信息技术发展对医学教育的影响

信息技术的发展对医学教育产生了重要的影响。借助于电子计算机和互联网技术的优势,医学教育从手段到内容上都发生了巨大的变化,今天的医学教育也进入了新时代。此外,包括博客和Wiki在内的新兴技术也提供了新的医学教学方法。互联网的精神也将对医学教育思想产生影响。     

Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis

PurposeRecent work has reported adverse effects of students’ stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education.MethodsThe sample comprised 22 SWS and 403 non-stuttering peers (22 classes) of secondary education in Flanders (Belgium). Students' nominations regarding three acceptance and three rejection criteria were combined. Social network analysis offered procedures that considered direct and indirect interaction between all classmates.ResultsWe found few significant differences: SWS and their peers were distributed similarly across positive and negative status groups. Both considered and were considered by, on average, six or seven classmates as ‘a friend', who they liked and could count on, and nominated or were nominated by one or two classmates as ‘no friend', somebody who they disliked and could not count on. On average, SWS and their classmates also did not differ in terms of structural position in the class group (degree, closeness and betweenness), reciprocated rejection, and clique size. However, SWS do tend to be slightly more stringent or more careful in nominating peers, which led to fewer reciprocated friendships.ConclusionOur results suggest that SWS are quite accepted by peers in secondary education in Flanders. Such positive peer interaction can create a supportive and encouraging climate for SWS to deal with specific challenges.     

Creative Collaboration in Young Children’s Playful Group Drawing

Collaborations that lead to creative outputs occur within different group contexts and with diverse populations, including young children. Two cases of collaborative drawing are presented in this article to consider how young children engage in creative collaboration by negotiating meaning with others through open-ended group drawing. We conceptualize group drawing as a form of social play where children can advance personal creative abilities through interactions and shared understandings with others. The two cases derive from a study that examined young children's group play through drawing. A preschool class of 16 children (aged 4–5) was observed during free play over eight 1-hour sessions. Children were free to come and go as they pleased from an art station consisting of large drawing surfaces and a variety of drawing materials. Findings from the two selected cases suggest the development of shared meaning supports creative collaboration in group drawing situations, as children use a variety of verbal and non-verbal strategies to communicate their ideas. Implications are offered for early childhood educators and environments seeking to promote creative collaboration.     

Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, Single-case research designs. New York: Oxford University Press; Cooper et al. 2007, Applied behavior analysis. Upper Saddle River: Merrill/Prentice Hall) was used to analyze the effects of response cards and daily assessment on average weekly quiz scores. Differential treatment effects were found between the daily assessment and response card conditions. When compared to baseline, students’ consistently earned higher quiz scores on end of week quizzes in the daily assessment condition. Response cards produced mixed results. More substantial effects were revealed when analyzing individual student performance. In some cases, twice as many students earned 90% or better when either response cards or daily assessment were used compared to baseline. We discuss the implications of these results for other content areas and student demographics.     

How counting represents number: what children must learn and when they learn it

This study compared 2- to 4-year-olds who understand how counting works (cardinal-principle-knowers) to those who do not (subset-knowers), in order to better characterize the knowledge itself. New results are that (1) Many children answer the question "how many" with the last word used in counting, despite not understanding how counting works; (2) Only children who have mastered the cardinal principle, or are just short of doing so, understand that adding objects to a set means moving forward in the numeral list whereas subtracting objects mean going backward; and finally (3) Only cardinal-principle-knowers understand that adding exactly 1 object to a set means moving forward exactly 1 word in the list, whereas subset-knowers do not understand the unit of change.     

肿瘤化疗患者的心理分析和指导

肿瘤是一种常见的恶性疾病、病死率很高,化疗是主要治疗方法。由于化疗毒副作用较大,会引起肿瘤患者出现生理上和心理上较大的变化,产生烦躁、焦虑、沮丧等心理活动,并有可能引起病情的恶化,因此极有必要对病人进行心理指导。本文从心理方面对化疗患者进行指导探讨,使医务人员在治疗过程中能帮助患者减轻痛苦,体现人道主义精神。     

早产儿视网膜病变——现阶段难以逾越的鸿沟

早产儿视网膜病变（ROP）纠纷频频,根源在哪里？本文结合案例,回顾历史,就ROP的发病、临床与研究进展,拓展思路,从另一角度,阐述了ROP预防与治疗存在的问题和问题的关键,阐述了ROP发生的根本原因和相关因素,阐述了ROP纠纷的根源和有待解决的问题以及我们应该选择的道路与梦想。     

从中外医学教育标准的差异看医学生的人文素质培养

通过中外医学教育标准在知识目标、技能目标、职业价值观上的若干差异的比较,探讨人文素质,包括医生职业价值观念、医学人文知识、“批判性思维”能力和交流技巧、沟通能力的培养等在国际医学教育标准的重要地位,并对改进我国医学教育的人文内涵提出建议。