初探怎样抓好药学专业本科毕业设计

结合第四军医大学药学系本科毕业设计取得的一些经验,通过分析药学专业本科毕业设计几个环节的重要性、实施方法及存在的问题,探讨抓好药学专业本科毕业设计环节的方法。     

Gender Differences in Deviance and Health Risk Behaviors Among Young-Adults Undergraduate Students

Background: Deviant and health risk behaviors among young-adults are associated with many adverse outcomes. Objectives: This study aims to evaluate a broad variety of behaviors by gender differences and their contribution to predicting cannabis use in undergraduate students. Method: This research is based on a structured, self-reported anonymous questionnaire distributed to 1,432 young adult undergraduate students at an Israeli University, 533 males and 899 females (mean age 27.4; SD 6.01).

Results: The findings demonstrate a significant proportion of sampled young adults reported to be involved in deviant and health risk behaviors and that all risky behaviors were more frequently significant in males than in females. Among drivers 72% reported speeding, 60% reported failure to keep distance, 44% reported being involved at a car accident as a driver, 40% reported not stopping at a stop sign, and quarter reported driving after drinking alcohol. These findings also expand how certain risk behaviors contribute to predicting cannabis use. Conclusions: The relatively high prevalence of some of these risky behaviors among normative young adults suggests that risky behaviors are considered as normative behavior for this group, especially among man, and therefore, policymakers need to consider prevention and harm reduction interventions relevant to this risk group.     

在社区护理教学中开展护理评判性思维教学的实践

目的：探索在社区护理教学中采用案例情景模拟-角色扮演教学法对护理本科生评判性思维能力的影响。方法将河北中医学院2011级护理本科生120人随机均分为两组,实验组采用案例情景模拟-角色扮演法进行教学,对照组采用传统教学方法,比较两组授课前后加利福尼亚评判性思维倾向问卷（ CCTDI）评分和授课后两组对授课的满意度。结果两组授课前CCTDI总分及各维度评分比较差异无统计学意义（ P〉0．05）;对照组授课后仅分析能力、评判性思维的信心两个维度评分显著高于授课前（P〈0．05）;实验组授课后CCTDI总分及各维度评分均高于授课前,且寻找真相、开放思想、系统化能力、评判性思维的信心4个维度评分及总分显著高于对照组授课后（P〈0．05）。实验组授课后对授课满意度评分显著高于对照组（P〈0．05）。结论在社区护理教学中采用案例情景模拟-角色扮演教学法可显著提高学生的评判性思维能力,激发学生对社区护理课程的兴趣。     

中医儿科学本科专业实施导师制的问题及对策

本科生导师制是立德树人背景下高校教学改革的重要举措,现已逐渐成为高等医学教育的大趋势.作为新增专业,中医儿科学在实施本科生导师制方面也进行了探索,从目前中医儿科学实施本科生导师制的必要性、存在的问题及对策进行了探讨,以期为更好地实施导师制、提高人才培养质量提供参考.     

Retention of interviewing skills learned by first-year medical students: a longitudinal study

A pilot interviewing course was offered as an elective to first-year medical students in the spring of 1985. A quasi-experimental pre-test/post-test control group demonstrated that students who took the course exhibited a significant increase in interviewing skills. Subjects, 15 in the experimental group and 11 in the control group, were assessed in each of the following 3 years. Data consisted of five 10-minute videotaped interviews with real or stimulated patients for each subject and subject's responses on a degree of confidence, familiarity and anxiety scale. Interviews were rated on 43 behaviours by two independent coders with a 90% simple agreement. The experimental group did not maintain their scores on interviewing skills and both groups showed a significant decline in nine skills comprising empathy. The only significant difference between the groups in fourth year was on the degree of confidence experienced. While interviewing skills can be learned they decline in the clinical years as students learn medical problem-solving. If medical students are to graduate with their original empathy intact, a follow-up course in fourth year is indicated.     

合肥市大学生吸烟行为危险因素分析

通过行为流行病学研究，从心理学、行为学方面分析了合肥市一般高校大学生吸烟行为的危险因素，结果表明：心理因素、社会、学校因素是大学生吸烟行为的主要危险因素，其中朋友吸烟行为所造成的“共济压力“是最为突出的危险因素，表明了学校是控制大学生吸烟的关键。     

The teaching of medicine at the University Centre for Health Sciences Yaounde,Cameroon: its concordance with the Edinburgh Declaration on Medical Education

Summary. The University Centre for Health Sciences (UCHS) or as it is referred to in French ‘Centre Universitaire des Sciences de la Santé’ (CUSS), became functional in 1969 with the enrolment of the first group of students. The objective of this training programme was to produce a scientifically sound, multipurpose doctor who would be fully operational in a rural setting with minimal equipment and supplies ( Monekosso 1970, 1972 ). The graduate had to be able to adapt readily to new situations and improvise whenever possible, calling for a high degree of competence and initiative. The training strategies adopted by UCHS in 1969 which met this requirement were later found to be in close concordance with the tenets of the World Conference on Medical Education held in Edinburgh in 1988, the Edinburgh Declaration. While some of the terminology may not have been worked out at the time, the programme developed embraced some new concepts hitherto untried or undeveloped:

• — the problem-solving approach in the first to the sixth year;
• — an integrated teaching approach during the first to sixth year of medical training;
• — an integrated medicine internship in district hospitals in the sixth year;
• — a community-based training approach throughout the training;
• — team training of three different health professionals;
• — competency-based training;
• — health services linked research;
• — health services linked training ( Monekosso & Quenum 1978 ).

The concordance of this programme to the Edinburgh Declaration is of great interest in realizing the World Federation for Medical Education programme and implementing the Edinburgh Declaration. The involvement of the three innovative medical schools in the planning stage of the curriculum explains this concordance.     

大学生情绪智力及与自尊和学业满意度关系

目的 了解大学生情绪智力特点及其与自尊和学业满意度关系。方法 采用情绪智力、自尊和学业满意度量表对宁夏大学248名大学生进行调查。结果 大学生自我情绪调控[(3.71±0.35)分]和调控他人情绪[(3.67±0.40)分]以及情绪运用[(3.65±0.54)分]得分均高于情绪感知(3.51±0.23)分](P<0.001); 女生情绪智力总分[(3.67±0.23)分]、自我情绪调控得分[(3.76±0.36)分]、情绪运用得分[(3.72±0.53)分]均高于男生的(3.57±0.23)、(3.64±0.32)、(3.54±0.52)分(P<0.05);大三学生情绪智力总分(3.66±0.23)和情绪感知得分(3.56±0.31)明显高于大一的(3.59±0.24)、(3.47±0.36)分(P＜0.05);大学生情绪智力各维度与自尊和学业满意度均呈正相关(P<0.05);大学生自我情绪调控和调控他人情绪在自尊与学业满意度之间起部分中介作用,中介效应占总效应比例分别为18.5%、11.3%。结论 大学生情绪智力各因子发展不均衡,情绪智力存在性别和年级差异,大学生自尊通过情绪调控对学业满意度起中介作用。     

Independent study: 10-year programme review

The Ohio State University College of Medicine has offered an independent study curricular option since 1970. This study reports our experience covering 10 entering classes and compares the independent study programme (ISP) students to the students who entered the traditional lecture-discussion programme (LDP). It looks at (a) entering demographic and personality characteristics, (b) academic, clinical and research performance during school and at graduation and (c) practice and career outcomes. The major findings are that, as groups, students from the two curricular programmes are far more alike than different but that the flexibility of an independent study programme provides special options without loss of academic achievement. Individual talents and interests were enhanced and research opportunities have aided recruitment and development of particular students. Independent study students pursued more research during medical school and hold more full-time academic positions in practice. A comparative cost study showed that, once the two programmes are operational, per student operational costs are equivalent. Results of this study indicate, that at Ohio State, the benefits of a two-track system outweigh the additional costs.