整体教学法在大学英语阅读教学中的运用

大学阅读教学在英语习得中占举足轻重的地位,在大学英语阅读教学中引入整体性教学法可以有效地提高学生的阅读水平,本文从教师、学生和阅读技巧等方面阐述了整体性教学法在大学英语阅读教学中的作用,并提出一些具体方法。     

系统生物学和信息医学在中西医结合中的应用

20世纪中期的观点认为,生物体是由“物质和能量”所组成的,但现在的人们已逐渐认识到人体是一个复杂的巨系统,生物系统最重要的特点在于其各个部分之间的高度协调。在一个细胞中,在同一时刻有条不紊地进行着数千个代谢过程,细胞之间亦同时进行着各种协调与整合,如此才会最终形成各种脏器和系统井然有序的功能表现。显然,这些高度协调、密切相关的过程只有通过交换信息才能实现。固然,物质和能量仍是生物体的生存要素。在细胞中,核糖体拥有氨基酸组建模块以及ATP合成为ADP过程中释放的能量,但如果没有细胞核中DNA所携带的信息,同样无法合…     

中医"证"研究的发展方向--证中求病,病中求证

从中医临床科研思路与方法的角度,回顾历史,总结中医临床辨证与辨病结合的研究成果和经验,认为“证”的研究是中医临床研究中一项关键性的课题。近十几年来,西医学有关新发现疾病及其诊断方法的发展较快,而中医“证”的研究却进展滞后,究其原因主要有:(1)辨证分型固定化,不求发展;(2)辨病为主,辨证为辅;(3)只对病下药,不对症下药。针对这种情况,笔者提出开展“证中求病,病中求证”的临床研究思维方法,从辨证与辨病结合的研究实践中,不断探索未知,不断发现新的疾病和证,以提高中医临床辨病诊断和辨证诊断的水平,为中医基础理论和药学研究提供丰富的临床资源和条件,加快中医药走向世界。     

被忽视的中西医汇通大家祝味菊

阐述近代名医祝味菊著作《伤寒质难》中的学术思想,指出其关于中西医汇通方面的思想具有一定的先进性,但尚未引起中医界足够的重视。祝氏以《伤寒论》六经辨证论治为例,指出中医治法的本质为顺应或增强人体的自愈、自调节能力。其中,人体的阳气是人体患感染性疾病时主要的自愈能力,因此祝氏在治疗时重视扶阳,擅用附子等温热药物。此外,祝氏将外感内伤病的中医辨证概括为“五段八纲”。总之,在中西医汇通史上,祝氏作出了极为重要的贡献,对于指导临床思维和中医药的现代研究,具有重要的启示作用。     

穴位刺激合并小剂量氯米帕明治疗强迫症30例临床研究

目的:研究穴位刺激治疗强迫症的临床疗效.方法:60例强迫症患者分为两组,氯米帕明组(对照组)及穴位刺激调控法加氯米帕明组(治疗组)各30例.采用Yale-Brown强迫症量表、汉密尔顿抑郁量表(HAMD)、简明精神病量表(BPRS)、副反应量表(TESS)临床疗效评定标准,分别评定疗效和副反应.结果:对照组痊愈率为26.7%,显效率为56.6%.治疗明组痊愈率为43.3%,显效率为76.7%.治疗组疗效优于对照组.对照组不良反应发生率为73.33%,治疗组不良反应发生率为46.67%.两组不良反应发生率差异有显著性(P<0.05).结论:穴位刺激调控法加小剂量氯米帕明疗效好于氯米帕明.提示穴位刺激调控法的疗效肯定,副作用小,安全性好.     

中西医结合治疗重型颅脑损伤及出血性中风并发应激性溃疡出血的效果观察

目的探索重型颅脑损伤及出血性中风并发应激性溃疡出血的中西医结合治疗效果,以发挥中西医结合治疗的优势.方法 96例应激性溃疡出血患者被随机分为观察组(48例)和对照组(48例).观察组在对照组常规治疗的基础上加用云南白药和白芨.结果观察组显效率72.92%,总有效率为93.75%;对照组显效率45.83%,总有效率为77.09%,经χ2检验,两组显效率差异有非常显著性(χ2＝7.43,P＜0.01),总有效率差异有显著性(χ2＝4.34,P＜0.05).结论中西医结合治疗重型颅脑损伤及出血性中风合并应激性溃疡出血是一种十分有效的方法.     

Medicine in Future and Advantages of Integrated Chinese and Western Medicine

The history of medical development shows that oriental medicine, or traditional medicine, was born through medical practice during the times when science and technology were immature and underdeveloped, whereas with the development of science and technology, Western medicine, or modern medicine, was born through experimental analysis and research. With the development of medicine, the pros and cons of both medical systems become increasingly evident. How to integrate them and learn from each other will be the direction of future development of medicine. The formation and development of integrated medicine will, inevitably, usher in a new era for medicine.     

基于常规和三元整合教育方案对超低出生体重儿住院期间父母焦虑抑郁影响的历史对照研究

目的 评价专业人员-父母-住院早产儿三元整合教育方案(三元整合教育方案)在超低出生体重早产儿(ELBW)中的临床应用效果。方法 选取复旦大学附属儿科医院2个年度ELBW的连续样本,对照组常规护理教育方案,实验组三元整合教育方案,采用贝克焦虑量表 (BAI)和贝克抑郁量表第2版(BDI-Ⅱ)作为评价焦虑和抑郁的工具,比较不同教育方案父母的焦虑、抑郁程度的差别和父母入院时和出院前焦虑、抑郁水平。结果 实验组79对父母、对照组64对父母进入本文分析。实验组ELBW平均孕周小于对照组,试管婴儿比例高于对照组,机械通气时间长于对照组,但住院时间并不长于对照组,母乳喂养率也较对照组明显增高,差异均有统计学意义。入院时实验组和对照组BAI粗分[(18.9±9.8)vs (17.1±10.2)]和BDI-Ⅱ评分[(17.2±8.8)vs (16.0±9.0)],中重度焦虑[(37/128) vs (36/158)]和中重度抑郁的例数[(38/128) vs (51/158)],差异均无统计学意义;实验组和对照组出院时较入院时BAI粗分下降了(11.0±6.5)分和(8.5±2.3)分,BDI-Ⅱ评分下降了(11.3±8.1)分和(9.1±7.9)分,中重度焦虑和中重度抑郁的例数均有明显下降,差异均有统计学意义;实验组焦虑和抑郁评分改善值好于对照组,差异有统计学意义。入院时父亲焦虑和抑郁评分均较高于母亲,差异均有统计学意义。结论 三元整合教育方案明显降低了ELBW父母焦虑、抑郁的水平,在单中心的历史对照研究中得到较好的验证。     

Incremental Development of an Integrated Assessment Method for the Professional Curriculum

Objective. To incrementally create and embed biannual integrated knowledge and skills examinations into final examinations of the pharmacy practice courses offered in the first 3 years of the pharmacy curriculum that would account for 10% of each course’s final course grade.Design. An ad hoc integrated examination committee was formed and tasked with addressing 4 key questions. Integrated examination committees for the first, second, and third years of the curriculum were established and tasked with identifying the most pertinent skills and knowledge-based content from each required course in the curriculum, developing measurable objectives addressing the pertinent content, and creating or revising multiple-choice and performance-based questions derived from integrated examination objectives. An Integrated Examination Review Committee evaluated all test questions, objectives, and student performance on each question, and revised the objectives and questions as needed for the following year’s iteration. Eight performance objectives for the examinations were measured.Assessment. All 8 performance objectives were achieved. Sixty-four percent of the college’s faculty members participated in the integrated examination process, improving the quality of the examination. The incremental development and implementation of the examinations over a 3-year period minimized the burden on faculty time while engaging them in the process. Student understanding of expectations for knowledge and skill retention in the curriculum also improved.Conclusions. Development of biannual integrated examinations in the first 3 years of the classroom curriculum enhanced the college’s culture of assessment and addressed accreditation guidelines for formative and summative assessment of students’ knowledge and skills. The course will continue to be refined each year.     

Adaptive Sliding Transfer for Toileting

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