临床药师问诊与实践体会

问诊是临床医师的基本技能之一.医师通过问诊可以获得病史资料,从而做出临床决策.随着医学模式从传统的生物医学模式向生物心理社会医学模式转变和临床药学的蓬勃发展,药学服务模式从传统的以保障药品供应为中心向以患者为中心模式转变.药师从药房逐步走向临床,参与合理用药和提供药学服务,问诊也应成为临床药师的基本技能之一.本文通过笔者问诊实践,阐述问诊对于临床药师的重要性、药师问诊的内容及其与医生问诊的区别.     

Developing Coordinated Technical Assistance and Training Programs

The design of a coordinated, multi-level technical assistance and training system is crucial to the delivery of manpower services under CETA. A framework for the development of such a system, together with tentative roles and responsibilities for its implementation are presented.     

Flow Experience in Design Thinking and Practical Synergies with Lego Serious Play

The flow experience can be an important precursor to high levels of creativity and innovation. Prior work has identified and conceptualized the key elements of the flow experience in cocreative activities as individual flow corridor, individual flow feeling, and group flow. Surprisingly, the flow experience is underrepresented in theory and practice of design thinking. In this empirical study, the flow experience at the individual and group level was investigated in a 1-day design thinking exercise. The findings from partial least squares (PLS) modeling of 230 observations confirm previously untested conjectures that (a) the elements of individual and group flow experience were prevalent and highly correlated in the design thinking activities and (b) the nature of the design thinking task had an impact on the flow experience. Finally, results confirm that Lego Serious Play skills-building as a creative warm-up had a positive effect on 2 of the 3 flow experience elements: individual flow feeling and individual flow corridor.     

Combining Environmental Design and Computer Programs to Enhance Learning in Navy Technical Training

The studies reported in this article were projects of the Chief of Naval Education and Training's Model Schools program at the Electrician Mate (EM) apprentice training school at Great Lakes, IL. One project was to create and evaluate a learning environment outside the classroom by developing a variety of hallway posters that related to classroom instructional topics and to the equipment that an electrician encounters on the job. A second project was to apply and evaluate the use of technology in night study to help students improve their grasp of difficult subjects. This was accomplished by adding computer-based instruction (CBI) to the night study classroom. To evaluate students' attitudes toward and responsiveness to the posters and the CBI programs, an extensive questionnaire was administered. The results show that the posters and CBI programs were both used and found useful.     

Training Analysts to Work With Unconscious Embodied Expressions: Theoretical Underpinnings and Practical Guidelines

In this paper it is suggested that by incorporating embodied practices from bodywork and the performing arts analytic training could be enriched and promote the development of countertransference awareness for body sensations and movement. The historical background and theoretical underpinnings of an analytical training program focusing on embodied subjectivity, intersubjectivity, and objectivity, aimed at integrating experiences of self, other, and interaction, is outlined. The paper describes and discusses the training program developed at the Norwegian Character Analytic Institute over a 10-year period, featuring nonverbal, embodied ways of presenting and working with cases at seminars and in connection with supervision.     

Grief Counseling: An Investigation of Counselors' Training,Experience, and Competencies

Grief is prevalent in counseling, but little is known about the current status of counselors’ preparation and competencies to provide effective care. This exploratory study surveyed counselors (N= 369) on grief training, personal and professional experiences with grief, and grief counseling competence. Multiple regression analyses found training and experience were statistically significant predictors of competence. The strong relationship between variables suggests these concepts may be understood as synonymous. Implications for training, practice, and research are discussed.     

Psychotherapy Training Process as a Group Experience: A Hermeneutic-Constructivist Perspective

This article focuses on the training of hermeneutic constructivist psychotherapists and aims to point out those aspects that make the group such a privileged place for the construction of the professional role. It hypothesized that the group, as a closed and transitory context, can promote an openness to the exploration of different alternatives and the experimentation of the professional role. The article concentrates especially on applying the psychotherapy group theory of G. A. Kelly to the group training of hermeneutic constructivist psychotherapists, describing this process through the experience cycle (Kelly, 1995) in the perspective of a transformative experience. Starting from the basic theories behind the therapeutic process, illustration will follow of the training procedure formulated to allow working with the group within a context of relationships that favor learning and experimentation of new roles. The various phases of group therapeutic training will then be illustrated. These have been formulated to enable working within the group in a relational context that favors the role of therapist construction, coming from the elaboration of certain areas of the personal system and from experimentation and the elaboration of this new role itself.     

The Immersion Experience in Multicultural Counselor Training: Confronting Covert Racism

This article reports on and discusses the use of the immersion experience in a multicultural counseling course as a means of confronting unacknowledged racism on the part of White students. An abbreviated version of weekly journal entries from an immersion experience is presented, and the racial identity challenges faced are discussed. Este artículo informa en y discute el uso de la experiencia de la inmersión en un curso multicultural que aconseja para confrontar el racismo no reconocido en la parte de estudiantes Blancos. Una versión abreviada de entradas semanales de diario de una experiencia de la inmersión se presenta, y los desafiós raciales de la identidad encarados se discuten.     

内科学临床医学专业学位研究生临床能力培养探讨

结合医院临床教学实践,分析临床研究生培养中暴露的问题,如研究生临床基础薄弱、实践机会减少、带教老师不够 重视等.提出了研究生临床能力培养的几点策略,加强“三基”培训、采用多样化教学方法、联合培养研究生、加强沟通能力培训、提高带教老师素质等,以提高临床医学专业学位研究生的临床能力,确保培养质量.     

Newly Discovered Lands: An Experience of Psychotherapy Training Within ANZAP

In Australia, training in psychoanalytic psychotherapy differs greatly from psychological training. Within the Australian and New Zealand Association of Adult Psychotherapy, the training process allows for a more comfortable mix of art and science, as well as clinical theory. It is also experiential and has a deeply relational style. This article elaborates on the breadth and depth of newly discovered psychic landscapes that result from this particular psychodynamic training. The aim is to illuminate how the training enables the trainee to empathize and converse with clients for transformations to occur.     

Getting in Tune: Songs of My Experience in Psychoanalytic Training

I use the metaphor of music and dance to explore cognitive, affective, and liminal elements of my training experiences in the New York University Post doctoral Program in Psychoanalysis. I highlight experiences with supervisors and patients, which shaped the development of my identity as an analyst, and the emergence of my analytic voice within a relational paradigm.     

Training the Unemployed Manager: Some Aspects of the United Kingdom Experience

Presently, in the United Kingdom there are more than 100,000 business executives unemployed as a result of the economic recession. This article describes the educational assistance being offered to these executives by government agencies and focuses on the ways in which colleges and universities responsible for the training have approached their task. The freedom exercised by these educational institutions in the matter of course design meant that initially little uniformity existed among them with respect to program objectives and content. More recently, four themes have become evident, which the author has termed situational adaption, job-finding skills, management knowledge, and directional self-analysis. The view is rejected that in terms of personal and training objectives, unemployed executives constitute a homogeneous group. Experience suggests that at least four different ‘types’ of unemployed executives can be distinguished on the basis of their personal and work characteristics. The author has identified these as distressants, businessmen, opportunists, and realists. It is argued that the future development of training programs for unemployed businessmen in the United Kingdom and elsewhere, must acknowledge the diverse needs of participants and be flexibly organized in order to meet them.     

Common Factors Come Alive: Practical Strategies for Implementing Common Factors in MFT Training

Presently, MFT training programs teach MFT models in a way that emphasizes differences over similarities (Karam et al. in J Marital Fam Ther, 2015. doi: 10.1111/jmft.12096; Sprenkle and Blow in J Marital Fam Ther 30:113–129, 2004a. doi: 10.1111/j.1752-0606.2004.tb01228.x, in J Marital Fam Ther 30:151–157, b. doi: 10.1111/j.1752-0606.2004.tb01230.x; Sprenkle et al. in Common factors in couple and family therapy: the overlooked foundation for effective practice. Guilford Press, New York, 2009). Although teaching a variety of models and their distinctiveness is vital, doing so may create a competitive rather than integrative relationship between models (Karam et al. 2015). While Karam et al. 2015 encourage the inclusion of common factors in MFT training, we expand their justification for the importance of doing so We also explain conceptual and practical ways to include common factors in MFT training. Common factors instruction can fulfill multiple purposes: (a) create a sense of cohesiveness for programs which need to teach breadth of topics that can seem unrelated, (b) help prepare practitioners who need to learn many models well but will likely adopt an integrative approach, (c) align with basic skills training, (d) align with process research, and (e) enhance the richness of individual models. For each of these purposes, we provide an example of a classroom activity. We conclude with a unifying example of how one student may learn the common-factors perspective and weave it into her reflective practices as an MFT student.     

医学名家成长经历对医学生培养的启示

运用扎根理论的研究方法,通过对50位医学名家深度访谈的影视和文字资料进行整理和编码,与原始资料进行反复比对,对他们成长经历中的重要影响因素和节点深入剖析,最终围绕医学生成长成才这个核心范畴,将其着力点主要放在家传、师承和职守三个方面。并在此基础上提出如何在家传、师承、职守等方面为医学生的成长提供更加扎实有利的分阶段教育、职业训练、社会环境等方面的条件和支撑,以培养更多更好地能给人民群众带来获得感的医务工作者。

     

价值引导·实践体验·感情建构:德育方法论的整合

德育方法论是关于德育方法的理论.在价值观多元化的当代社会中,传统的灌输法失去了其合法性.面对价值观多元化的挑战,价值澄清理论、道德认知发展理论、关怀理论和社会学习理论都提出了各自的应答方法.由于它们的理论基础不同,解决问题的侧重点不同,其方法功能仅关注某一方面,所以它们的德育方法论仍然不能从根本上解决青少年所面对的现实道德冲突问题.以系统论为研究视角,科学阐明价值引导、实践体验、感情建构方法的理论基础,并论证其整合的可能性与合法性,把现代德育方法进行系统整合连接,构建价值引导、实践体验、感情建构的方法论整体系统是当代德育方法论发展的历史必然.