高层次医学影像技师培养与临床水平的提高

随着我国经济飞速发展,医疗技术日新月异,综合医院从国外引进的影像设备越来越先进,而影像技术人员普遍存在学历、职称偏低、知识结构老化等问题,高层次医学影像技术人才出现断层,限制了新技术的高级临床应用和开发。急需培养知识面宽、基础扎实、素质高、能力强的复合型、实用型影像专业技术人才。建议加强高层次医学影像技术人才的培养,以适应新时期综合医院医学发展对影像技术人才的要求。     

农村医疗保障体制构建模式的选择——多层次农村医疗保障制度体系

目前农村医疗保障实行的新型农村合作医疗制度体系,很难保障农村居民的基本医疗卫生服务的需求。提出构建包括卫生防疫与基础保健功能的基础层,新型农村合作医疗制度的主体层,农村医疗救助制度的最低层,商业性医疗保险的补充层的多层次农村医疗保障制度体系,以有效解决农村居民对医疗卫生服务不同层次的需要。     

Conception et santé : quelques remarques sur le statut de l’activité de travail dans la conception des systèmes de production

The aim of this article is to discuss the status of activity at work for the design process. After having highlighted the stakes to take into account activity at work during design, three approaches are discussed. One can try to model the workers’ activity in order to anticipate it during the design process. One can try to support the design of flexible systems, which control activity. One can try to catch and articulate in a same process the development of both the situation and the activity. These different positions result in different understanding of the design process mainly in its temporal dimension. For each approaches, some lines of research are presented.     

Secrets to Creating Effective and Interesting Educational Experiences: Tips and Suggestions for Clinical Educators

Genetic Counselors (GCs) spend years learning about genetics and practicing counseling techniques in classroom environments. From the learner perspective, teaching may seem straightforward: provide appropriate information, develop tests or assignments and submit grades. When asked to teach for the first time, however, clinicians suddenly realize that there is a lot more to education than standing in front of a class and talking. This article introduces clinical educators to strategies and learning principles that help make the teaching/learning process more interesting and successful for faculty and students alike. The instructional concepts presented here are useful across the entire spectrum of learning situations; a 1 hour discussion with a lay audience, a 3 hour workshop at a professional meeting, a 15 week graduate course, or a series of courses culminating in an advanced degree. The article offers suggestions for writing course competencies, selecting instructional approaches, embedding learning engagement options, leveling course content and choosing evaluation strategies.     

DISCREPANCY IN FUNCTIONAL ANALYSIS RESULTS ACROSS TWO SETTINGS: IMPLICATIONS FOR INTERVENTION DESIGN

Functional analyses that were conducted in two settings (playground and classroom) indicated that problem behavior was sensitive to adult attention on the playground and tangible items in the classroom. Attention‐ and tangible‐based interventions were designed based on the results from each of the assessment environments and were compared. The attention‐based intervention was more effective on the playground, and the tangible‐based intervention was more effective in the classroom. Findings are discussed in regards to the generality of functional analysis results across environments.     

Relational Services

Recent research projects have looked for social innovations, i.e., people creating solutions outside the mainstream patterns of production and consumption. An analysis of these innovations indicates the emergence of a particular kind of service configuration—defined here as relational services—which requires intensive interpersonal relations to operate. Based on a comparative analysis between standard and relational services, we propose to the Service Design discipline an interpretative framework able to reinforce its ability to deal with the interpersonal relational qualities in services, indicating how these qualities can be understood and favored by design activities, as well as the limits of this design intervention. Martin Buber’s conceptual framework is presented as the main interpretative basis. Buber describes two ways of interacting (“I-Thou” and “I-It”). Relational services are those most favoring “I-Thou” interpersonal encounters.

itsme: Interaction Design Innovating Workstations

Background  In the last 30 years, there has been little innovation in workstations. The desktop metaphor has become the standard user interface, with its pros (e.g., ease of learning) and cons (e.g., interaction constraints for skilled users, lack of context awareness). Objectives  In this paper, we present itsme, an Italian initiative to design the next-generation workstation. Interaction design is the basis of the project, as well as the involvement of a wide community of contributing users. Results  The early design phases of the project led to the definition of a new metaphor for personal computing, based on stories and venues. The metaphor is being adopted for the development of a novel front-end for the Linux operating system, aimed at fulfilling the needs and desires of knowledge workers.

Human factors in GIScience laboratory at the Pennsylvania State University

The human factors in GIScience Laboratory (Human Factors Lab) of The Pennsylvania State University’s Department of Geography is located in University Park, PA (USA). University Park and bordering State College, PA are found in the heart of PA between the cities of New York City, NY, Philadelphia, PA, and Pittsburgh, PA. The laboratory is directed by Dr. Alexander Klippel and is part of the GeoVISTA Center. The Human Factors Lab contributes to Penn State Geography’s strong tradition as a leader in research on map perception, spatial cognition, and behavior in spatial environments. This report focuses upon basic research topics in spatial cognition, including: (1) perceptual and cognitive factors in map symbolization and design, (2) the creation of cognitively ergonomic route directions for next generation location based services (LBS), (3) You-Are-Here maps and the creation of a sense of place through map-like representations, (4) the conceptualization and representation of dynamic phenomena (i.e., geographic movement pattern), and (5) the relationship between linguistic and non-linguistic conceptualization.     

计算机适应性测验条件下认知设计项目预测参数的影响

自动化项目生成(Automatic Item Generation)中的项目参数是基于认知项目设计的刺激特征集预测的, 在不确定性来源上较之用经验数据标定的参数更为复杂。文章通过实证研究分析了在计算机适应性测验条件下基于认知设计系统法生成的抽象推理测验(ART)项目预测参数对能力参数估计的精确性。研究表明, 项目预测参数比相应标定参数分布更为趋中。这种回归效应既影响到能力参数估计误差大小, 也导致适应性测验过程中项目选择的差异。在控制了项目选择差异之后, 能力参数估计误差较之基于项目标定参数的能力估计误差大, 但差别并不明显。两者相应的能力估计值相关很高, 对应能力值之间的差异很小, 且几乎贯彻整个能力分布区间。     

Why Research-Oriented Design Isn’t Design-Oriented Research: On the Tensions Between Design and Research in an Implicit Design Discipline

Human–computer interaction (HCI) is the discipline concerned with the design, evaluation, and implementation of interactive computing systems. Unlike many empirical sciences, HCI researchers do not typically solely study existing technologies, styles of interaction, or interface solutions. On the contrary, one of the core activities in contemporary HCI is to design new technologies – in the form of software and hardware prototypes – that act as vehicles through which HCI researchers’ ideas materialize and take on concrete form. Despite this situation, there is a very modest discussion in the discipline on the role of design as an activity in the research process; whether or not HCI could in fact be better understood as a design discipline than as an empirical science; and if, and if so how, the design element in HCI goes with its empirical claims. This paper is specifically about the element of design as currently manifest in HCI research. We dig deeper into HCI as a design discipline by suggesting, analyzing, and discussing what appear to be tensions between two competing traditions in the relationship between design and research.