村合作医疗制度。     

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.     

高等医学院校医学化学教材改革的几点思考

医学的发展已进入分子水平，医学生必须具有扎实的化学基础才能适应专业学习及临床、科研工作的需要。现行医学化学教材大多沿用几十年前的模式，部分内容陈旧滞后，实用性不强。面对现实，改革势在必行。我们认为，突出重点、注重实用、体现医学特色应作为改革的方向。