关于内科临床技能培训教学课程设置的探讨

通过对参加内科临床技能培训的大连医科大学2007级、2009级五年制及七年制临床医学专业学生进行问卷调查及客观结构化临床考试（OSCE）,探讨内科临床技能培训课程的学时及课程内容等设置.100%的学生认为有开设临床技能培训课的必要,50%以上的学生认为在大学4年级开设本课程较合适,50%以上的学生认为12学时的设置较合理,80%以上的学生认为应每4人共用一名模拟人.OSCE证实毕业前12学时培训组成绩优于实习前8学时组.     

Stress,Coping, and Emotions on the World Stage: The Experience of Participating in a Major Soccer Tournament Penalty Shootout

This study was designed to capture the first-hand experiences of stressors, coping, and emotions that elite professional soccer players have during a major soccer penalty shootout. Eight players who each took part in an important European Championships penalty shootout were interviewed. The results showed that the experience of stressors, coping, and emotions changed extensively throughout the event. Moreover, the participants experienced a series of different stressors, some of which were specific to the penalty shootout, and they employed a variety of coping strategies. Anxiety was the most common emotion. Practitioners can use these results to help design valid simulation protocols.     

Should We Approach Approach and Avoid Avoidance? An Inquiry from Different Levels

Abstract

Approach motivation (striving for desired end-states, eagerly focusing on where one wants to be) is often held up as the best type of motivation: It feels good and is associated with many positive outcomes. Indeed, a common perception is that regulation in terms of approach motivation is almost always better than regulation in terms of avoidance motivation. However, as we discuss, this conclusion is worthy of a deeper look. We consider how approach and avoidance motivation manifest at different levels in a self-regulatory hierarchy and how this can help us understand the upsides and downsides of both approach and avoidance motivation. In other words, approach motivation is not always beneficial and avoidance motivation is not always problematic. Understanding these trade-offs involves a consideration of which level in the hierarchy approach or avoidance is manifested, what types of outcomes are being examined (the experience of regulation vs. performance), and how the approach or avoidance regulation fits or does not fit with an individual’s broad concerns or specific situational demands. Furthermore, a hierarchical approach helps make sense of behaviors that reflect simultaneous approach and avoidance tendencies, such as tactical approach to remove (avoid) a threat, providing a dynamic and nuanced view of motivation.     

Understanding Psychopathology: Cybernetics and Psychology on the Boundary between Order and Chaos

Abstract

We have argued for a balanced perspective on the relative benefits and costs of approach and avoidance motivation, and that thinking hierarchically about these motives contributes to a better understanding of goal pursuit. Having received several scholarly commentaries on these primary claims, in this reply, we further clarify the roles of regulatory fit and intelligibility in goal pursuit, examine surviving and thriving at different levels of the motivational hierarchy, and demonstrate that thinking hierarchically about approach and avoidance motivation provides a wealth of opportunities for additional research into the dynamics of motivation.     

An Investigation of College Students’ Perceptions of Academic Dishonesty,Reasons for Dishonesty,Achievement Goals,and Willingness to Report Dishonest Behavior

This study investigated students’ perceptions of their own and their peers’ academic dishonesty (AD), their reasons for this dishonesty, their achievement goals, and their willingness to report AD (WRAD) within a Chinese cultural context. The results identified students’ belief that their peers had a greater likelihood of engaging in AD and had more motivation to do so than did the students themselves. Gender and academic major did not affect students’ WRAD. However, students were significantly more willing to report classmates than friends. In terms of the participants’ self-perceptions and peer perceptions concerning motivations for AD, more female students cited the lack of penalties as the reason for their own and their peers’ AD, whereas male students more frequently cited their lack of attention to schoolwork as the reason for their own AD. In contrast to students in the social sciences, business students more frequently cited inadequate capabilities as the reason for their AD, and engineering students more frequently attributed their AD to self-interest. Multiple regression analysis demonstrated that three motivations for AD (opportunism, inadequacy, and self-promotion) could positively predict AD, whereas mastery-approach goals could negatively predict AD.     

Motives for Choosing a Career in Teaching: A South African Study

The study investigated motives for teaching career entry by students (n= 232, males= 103, females= 129, mean age 23) at a large South African university. Data were collected using a career motives survey differentiating extrinsic, intrinsic and altruistic motivators. Extrinsic motivators scored higher than intrinsic or altruistic motivators. The motives advanced for teaching were in alignment with those reported in similar research carried out in metropolitan and developing countries.     

Students' Views on the Value of Psychological Research: A Contribution to Indigenising Psychology in Botswana

The goal of the study was to explore the value that psychology students accredit to psychological research in a country like Botswana where psychology is a relatively new discipline. Forty-five undergraduate students belonging to the first cohort of psychology students at the University of Botswana participated in the study (males = 7, females = 38, age range 18–23 years). Data were obtained from student essays and evaluated with Qualitative Content Analysis. Students were of the view that psychological research should (a) increase knowledge to better understand human beings and the world (epistemological value); (b) create awareness about psychology within society so as to to assist society in combating societal problems (societal value); (c) enhance individuals' understanding of psychology so as to to accept psychology (individual value); and (d) up-date psychological theories to ensure their applicability in present times (theoretical value). Considering students' views could play an important role in indigenising psychology in Botswana.     

Paleolithic Art and Cognition

In this article, I have explored some of the possible relationships between the first appearance of representational art in human history and the early development of human cognition. I argue that most Upper Paleolithic depictions directly represent generalized mental images of their animal subjects rather than percepts or recollected scenes from life and that these images, in turn, are representations of concepts at the basic level of categorization. A common feature of Paleolithic art forms is the salience of parts, and the treatment of parts indicates analytic and synthetic (recombinative) abilities. There are some indications of superordinate categorization. An expansion of conceptual thinking seems to be implied as well as the beginnings of operational thought. The presence and practice of depiction may have had the effect of bringing concepts into consciousness and thus inducing reflection in at least a partially abstract mode.     

Philosophical Sensitivity

Although much has been written about the nature of philosophy and how the discipline can be defined, little attention has been paid to the ways we develop the facility to reflect philosophically or why cultivating this ability is valuable. This article develops a conception of “philosophical sensitivity,” a perceptual capacity that facilitates our awareness of the philosophical dimension of experience. Based in part on Aristotle's notion of a moral perceptual capacity, philosophical sensitivity starts with most people's natural inclinations as children to reflect about life's fundamental mysteries; when this capacity is cultivated with training over time, our attentiveness to the philosophical features of ordinary life becomes almost second nature. In much the same way an aesthetically sensitive person notices certain qualities of experience not readily perceptible by others, philosophical sensitivity involves the development of a particular way of seeing the world.