癌症病情告知技能培训课程对医学院校医患沟通课程的启示

医学院校医患沟通课程的内容设置应符合临床实践对医学人才知识及技能的要求.通过对临床医生进行癌症病情告知技能培训课程的探索,为医学院校医患沟通课程开设癌症病情告知技能相关内容提供参考和依据.     

我国医科类高校医学(生命)伦理学课程现状调查

为了解我国部分医科类高校医学(生命)伦理学课程的开展现状,对国内48所高校中68名从事医学(生命)伦理学教学工作的教师进行问卷调查。结果显示,23所高校教师人数超过4人;女性教师中学历为硕士的人数最多;32.4%的教师第一专业具备临床或医药背景;学时为32学时～36学时的高校仅1所,学分为2学分的高校也只有1所,以必修课形式开设的高校只有2所;28所高校开设了医学(生命)伦理学相关的讲座,其中2所高校年均开设次数达到5次或以上。调查显示,高校整体师资力量较薄弱、女性教师学历水平有待提高、教师知识结构较单一、课程受重视程度低、医学人文环境较差。建议扩大、优化师资结构,重树学科定位,加强医学人文建设,营造医学人文氛围。     

临床药学生人文教育现状与反思

为了探讨临床药学生人文课程设置必要性,为临床药学专业建设提出建议,考察了临床药师人文素质情况,分析临床药学专业课程设置.结果显示,临床药师在实际工作中表现出人文底蕴不足,且对自身人文素质并不满意,我国临床药学专业人文课程设置不理想,因此,临床药学生需加强人文素质培养,人文课程设置十分重要.     

《医学人文概论》课程教学的调查与反思

为了更好地开展《医学人文概论》课程的教学,提高教学质量,通过对学员进行问卷调查,内容包括课程性质及目标、开课学时、教学内容、教学方式、教学模式等.结果显示,大部分学员认为很有必要开设这门课程,且对培养学员的医学人文精神具有重要意义.最后,根据调查情况就如何进一步完善课程教学提出对策与建议.     

对理工科大学开设普通逻辑课的探讨

82年以来,清华大学开设了普通逻辑这门课。现根椐几年来的教学实践和学生的反映,提出一些初步看法和设想. 一、理工科大学有无必要开设普通逻辑清华学生总的来说素质较好,在各理工科课程中已受到了一定的逻辑训练.在计算机及经济管理等专业,还开设了数字电路、数理逻辑等课程.在这样一所以工科学生为主体的大学开设普通逻辑还有没有意义?回答应该是肯定的。     

转型期妇产科医生实习质量提升对策

临床实习阶段是医学生到医生转型的关键时期,如何提高临床实习质量.本文作者认为建立新型的教学关系,高标准选择带教老师,年龄在35到50岁之间为佳,建立.双向交流"的教育方式;建立临床实习医生职业素养档案;建立实习岗前培训,增强风险意识;给予学生充分的实践机会以及采用多种措施弥补实习中的不足是切实有效的对策.     

浅谈口腔正畸学中临床思维与实践技能的并重

口腔正畸学对临床思维和实践技能均有较高的要求.在口腔正畸医生的成长和发展中,一方面要注意培养临床哲学思维,如整体与局部、理论-实践-理论、限度的问题、发展与联系等观点;另一方面应在临床实践中通过临床前基本技能培训及临床技能训练逐渐夯实其临床能力.通过开展临床病例讨论、专题讲课、病例总结等可进一步有效地将二者结合以提高口腔正畸医生的临床综合业务素质.     

概化理论在内科学临床技能考核中的应用研究

运用多元概化理论对两届临床医学硕士研究生内科临床实践能力考核进行评价比较。结果表明,两届研究生内科临床实践能力考核的信度均较高,可靠性指数分别为0.78878、0.67985,考核内容较全面。比较发现,01级学生考核的信度要高于02级,考核专家以3-5位为宜。     

上海中医药大学学生对医学人文类课程需求调查

为了解上海中医药大学学生对医学人文教学现状的满意度和需求情况,采用访谈和自编问卷的形式对部分学生和个别教师进行调研。结果显示,学校开设通识类课程能基本满足学生选课需求,但医学人文类课程相对较少。71.3%的在校学生对学校医学人文教学情况满意,40.7%的非全日制学生对医学人文教学有较大需求,91.0%的研究生认为在临床实习阶段也应该开设医学人文类课程。目前,医学人文类课程存在的最大问题是课程内容与临床脱节,教学方法较为单一。为满足各个层次医学生的需求,在医学人文教学方面要重视全程性、广泛渗透性和教学方法的多样性。     

军医大学人文教育需求的实证研究

军医大学人文教育需求的实证研究,以第三军医大学2005级7个不同专业的学生为主要对象进行医学人文教育需求问卷调查,初步探讨军医大学学生对开设医学人文课程的心理需求和知识需求.调研中还发现,学生对医学人文科学抱有浓厚兴趣,认为具备良好的医学人文素质是未来医生的核心竞争力.     

Clinical Psychology Students’ Experiences of a Pilot Objective Structured Clinical Examination

There is a need to improve methods used to assess students’ clinical skills in postgraduate clinical psychology training, but research into the use of new competency‐based assessments are sparse. The current study examines the potential application of the objective structured clinical examination (OSCE) to clinical psychology training. Commonly used in medical training, the OSCE requires students to demonstrate clinical skills across a number of standardised stations with trained actors playing the part of patients. A pilot OSCE was conducted with nine students from a psychology doctoral program. Participants completed a brief student feedback questionnaire and attended a focus group after the OSCE. They also completed the State–Trait Anxiety Inventory before and after the OSCE. The results showed that students viewed the OSCE as a valid, realistic, and fair assessment method. They reported high levels of anxiety during the OSCE but noted that the OSCE was a positive learning experience. These results suggest that OSCEs should be considered in clinical psychology training programs for the assessment of clinical competence. Further evaluations of the validity and reliability of the clinical psychology OSCE using a larger sample size are required. Other limitations and implications of the study are discussed.     

Cooperative learning in third graders' jigsaw groups for mathematics and science with and without questioning training

Background. There is much support for using cooperative methods, since important instructional aspects, such as elaboration of new information, can easily be realized by methods like ‘jigsaw’. However, the impact of providing students with additional help like a questioning training and potential limitations of the method concerning the (minimum) age of the students have rarely been investigated. Aims. The study investigated the effects of cooperative methods at elementary school level. Three conditions of instruction were compared: jigsaw, jigsaw with a supplementary questioning training and teacher‐guided instruction. Sample. Nine third grade classes from three schools with 208 students participated in the study. In each school, all the three instructional conditions were realized in three different classes. Method. All classes studied three units on geometry and one unit on astronomy using the assigned instructional method. Each learning unit comprised six lessons. For each unit, an achievement test was administered as pre‐test, post‐test and delayed test. Results. In the math units, no differences between the three conditions could be detected. In the astronomy unit, students benefited more from teacher‐guided instruction. Differential analyses revealed that ‘experts’ learned more than students in teacher‐guided instruction, whereas ‘novices’ were outperformed by the students in the control classes. Conclusions. Even third graders used the jigsaw method with satisfactory learning results. The modest impact of the questioning training and the low learning gains of the cooperative classes in the astronomy unit as well as high discrepancies between learning outcomes of experts and novices show that explicit instruction of explaining skills in combination with well‐structured material are key issues in using the jigsaw method with younger students.     

Assessing the Clinical Competence of Psychology Students Through Objective Structured Clinical Examinations (OSCEs): Student and Staff Views

Objective Structured Clinical Examinations (OSCEs) are a well‐known, reliable, and valid assessment method used across the healthcare sector. In the present study, we applied OSCEs in three units within professional postgraduate psychology courses, with the broad aims of identifying staff and student perceptions of the assessment. At the conclusion of each OSCE, staff and students completed a feedback questionnaire that contained both scaled and open‐ended questions. Results suggest that clinical psychology OSCEs can be stressful for students, but are also well regarded. Both staff and students felt that the OSCEs were realistic, valid, and aligned well with professional practice. Students reported differences in the way in which they prepared for the OSCEs compared with a written exam or other form of assessment, while staff noted that models of OSCE development must be flexible, to adequately assess the objectives of individual units. Further, because they can be a costly exercise, OSCEs need to be applied judiciously within the tertiary sector.     

Proprioceptive training for learning downhill skiing

The aim was to assess whether balance training would improve downhill skiing for 30 physical education students who had no previous skiing experience and were randomly assigned to two groups. The control group attended only ski lessons for two weeks, 2 to 4 hours daily. The experimental group attended downhill ski lessons and indoor balance training on a balance board, wearing ski boots, for 20 min. every second day in the afternoon. All participants before training completed a balance assessment (stability indices). After the completion of the ski classes, all repeated the balance assessment and two downhill ski tests of agility, slalom and snow-ploughing techniques. Analysis of variance with repeated measures showed both groups improved balance similarly, but the experimental group performed significantly better on the downhill-slalom agility test, so the specific indoor balance training was helpful.     

A Qualitative Investigation of Student and Supervisor Perceptions of Live Supervision in Genetic Counseling

Live supervision of genetic counseling students is critical for ensuring quality client care and student clinical skill development. However, no research has investigated students' and supervisors' experience of this primary supervision method. In this study, separate focus groups of students and supervisors discussed their perceptions of the nature and impact of live supervision. A modified Consensual Qualitative Research method (Hill et al. (1997) Couns Psychol 25:517–572) was used to analyze the data. Results suggest that live supervision is an essential and effective method that promotes student skill development and professional development for both students and supervisors. There is a lack of formal training regarding supervision; most learning is trial and error. Students worry about being evaluated, and supervisors wonder if they are providing supervision effectively. Both samples emphasized that client care should not be compromised. Participant recommendations for improving live supervision are described, and suggestions are made for future research.     

Novice Strategies for Understanding Paintings

Visual analysis is taught in art history classes as a skill which aids a student in understanding a work of art in its appropriate conceptual or historical context. To provide a foundation for the design of computer-based lessons to train students in the skill, this study attempted to discover the strategies that novices employ when viewing a set of paintings. Verbal protocols obtained from novices in this study indicated that they described semantic features, or content, of paintings more than the formal elements, e. g. line, colour, shape, when viewing realist paintings. However, when presented with abstract, i. e. less semantically accessible paintings, novices shaply altered their approach and discussed formal elements over content. These findings suggest that an analysis of formal elements is not performed by a novice when a painting depicts a clear subject, but is attempted when the subject-matter becomes obscure. This implies that, at some level, novices realize that the meaning of a painting can be extracted from attention to the formal elements. Interestingly, novice protocols contained the same categories of strategies deemed important by experts. The lack of training in visual analysis was not notably manifest with respect to style. Of all formal dimensions, this one yielded the greatest discrepancy between novices and the expectations of instructors.     

Effects of a REBT Based Training on Children and Teachers in Primary School

Rational Emotive Education (REE) is a psychological educational program offering a preventative psycho-educational curriculum to children in order to teach them emotional literacy skills. REE helps children by teaching them to challenge irrational thinking, to minimize their reactions to disappointment and frustrations, to cope more effectively with problems, and to more fully accept themselves. The efficacy of REE training for children and teachers was examined in a sample of 211 third grade students from nine different classes and 26 teachers. Each class was randomly assigned to one of three different groups, two experimental groups and a control group, each receiving different training. First objective of our study was to evaluate the efficacy of a REE training based on storytelling in changing children’s irrational beliefs. Second objective of our study was to observe the efficacy of a teachers’ training similar to that applied in REBT-focused school consultation groups in enhancing their self-efficacy. Results show an improved tendency in children to think rationally and an enhanced perception of self-efficacy in teachers for those groups that underwent the training compared to the control group. Our results suggest that REBT based trainings for children and teachers should be integrated into the classroom curriculum in order to prevent mental health problems and encourage positive social and emotional well-being.     

认知训练对不同类型考试焦虑的作用

以163名高中一年级学生为被试,采用现场实验法考察了认知训练对认知主导型考试焦虑(C型)、生理唤醒主导型考试焦虑(P型)和学习技能缺乏型考试焦虑(S型)的作用效果.结果表明:认知训练能显著地降低三种考试焦虑类型的状态考试焦虑,提高C型和P型的考试成绩.认知训练在降低考试焦虑和提高考试成绩两方面对C型考试焦虑者作用尤为明显.认知训练没有表明对S型考试焦虑者有提高考试成绩的作用.     

Contextual Enrichment and Distribution of Practice in the Classroom

Small scale experiments have led us to believe that teaching a lot in a short time is inefficient, perhaps because it overtaxes student resources. This principle, however, has not been adequately tested in realistic instructional settings. Another untested practical notion derived from psychological theory is that diversifying environmental contexts of teaching and providing contextual aids for the organization of course content can make instruction more effective, particularly when it is massed. These predictions were tested with an 8-hour statistics course, consisting of four videotaped lessons. The lessons were presented either within a single day or over 4 days. Environmental context was either diversified, by teaching the lessons in four different rooms, or was held constant by using a single room setting. Retention was tested 5 days after training in a totally new environment. Field independence of subjects was measured by the Group Embedded Figures test. We found: (1) Distribution of lessons over 4 days was more effective than a single day presentation; (2) diversification of context by using a different room for each of the four lessons resulted in better productive performance for field-dependent students. Diversification was equally effective for time-massed and distributed teaching. We concluded that both massing and context effects were primarily retrieval, rather than learning, phenomena because performance at the end of each lesson was not affected by experimental manipulations while recall after 5 days was. Our results indicate that efficiency of instruction can be increased by diversifying the teaching environment. Such context diversification would be a particularly useful instructional strategy in settings where transportation costs necessitate massed teaching.