白内障超声乳化术后角膜地形图和屈光状态的观察

目的　观察白内障超声乳化人工晶状体植入术后 ,患者角膜地形图和屈光状态的变化。方法　对2 0 0 0年～ 2 0 0 1年行白内障超声乳化的 136例 (15 1只眼 )患者术前、术后随访一年的资料进行回顾性分析。结果　术后 1、3、6、12月术眼的球镜、散光、角膜地形图曲率和散光 sim k值统计结果无明显差异 ;术后 1～ 12月视力和屈光状态稳定 (方差分析 P >0 .0 5 )。术后 6月平均视力为 0 .5 9± 0 .2 3,矫正视力为 0 .82± 0 .19,术后 6月 ,球镜为 (-0 .2 4± 0 .88) D,散光为 (- 0 .5 6± 1.0 1) D,在± 1.0 D之内球镜和散光眼分别为 84.0 %和 6 4.0 % ,≥ 0 .5和≥ 0 .8的视力分别为 70 .0 %和 2 8.0 % ,≥ 0 .5和≥ 0 .8的矫正视力分别为 94.0 %和 72 .0 %。≥ 0 .5和≥ 0 .8裸眼视力和矫正视力的平均百分率分别由 6 1.96 %和 2 3.49%提高到配镜矫正后的 92 .35 %和 6 3.0 9%。结论　超声乳化术后角膜形态和屈光状态保持良好的稳定性 ,患者可以达到良好的视力。由于植入的人工晶状体无调节功能和测量误差 ,目前部分患者需要配戴较低度数的眼镜矫正远或近视力 ,达到更好的视觉效果。     

惊恐障碍临床特征及误诊分析

目的 :分析惊恐障碍的临床特征 ,探讨其误诊原因。方法 :回顾性分析惊恐障碍 78例在精神科确诊前的临床资料。结果 :全部多次误诊为躯体疾病 ,尤其易误诊为心血管疾病。误诊时间 1.5～ 5 6个月 ,平均 ( 9.6 5± 13.2 1)个月。结论 :惊恐障碍极易误诊 ,综合医院应提高临床医生对惊恐障碍的认识以减少误诊率。     

99Tcm-DMSA肾皮质显像诊断小儿肾发育不良

目的 探讨^99Tc^m—二巯基丁二酸(DMSA)肾皮质显像诊断小儿肾发育不良的价值。方法 疑为肾发育不良患儿29例，行常规^99Tc^m—DMSA肾皮质显像和腹部B超检查。图像分析：将发育不良肾分为0～4级。结果 ^99Tc^m—DMSA肾皮质显像示29例患儿中24例为单侧肾发育不良，其中11例1级，7例2级，6例3级，余5例患肾未显影为0级，结合其他：检查诊断为肾发育不良。患肾分肾功能为0～24．9％(平均6．3％)。29例患儿中24例患肾肾皮质显像诊断为肾发育不良，5例患肾未显影，由其他影像学方法确诊，诊断灵敏度为82．76％。29例中19例经手术治疗，病理检查证实为肾发育不良。结论 ^99Tc^m—DMSA肾皮质显像诊断肾发育不良灵敏度高、可靠，可确定发育不良肾部位和判断肾功能。     

不典型性脑膜瘤52例CT诊断分析

回顾性分析了22例少见部位的脑膜瘤，22例CT表现不典型及8例CT误诊脑膜瘤的CT表现，以确定脑膜瘤不典型表现与CT误诊的关系。结果显示脑膜瘤的CT误诊多数缘于经验不足与疏忽，少数为极不典型表现所致。若检查全面、阅片仔细．术前CT定性率可由90％提高至96．25％。     

Clinical and laboratory investigations of the relationship of accommodation and convergence function with refractive error

Studies of the relationship of clinical and laboratory measures of accommodation and convergence function with refractive error are reviewed. There are inconsistencies in results from study to study presumably due, in part, to methodological differences. However, some basic trends can be outlined. In studies in young adults, accommodation in darkness (dark focus), optical reflex accommodation, and proximally induced accommodation are less in myopes than in emmetropes and hyperopes. It also appears that nearpoint esophoria is associated with higher rates of myopia progression in children. Implications for myopia etiology are discussed.     

低血糖症误诊探讨

目的 通过病例分析，探讨低血糖症的误诊原因，为提高糖尿病的早期诊断提供参考资料。方法 对误诊17例低血糖患者的临床体征、确诊方法、误诊疾病进行分析研究。结果 低血糖症因与某些常见病或共存病症状相似、表现不典型而误诊。医生询问病史、查体不全面、习惯性思维、未充分利用辅助检查，等确诊时，病情已十分严重。结论 低血糖症误诊率高。提高对低血糖症的认识和警惕性，综合分析病史，详细地检查，是减少误诊的关键。     

成人结核性脑膜炎误诊原因分析

报告了成人结核性脑膜炎11例误诊,并收集国内报告的221例误诊病例,对结核性脑膜炎的误诊原因进行了综合分析。     

Integrating human factors into the medical curriculum

Background  The study of human factors is a scientific discipline that deals with the interactions between human beings and the elements of a system. This is important because shortcomings in these areas, if unchecked, can result in adverse outcomes. Research into human factors in industries where safety is paramount has provided the basis of countermeasures against human error. Adverse outcomes in medicine resulting from human error exact a high cost in both patient suffering and financial outlay.
CRM training  One of the approaches used to minimise the effect of human error is to train people in a set of knowledge, skills and attitudes that underpin the domain-specific competencies for that profession. These are referred to as non-technical skills (NTS). In aviation, such an approach has been shown to be both translatable from the training environment to the workplace and effective in reducing adverse outcomes.
Discussion  Medicine has incorporated this style of training, usually centred around simulator-based courses, but as yet in a piecemeal, episodic fashion which relies on participants volunteering to attend courses. Unlike other industries there is no systematic approach to linking the content of this teaching with the more conventional range of topics. As a consequence it is difficult to assess the impact of human factors training in medicine. This is partly because very little work has been done to date in identifying the key non-technical skills required in medicine, and the overall experience of workplace based assessment is limited. Lessons from other high reliability organisations may help to address the main challenges of developing the content, integrating it into the curriculum, reinforcing the concepts in the workplace through staff development and establishing its role in summative assessment.