''I found myself to be a down to earth Dutch girl'': a qualitative study into learning outcomes from international traineeships

OBJECTIVE: To explore learning outcomes from international traineeships for undergraduate medical students. METHODS: In-depth interviews were conducted with 24 undergraduate medical students at Maastricht University Medical School, The Netherlands. The 24 subjects were selected by purposeful sampling. RESULTS: Students reported meaningful learning outcomes in 6 domains: medical knowledge; skills; international health care organisation; international medical education; society and culture, and personal growth. DISCUSSION: International traineeships appear to provide good opportunities for students to meet the requirements of globalisation as well as some of the generic objectives of undergraduate medical education. The tentative findings of this study need to be confirmed by further studies.     

在校大学生婚前性行为及避孕行为研究

目的:了解大学生对婚前性行为的态度和现状以及大学生对避孕措施的认知和使用情况。方法:采用分层整群抽样抽取在校大学生315名,进行无记名封闭式问卷调查。有效问卷301份。结果:随年级增加,性(爱)和行为等级也增加;在谈恋爱有44.2%,有性生活的18.3%;94%第一次性交的年龄在17-25岁;45%有过性压抑,45.9%的人选择看书;解答性和生殖健康方面的困惑,41.8%选择与同性朋友或异性朋友交流或上网;36%人能对艾滋病感染途径能给出完全正确的答案;仅有7.3%人对所列出的避孕方法全部知道;有近90%的同学认为目前有必要在大学开设性健康和生殖健康讲座。结论:大学生对婚前性行为普遍持较宽容态度,高年级大学生发生婚前性行为的比率较高,但性健康和避孕知识较贫乏,高校应开设性健康和生殖健康课程。     

矫治大学生网络成瘾的对策探索

针对大学生网络成瘾情况,经过实践和探索,试图摸索出一个矫治的有效模式,以实现高校德育的有效性.     

Positive Outcomes of Optimizing Student–Preceptor Continuity in a Traditional Block Clerkship

Problem: Student–preceptor discontinuity during 3rd-year clerkships limits the quality and quantity of supervision, teaching, and feedback. Although longitudinal integrative clerkships increase continuity and are associated with improved student and preceptor experience, they require schoolwide curricular reform. Alternative innovations enhancing student–preceptor relationships within the constraints of a traditional block clerkship may demonstrate similar benefits. Intervention: We piloted a continuity-enhanced general pediatric ambulatory schedule during 2 consecutive clerkship blocks in 2013. Students in the continuity-enhanced model (n = 29) were assigned 1–3 primary clinic preceptors, whereas those in the traditional model (n = 30) worked with 5–8. Data were gathered from student assessments and anonymous student and preceptor surveys. We used t and Fisher's exact tests to compare the two groups and performed thematic analysis of free-text survey comments. Context: Our school utilizes a block clerkship model with approximately 30 students rotating through the pediatric clerkship every 8 weeks. During the 3-week ambulatory portion, students spend 8 half days in the general pediatric ambulatory clinic. At the conclusion of each clinic, attendings completed brief student evaluation cards. Traditionally, student and attending schedules were created independently, resulting in transient supervisory relationships and dissatisfaction with clinical engagement, feedback, and evaluation. Outcome: Seventy-three percent (43/59) of the students completed the survey. Ten general ambulatory attendings collectively completed 87.5% (35/40) of the monthly surveys. Continuity students received significantly more narrative evaluation comments (10.6 vs. 5.8, p <. 001) from general ambulatory clinic attendings and were more likely to have at least one general ambulatory clinic attending endorse being able to provide meaningful feedback and evaluation (n = 29, 100% vs. n = 20, 66.7%, p <. 001). Continuity students were also more likely to endorse being able to ask at least one of these attendings for a letter of recommendation (71.4% vs. 9.1%, p <. 001) and to have at least one general ambulatory clinic attending endorse being able to provide a meaningful letter of recommendation if asked (62.1% vs. 3.3%, p <. 001). Students (88.4%) and attendings (85.7%) preferred the continuity-enhanced schedule. The most frequent theme of both student and attending free-text survey remarks were relationships and assessment. Lessons Learned: Intentional scheduling of clerkship students to enhance preceptor continuity resulted in significant positive outcomes echoing the relationship-based educational benefits of longitudinal clerkships, particularly in regards to student assessment and feedback. Clerkship directors and other medical educators should consider implementing small changes within block clerkships to maximize student–preceptor continuity.     

互联网联合PBL及CBL教学法在器官移植教学中的应用

目的探讨借助互联网优势将PBL和CBL结合的教学模式在器官移植本科教学中的运用价值。方法将48名同等学历临床实习学生随机分为试验组和对照组(每组24名),试验组借助互联网平台结合PBL,CBL的教学模式相教学,对照组采用LBL教学模式教学;教学以闭卷考试,操作考核,问卷调查等形式进行教学效果评价。结果试验组同学的理论考试和技能操作考核结果均优于对照组,差异具有统计学意义(P <0.05),教师对学员总体评价试验组高于对照组且试验组同学认为此种教学方法更加利于各学科知识衔接,知识拓展和综合素质提高。结论借助互联网优势将PBL和CBL结合的教学模式可以提高学生专业成绩和专业技能,同时也能拓展学生知识,提高学生综合素质,适用于器官移植科的本科教学。     

The effectiveness of simulation activities on the cognitive abilities of undergraduate third‐year nursing students: a randomised control trial

Aims and objectives. To provide evidence on the effectiveness of simulation activities on the clinical decision‐making abilities of undergraduate nursing students. Based on previous research, it was hypothesised that the higher the cognitive score, the greater the ability a nursing student would have to make informed valid decisions in their clinical practice. Background. Globally, simulation is being espoused as an education method that increases the competence of health professionals. At present, there is very little evidence to support current investment in time and resources. Methods. Following ethical approval, fifty‐eight third‐year undergraduate nursing students were randomised in a pretest–post‐test group‐parallel controlled trial. The learning environment preferences (LEP) inventory was used to test cognitive abilities in order to refute the null hypothesis that activities in computer‐based simulated learning environments have a negative effect on cognitive abilities when compared with activities in skills laboratory simulated learning environments. Results. There was no significant difference in cognitive development following two cycles of simulation activities. Therefore, it is reasonable to assume that two simulation tasks, either computer‐based or laboratory‐based, have no effect on an undergraduate student’s ability to make clinical decisions in practice. However, there was a significant finding for non‐English first‐language students, which requires further investigation. Conclusions. More longitudinal studies that quantify the education effects of simulation on the cognitive, affective and psychomotor attributes of health science students and professionals from both English‐speaking and non‐English‐speaking backgrounds are urgently required. It is also recommended that to achieve increased participant numbers and prevent non‐participation owing to absenteeism, further studies need to be imbedded directly into curricula. Relevance to clinical practice. This investigation confirms the effect of simulation activities on real‐life clinical practice, and the comparative learning benefits with traditional clinical practice and university education remain unknown.     

临床医学专业留学生临床实习现状分析与思考

来华留学生临床医学专业本科教育（英文授课）项目，是国家留学生教育体系的重要组成部分，提高来华留学生的教学质量是国家医学院校教学中的重要课题之一。通过总结和分析首都医科大学附属北京天坛医院临床医学专业留学生在院内的实习现状，探索加强留学生实习管理的有效措施，推动临床医学专业留学生临床教学的规范化进程，培养出更多高质量的临床医学专业留学生，对于来华留学生的成长是一个非常有意义的课题。