医学研究生急救技能掌握情况的初步调查

目的了解医学研究生对急救技能的掌握晴况和对培训的态度。方法对我校2008-2011年入学的458名医学研究生急救技能掌握情况进行调查,并对4项技术（徒手心肺复苏、止血、包扎、固定与搬运）进行技能考核。发放调查问卷,了解对急救技能培训的需求情况。结果医学研究生急救技能掌握普遍较差,4项技术平均合格率为27．3％;心肺复苏技能培训合格率为55．6％。92．3％的医学研究生认为急救技能非常重要,89．5％希望定期得到急救技能培训。结论医学研究生急救知识与技能掌握较差,应定期对他们进行急救技能培训。     

大学生校园应用“急救帮”APP急救知识技能的调查情况与分析

目的通过运用新媒体在大学校园内宣传或与学校相关社团合作推广急救知识,让大学生能够通过"急救帮"APP的帮助,学习和掌握急救知识和相关操作,提高急救知识在大学生中的普及率。方法以校园大学生作为研究对象,依据校园内常见的突发疾病,收集和整理相关的急救知识和资料,并进行分类和归纳;依据查找的疾病知识,以动画和视频等多媒体形式展现急救的相关内容,建立数据库,并进行分析处理。结果通过对大学生参加急救培训意愿得出,医学类专业占91.38%,非医学类专业占79.14%,不同专业学生在急救知识及技能的掌握均持有较高的热情和意愿,其中非医学专业学生较医学专业学生更高(P0.05);有82.74%的大学生表示愿意去学习急救自救知识,且大学生较为认可的三类急救教学方式比较,以教学视频演练占主要比例。结论大学生对校园"急救帮"新媒体的推广和应用热情度高,能使大学生快捷掌握简单易懂、科学权威的急救知识,提高大学生临床技能和学习的主动性和创新能力,值得推广。     

南充市市民对急救电话120使用情况的调查分析

目的:调查南充市市民对急救电话120掌握的情况,为普及本市市民拨打120急救电话提供参考。方法:采用随机抽样问卷调查法对本市1423名市民进行问卷调查。结果:市里对急救电话120的宣传少,市民对如何正确拨打急救电话120掌握不全,市民急切希望在自己周围多多宣传120相关知识。结论:应积极采取措施对市民进行120相关急救知识培训,提高市民应急处理能力。     

整合急救医学建立灾难医学长效教育机制

灾难医学起源于西方的灾害医学,开始被称之为急救、灾难医学。其作为医学的一个分支科学,结合其自身的特殊性,对救援人员实施专业的灾难医学教育培训是不可或缺的重要内容。然而,目前我国医学生教育体制中的灾难医学教育培训体系尚不完善。急救医学服务体系(EMSS)涵盖了院前急救、灾害医学、院内急诊及加强治疗等领域,而急救医学     

眉山市仁寿县文宫镇居民急救知识认知程度及需求

目的:了解文宫镇居民对日常急救知识的认知现状,以及对急救相关知识的需求,为提高城市居民健康生活水平提供依据。方法:采用问卷,随机对文宫镇285名居民进行基本急救知识认知程度和需求情况调查。结果:居民对急救知识的认知度低,不能满足突发情况的现场急救需求,急需对居民进行急救相关知识的健康教育。结论:应对居民进行急救知识普及和教育,以减少致残率、死亡率,为突发情况抢救成功提供条件。     

浅谈医学人文学教育在研究生临床教学中的重要作用

目的总结医学人文学教育在医学研究生临床教学中的重要作用。方法根据医学研究生的特殊性,分析医学研究生开展人文学教育的必要性和可行性。结果医学研究生开展人文学教育可正确处理医患关系,缓解医患矛盾,确保医疗安全。结论加强医学研究生人文学教育,对培养医学研究生的医德医风,适应现代医学模式的要求具有重要意义。     

社区糖尿病足危险因素与健康教育需求的调查研究

目的:调查社区中糖尿病足高危人群在糖尿病患者中的比例以及糖尿病患者对糖尿病足防治相关知识掌握的情况.方法:对哈尔滨市5个社区中262例糖尿病患者进行糖尿病足防治相关知识调查及ABI测定和分析.结果:262例患者中ABI＜0.9者77例,占29.38％.糖尿病并发下肢动脉病变组与正常组比较,前者的年龄大、病程长、空腹血糖、餐后血糖、胆固醇、收缩压、吸烟率、合并冠心病率、合并脑血管病率明显增高.多元线性回归分析显示,年龄、病程、PBG2h、HbAlc是影响ABI的独立因素.近50％的病人对糖尿病足防治相关知识掌握明显不足.结论:在社区定期开展糖尿病足筛查,及时发现糖尿病危险足,积极开展糖尿病足的宣传教育活动,提高患者的自我防护意识,减少糖尿病足的发生率.     

加强医学研究生实验操作中的生物安全防护

标准化管理是医学实验室发展的趋势,生物安全建设已成为医学实验室发展不可缺少的环节。实验室生物安全更是保证实验研究的科学性以及保护被实验因子免受污染的必要条件。医学研究生在实验研究过程中不可避免地会接触到生物危险因子,因此对医学研究生进行实验室生物安全知识及技能培训是实验室生物安全建设的重要组成部分。本文就医学研究生实验室生物安全知识及技能培训进行初步的研究和探讨。     

医学研究伦理学的发展现状与前景

创新技术的开展和转化医学的注重给医学的发展注入了新的活力,但同时,也带来了一系列社会伦理问题和法律问题。生命医学伦理学的兴起和发展催生了医学研究伦理学分支学科形成,目的在于推进解决涉及人体的医学研究的伦理问题。当前,面临的最突出的伦理问题在于,对医学研究合法性、先进性及伦理性的把握,对医学研究伦理审查必要性的认知,对医学研究方案设计与伦理道德的匹配,对医学研究知情同意的告知,对医学研究风险与受益的平衡。逐步与国际接轨,加强伦理委员会制度建设;提高伦理审查能力建设,形成高水平的伦理审查队伍;学术组织和团体共同努力,推进医学研究伦理学的发展,这将助推医学研究伦理学的发展。     

探索医学研究生的《分子生物学》教学改革

培养具有创新思维和独立创新能力的高素质人才,是医学研究生教育的培养目标,也是新的历史时期对培养高等医学人才 的要求。《医学分子生物学》课程对于研究生教学至关重要,已成为医学研究生的重要基础课程。我们在多年教学经验的基础上, 通过调整理论教学模式、优化知识结构、合理设置教学内容、扩展前沿知识领域、改善考核方式等多个举措,着重培养研究生的独 立科研创新能力,使得研究生《医学分子生物学》教学改革取得一定成效。     

Knowledge Levels and Training Needs of Disaster Medicine among Health Professionals,Medical Students,and Local Residents in Shanghai,China

Background

Disaster is a serious public health issue. Health professionals and community residents are main players in disaster responses but their knowledge levels of disaster medicine are not readily available. This study aimed to evaluate knowledge levels and training needs of disaster medicine among potential disaster responders and presented a necessity to popularize disaster medicine education.

Methods

A self-reporting questionnaire survey on knowledge level and training needs of disaster medicine was conducted in Shanghai, China, in 2012. A total of randomly selected 547 health professionals, 456 medical students, and 1,526 local residents provided intact information. The total response rate was 93.7%.

Results

Overall, 1.3% of these participants have received systematic disaster medicine training. News media (87.1%) was the most common channel to acquire disaster medicine knowledge. Although health professionals were more knowledgeable than community residents, their knowledge structure of disaster medicine was not intact. Medical teachers were more knowledgeable than medical practitioners and health administrators (p = 0.002). Clinicians performed better than public health physicians (p<0.001), whereas public health students performed better than clinical medical students (p<0.001). In community residents, education background significantly affected the knowledge level on disaster medicine (p<0.001). Training needs of disaster medicine were generally high among the surveyed. ‘Lecture’ and ‘practical training’ were preferred teaching methods. The selected key and interested contents on disaster medicine training were similar between health professionals and medical students, while the priorities chosen by local residents were quite different from health professionals and medical students (p<0.001).

Conclusions

Traditional clinical-oriented medical education might lead to a huge gap between the knowledge level on disaster medicine and the current needs of disaster preparedness. Continuing medical education and public education plans on disaster medicine via media should be practice-oriented, and selectively applied to different populations and take the knowledge levels and training needs into consideration.     

对重症医学科进修生的临床教学体会

重症医学在我国发展较为滞后,多数重症医学科医生来自于其他专业,缺乏重症医学专业知识及临床实践经验。建立完善、科学、有效的重症医学科进修生管理和培养模式对于进一步提高危重症救治专业人才的水平至关重要。我科室通过总结多年的进修生教学经验,以"病例分析学习(case based learning,CBL)+多学科协作(multiple department team,MDT)"教学模式为主导,以病例幻灯竞赛为契机激发进修医生学习的主观能动性;以专业英语为特色;重视临床科研教学;制定规范化培训制度,实行导师负责制,开展定期考核。显著提高了重症医学科进修生的医疗及科研水平。     

医学研究生失眠现状及其相关因素的调查研究

目的 了解医学研究生失眠现状及其相关因素,为提高医学研究生生活质量和促进高层次人才的培养提供建议.方法 采用一般资料调查表、阿森斯失眠量表及中文版压力知觉量表于2020年4月17日～5月2日通过网络平台对某医科大学在读硕士研究生进行问卷调查,并进行统计分析.结果 本研究共收集416份有效问卷,有45.9％的在读医学研究...     

神经内科硕士研究生临床和科研能力的培养

临床医学硕士研究生阶段是培养临床和科研思维能力的重要阶段,从某种意义上说是人生和医疗生涯的关键时期。神经内科硕士研究生不仅应该具有一定的临床工作能力,还应具有一定的科研能力。临床工作能力培养包括临床基本功的培训,基本理论的加强和基本技能的培养,临床思维能力的培养及医患沟通能力的培养等多个方面。科研能力包括文献阅读能力、科研思维能力和论文写作能力等。这样,硕士研究生毕业后不仅能够诊治神经内科常见病和多发病,会思考临床工作中的问题,更重要的是能想办法探索和解决这些问题。这也是硕士研究生和本科生的本质区别。因此,研究生阶段是医学生涯一个重要的里程碑,临床和科研能力的培养对个人未来的发展具有十分重要的意义。     

病原生物学专业研究生综合素质培养的探讨

病原生物学是基础医学中一门重要学科,高素质病原生物学人才培养,是适应社会发展、满足社会需求、促进创新型人才建设的关键.作者在实际工作中,注重引导学生学习态度和思维模式的转变,开展多种形式的教学,从学习态度、科研能力、协作能力等方面对病原生物学专业研究生综合素质的培养进行了初步的探讨,把研究生带到知识前沿、形成研究问题、引导批判和创新,使研究生掌握一定的科研思路与科研方法;注重动手能力的训练,严格施教,加强学术道德教育,探索高素质病原生物学研究生培养的新模式.     

Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine

ObjectiveTo develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills.DesignDevelopment and validation of an assessment instrument and before and after study.SettingVarious postgraduate short courses in evidence based medicine in Germany.ParticipantsThe instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds.InterventionIntensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups.ResultsThe questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention.ConclusionsThe instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills.

What is already known on this topic

Numerous observational studies have investigated the impact of teaching evidence based medicine to healthcare professionals, with conflicting resultsMost of the studies were of poor methodological quality

What this study adds

An instrument assessing basic knowledge and skills required for practising evidence based medicine was developed and validatedAn intensive 3 day course on evidence based medicine for doctors from various backgrounds and training level led to a clinically meaningful improvement of knowledge and skills     

Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and Preparation

Tropical biologists are exploring ways to expand their role as researchers through knowledge exchange with local stakeholders. Graduate students are well positioned for this broader role, particularly when supported by graduate programs. We ask: (1) how can graduate students effectively engage in knowledge exchange during their research; and (2) how can university programs prepare young scientists to take on this partnership role? We present a conceptual framework with three levels at which graduate students can exchange knowledge with stakeholders (information sharing, skill building, and knowledge generation) and discuss limitations of each. Examples of these strategies included disseminating preliminary research results to southern African villages, building research skills of Brazilian undergraduate students through semester‐long internships, and jointly developing and implementing a forest ecology research and training program with one community in the Amazon estuary. Students chose strategies based on stakeholders' interests, research goals, and a realistic evaluation of student capacity and skill set. As strategies became more complex, time invested, skills mobilized, and strength of relationships between students and stakeholders increased. Graduate programs can prepare students for knowledge exchange with partners by developing specialized skills training, nurturing external networks, offering funding, maximizing strengths of universities in developed and developing regions through partnership, and evaluating knowledge exchange experiences. While balancing the needs of academia with those of stakeholders is challenging, the benefits of enhancing local scientific capacity and generating more locally relevant research for improved conservation may be worth the risks associated with implementing this type of graduate training model.     

创新实践教学模式对大学生素质教育的作用

大学生素质教育要求新时代的大学生不仅要学习理论知识,更重要的是培养科学思维并掌握应用技能。我校微生物学课程教学中探索了以创新实践为主要内容的模式改革,其中"理论—技能—创新实践"同步训练的创新模式,是以将参与创新实践计入期末成绩的形式"强迫"学生进入实验室参与科研项目。实施中我们以"教师—研究生—创新小组"交互学习的方式,任课教师制定规则与目标,研究生帮助创新项目的选题、研究方案设计及实施指导,创新小组依照目标参与研究生的科研课题,最后完成创新实践并获得一定比例的成绩。实践证实创新实践教学对促进学生的理论课程学习、科学思维培养以及创新意识训练等方面都有积极的促进作用,是大学生素质教育的一种实用且高效的教学模式。