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古时,有书生名茂松,自幼勤读诗书,却屡试不第,终日郁郁寡欢,日久成疾,颈部长出许多瘰疬、结节,疼痛难忍,甚而渍破,久不收口。父亲为他向多名医家求治,却久治无效。父亲不远万里寻找到神农,诉说儿子的病证。神农从药圃采来药草,介绍功效:此药每于夏季枯黄时采摘,取其上端球状果穗,加水煎服,清热散结,治瘰疬必有效验。茂松按方服用,不久病愈。此后,父子两人广种此草,为民治病,深得人心。 相似文献
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俗话说:老眼昏花。人老了,视物不清楚是司空见惯的,这反映了人类衰老过程中,眼睛这个器官因各种原因发生功能下降的普遍规律。一般情况下,许多眼病,像白内障、青光眼、视网膜脱离等,均好发于中老年人。但是,事实上,有些眼病专门侵害年轻人。而这些眼病,早期往往得不到重视,直到造成严重后果后,患者才去就医。此时,治疗的效果大打折扣, 相似文献
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40岁的许秋霞(化名)是河北一位农民。18年前有一次患重感冒,发烧咳嗽,扁桃体化脓,拖了好长时间。从这次感冒以后,经常出现气不够用,心慌、憋气,开始以为干活累的,没有在意。后来这种症状越来越严重,稍一活动就气喘。3年前病情加重,经常发烧,双下肢浮肿,肚子胀得比怀孕时还大,到当地医院检查,诊断为风湿性心脏病。在家吃了不少药没有效果,病情日益恶化, 相似文献
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崔永会 《中国现代药物应用》2008,2(14):105-105
慢性胃炎属于祖国医学“胃脘痛”范围。主要症状以胃脘疼痛、脘腹胀痛、暖气呃逆或口苦,泛吐清水。胃脘痛的特点是时而隐痛,但痛无定时。伴胃中灼热、嘈杂感。脘腹胀痛以上腹痞满,但食后更甚,暖气则舒。慢性胃炎现代医学专指胃而言,中医学则论胃及脾,脾与胃相并而论。胃为水谷之腑,以通为用,胃气以降为顺,降则和,不降则滞。胃主纳,无物不受,若因饮食不洁、饥饱失常、寒热失调,或外感六淫之邪,内伤七情,导致邪气犯胃,胃失和降(脾也受邪),运化失司,气机壅滞,水反为湿,谷反为滞,清浊相干,滞从中内生,郁滞是慢性胃炎的病理特征。其致病之因, 相似文献
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春天是个美好的季节,阴退阳长,寒去热来,草木萌发,大地披新。然而,春天又是一个气候多变的季节,若不合时宜,很容易罹疾。根据祖国医学“天人相应”的观点,在此时节,老人应加强自我保健,注意以下四个方面的养护。 相似文献
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口服阿仑膦酸钠片引起心律失常1例 总被引:1,自引:0,他引:1
患者丁某,女,71岁。因腰腿痛2年,加重1月,诊断为老年骨质疏松症,给予口服阿仑膦酸钠片70mg(第1片),按说明服药。服药5d后,患者感明显的胸闷及心悸,无胸痛。查体:一般情况好,全身皮肤、黏膜无充血、出血及皮疹等过敏表现。双肺(一),心率60次/min,律不整,频发早搏15次/min,部分呈二、三联律,口服速效救心丸5粒,1h后,早搏明显减少,胸闷及心悸症状明显减轻。心电图:偶发室早, 相似文献
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小儿推拿疗法,依据其脏腑娇嫩,形气未充,发育迅速的生理特点;与之发病快,传变快的病理性规律;加之小儿推拿手法则以应用手法少,取穴少,治疗时间短的优势得以推广。始终以小儿的脾常不足,稚阴稚阳之体,其病多虚,推拿手法治疗以补为主,达到了较好的疗效。小儿脾胃不足是各种疾病形成的根本,后天失养,外邪入侵,是疾病形成的原因或诱因。病理机制均可损伤脾胃,致运化失司,升降失调,百病乃生。笔者在临床推拿治疗小儿疾病的过程中,应用大肠穴, 相似文献
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许锐 《国际医药卫生导报》2022,28(10):1407-1409
医学生实习阶段临床带教多采用传统的“主题导向式”,存在学生参与度低、学生不能把理论知识很好地运用到实践中、学生动手能力差等弊端,在互联网+时代,利用信息技术融入教学,发现可以较好地解决以上问题。 相似文献
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心脏听诊是诊断学教学中的重点和难点,传统的教学方法存在下列弊端:心脏杂音听诊病源减少、教患矛盾增加、学生听诊学习难度较大等;现代多媒体教学法相对具有下列优势:(1)减少临床需要实际听诊患者人数,有助于解决心脏杂音病源下降的问题;(2)缓解日益激化的教患矛盾;(3)有助于循序渐进教学;(4)能反复温习,有助于熟悉或掌握心脏听诊体征等。相信随着现代多媒体技术的不断发展,其在心脏听诊教学中的应用会越来越多。将现代多媒体技术和传统的教学法有机结合起来,必将大大提高心脏听诊教学的质量。 相似文献
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目的:为提高临床药理学的教学水平提供参考。方法:在我校2009级临床老年医学专业的临床药理学课程中的《呼吸系统疾病用药》的教学中运用了以问题为基础的教学(PBL)模式,并以问卷调查的形式调查其教学效果。结果:共发放问卷141份,回收有效问卷141份,有效回收率为100.00%。调查问卷显示,通过PBL教学,提高了学生对PBL教学方法的了解程度,教学效果也有明显改善;超过99.00%的学生对教学方法的改革满意。结论:在临床药理学的教学中运用PBL教学模式有利于增强教学效果,培养学生的自学能力和综合思考能力,相较于传统的教学方法有其明显的优势,但是目前国内许多高校还难以达到PBL教学的实施标准,缺乏相应的教材,且师资力量薄弱。应将PBL教学方法与传统方法进行有机结合、优势互补,以培养学生的学习兴趣,提高教学水平。 相似文献
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高等学校药学院系物理化学教师有两种不同的专业背景,一种是药学院系毕业生,一种是化学院系物理化学专业毕业生。该文探讨了这两类教师教学方法的优缺点及改进措施。 相似文献
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Purpose Instructional methods to help pharmacists succeed in their growing role in practice-based teaching are discussed, with an emphasis on techniques for fulfilling the four key preceptor roles. Summary The American Society of Health-System Pharmacists (ASHP) and other organizations advocate ongoing efforts to develop the teaching skills of clinician-educators serving as preceptors to pharmacy students and residents. The broad model of teaching clinical problem solving recommended by ASHP emphasizes the creative and flexible application of the four major preceptor roles: (1) direct instruction, (2) modeling, (3) coaching, and (4) facilitating. A variety of teaching methods used in the fields of medicine and nursing that can also be adopted by practice-based pharmacy educators are presented; in particular, the advantages and disadvantages of various case-presentation formats (e.g., One-Minute Preceptor, SNAPPS, patient-witnessed teaching, "Aunt Minnie," "think-aloud") are reviewed. Other topics discussed include the appropriate use of questioning as an educational tool, strategies for providing constructive feedback, teaching learners to self-evaluate their skills and progress, and integrating residents into teaching activities. Conclusion The ASHP-recommended approach to teaching clinical problem-solving skills can be applied within the educational frameworks provided by schools of pharmacy as well as pharmacy residency programs. A wide range of validated teaching strategies can be used to tailor learning experiences to individual learner needs while meeting overall program goals and objectives. 相似文献
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Due to limited personnel and resources, developing countries must consider providing drug and toxicology information services under one roof. While there are both advantages and disadvantages to combining these services, the advantages outweigh the disadvantages. Guidelines are presented to help developing countries interested in establishing or strengthening capabilities for drug and toxicology information centers and related facilities. Such centers should be part of the teaching curriculum and continuing education for health professionals and the public, and should therefore be located in a medical teaching institution, with the World Health Organization and similar institutions participating in their establishment. The guidelines are based upon the experience of established drug information centers in developed countries and one drug and toxicology center in Zimbabwe which has been operating since 1979. Guidelines should be adapted to the local socioeconomic, cultural, and therapeutic norms of each country. Documentation, personnel and qualifications, office, equipment and facilities, transport, legal status and financial support, exposure/visibility, twinning arrangements, and human resource development are considered. 相似文献
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