从技术创新看负压封闭引流技术的发展

负压封闭引流技术(vacuum sealing drainage,VSD)是近几年来发展起来的一项新的创口引流技术,其操作方便,应用简单,在临床各个科室得到广泛应用和发展,作者介绍了这一新的引流技术的发展历史、技术原理及临床应用情况.并对负压封闭引流技术的创新特点和创新方法进行了简要论述及展望.     

从技术创新看负压封闭引流技术的发展

负压封闭引流技术(vacuumsealing drainage,VSD)是近几年来发展起来的一项新的创口引流技术,其操作方便,应用简单,在临床各个科室得到广泛应用和发展,作者介绍了这一新的引流技术的发展历史、技术原理及临床应用情况。并对负压封闭引流技术的创新特点和创新方法进行了简要论述及展望。     

病理科与其他医技科室关系的现状分析及对策

随着现代医学的不断发展,临床病理工作中诸如病理诊断含“金”量不足、诊断与临床实际不符、随访未落到实处等问题逐渐暴露,这些多与病理科与其他临床医技科室缺乏沟通和相互协调有关.本文从临床病理工作角度,分析了病理科与其他医技科室关系的现状及存在的问题,并针对问题提出了对策,阐明了加强病理科与其他医技科室的联系的重大意义,旨在倡导广大病理科医生及其他医技工作者,加强联系,多方沟通.     

151例医疗纠纷司法鉴定的统计分析

通过对重庆市法庭科学司法鉴定所2008年～2009年两年内受理的151例医疗纠纷具体案件的首选鉴定机构类型、产生纠纷的医院、科室、原因及司法鉴定结论等情况逐一进行统计分析,用以了解本地区医疗纠纷的鉴定方式,医院、科室分布特点及产生的主要原因并对其做简要的分析.     

介入性超声与临床医学的辩证统一

介入性超声是近年来超声领域开拓的一项崭新技术,它的出现从根本上改变了超声诊断作为单纯辅助科室的陈旧观念,使诊断和治疗真正成为一个整体过程.变革了超声医生的知识结构及思维方式,促进了临床各学科之间的综合与发展.要在日益深入局部微观研究使临床各学科越来越分化的同时,更广泛地注意整体的辩证统一,充分体现了辩证唯物主义的自然观.     

CT故障停机时放射科危机管理的应用研究

放射科应用危机管理理论,在CT故障停机时,启动危机处理方案:用MRI替代检查,配以危机处理工作流程,MRI加班不停机和一小时内出报告等措施.保障了患者影像诊疗的持续性,使"以患者为中心"得以拓展和落实,为医院带来了良好的品牌效益、服务效益和技术效益.     

三级甲等综合医院科间会诊之我见

随着医疗市场的不断变化,科室间会诊出现了新的问题.本文分析了科室间会诊存在的问题及原因,并提出了改进措施,以提高会诊质量,确保医疗安全.     

重症医学科患者安全——一个需要关注的问题

随着重症医学的发展,重症医学科暴露的患者安全问题已逐步引起人们关注.重症医学科患者安全问题与医务人员职业倦怠、医患关系、团队合作、科室管理等因素密切相关,提高科室高效管理、加强团队建设、提高人文素养等措施是重要有效的解决办法.     

医疗机构心理咨询与心理治疗开展情况及对策

为了全面了解医疗机构心理咨询与心理治疗工作的普及与开展情况,对江苏省医疗机构进行了抽样调查.结果显示医疗机构普遍开展了心理咨询与心理治疗,但地区及医院性质等发展不平衡;多数心理咨询机构没有设立专门的部门和科室;从业人员以兼职为主,且缺乏充分的系统培训.对医疗机构心理咨询与心理治疗的发展提出了建议.     

某三甲医院各时段临床护理工作量的调查研究

通过测量不同科室不同时段的护理工作量,为护理人力资源管理提供科学依据.随机选取某三级甲等医院8个临床科室,采用观察法对每班护士进行一对一的现场跟踪调查,对8个临床科室不同时段的直接护理时间和间接护理时间进行测定,以分钟为单位记录,并计算得出护理工作量.不同科室不同时段护理工作量不同,不同科室同一时段护理工作量也不完全相同,同一科室不同时段护理工作量也不相同.10～12、12～14、19～21、23～1、7～9这五个时段各科室护理工作量集中,密集程度高,护士超负荷工作,而部分时段护士闲置,造成了护理人力资源浪费.医院相关部门可以通过定期对不同科室不同时段临床护理工作量的测量,来了解各科室所需要的护理人力,为配置护理人力资源提供客观数据支持.护理管理者应根据不同科室不同时段护理工作量的变化采取弹性排班.     

CT故障停机时放射科危机管理的应用研究

放射科应用危机管理理论,在CT故障停机时,启动危机处理方案:用MRI替代检查,配以危机处理工作流程,MRI加班不停机和一小时内出报告等措施,保障了患者影像诊疗的持续性,使"以患者为中心"得以拓展和落实,为医院带来了良好的品牌效益、服务效益和技术效益。     

放射科工作流程重组期间医务人员工作负荷的实验研究

通过对放射科实施工作流程重组期间医务人员工作负荷的研究分析,发现工作流程重组在提高工作效率的同时,也不可避免地增加医务人员工作负荷。只有运用针对性的措施,有效减轻工作负荷压力,才能保障工作流程重组顺利进行。     

放射科工作流程重组期间医务人员工作负荷的实验研究

通过对放射科实施工作流程重组期间医务人员工作负荷的研究分析,发现工作流程重组在提高工作效率的同时,也不可避免地增加医务人员工作负荷.只有运用针对性的措施,有效减轻工作负荷压力,才能保障工作流程重组顺利进行.     

History of Psychological Testing from the Perspective of Test Developers in Japan1

In this study, the history of psychological testing in Japan is described using the oral history method. Seven test developers discussed the development of Japanese versions of the Wechsler Intelligence Scale, Binet-Simon Intelligence Scale, and Kaufman Assessment Battery for Children. Three conclusions were identified. First, the motivation for developing the tests shifted from one of personal aspiration to a wider responsibility of specialists' desiring to make social contributions. Second, the test developers shifted from working in small, familiar, collaborative groups to working in groups of specialists conducting well-organized projects. Third, the development of tests has variously been led by researchers, publishers, researcher-and-publisher collaborations, or institutes. In addition, this study identifies contemporary challenges for developing psychological tests, specifically due to insufficient numbers of participants and test developers.     

The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the good citizen that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch.     

Development of historical understanding among 9- to 14-year old children

The study attempted an understanding of the cognitive process involved in appreciation of history and the developmental pattern of the same. A test of Historical Understanding (HU) was constructed consisting of items which were similar to historical situations, but real historical episodes were not included in order to avoid any effect of prior knowledge and memory of historical facts. The test items were pilot tested and refined. A random sample of 15 children, 9–14 years of age (Grades 4, 6 and 8), was administered the test with clinical probing followed by an interview to assess children’s idea of past and history. The findings revealed that appreciation of the difference between past and history, chronology, and historical imagination emerged early by 9 years of age developing further with age/Grade. Development of some dimensions such as empathy and critical analysis appeared late by 13–14 years.     

Modelling the History of Ideas

We propose a new method for the history of ideas that has none of the shortcomings so often ascribed to this approach. We call this method the model approach to the history of ideas. We argue that any adequately developed and implementable method to trace (dis)continuities in the history of human thought, or concept drift, will require that historians use explicit interpretive conceptual frameworks. We call these frameworks models. We argue that models enhance the comprehensibility of historical texts, and provide historians of ideas with a method that, unlike existing approaches, is susceptible neither to common holistic criticisms nor to Skinner's objections that the history of ideas yields arbitrary and biased reconstructions. To illustrate our proposal, we discuss the so-called Classical Model of Science and draw upon work in computer science and cognitive psychology.     

Between Literature and Psychology: Konishi Masutaro (1862–1940) in the History of Russo–Japanese Scientific Connections

The aim of this paper is to describe some episodes from the life of Konishi Masutaro (1862–1940), a Japanese scholar and psychologist who obtained his theological and psychological education in Russia and who played a role in the development of psychological science in Russia. Masutaro is mostly known as a translator of Lev (Leo) Tolstoy, and the psychological side of his biography is not well studied. Masutaro's life and work in Russia occurred in the context of great political and cultural changes. He was one of the first authors who translated fragments from Eastern philosophy (works by Laozi and Confucius) into the Russian language. Personal and scientific details of the life of this educated scholar are also given in the present paper.     

How should the History of Education be Written? Some Reflections about the Nature of the Discipline from the Perspective of the Reception of our Work

How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the nineteenth century, should be avoided at all costs. But the danger of presentism lurks around the corner as a sine qua non condition in any form of historical research. As can be found out via the comments on our own work, much of the criticism goes back to old conceptions of the discipline, conceived as historical pedagogy rather than as history of education. Apparently, in the field of pedagogy people are still convinced that the history of education, even if it does not provide edifying examples and useful lessons, must in any case have a training value for professionals – which in the light of modern, advanced research is rather a difficult idea to defend.