共查询到20条相似文献，搜索用时 31 毫秒
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阅读下面短文,掌握其大意,然后从1-20各题所给的四个选项中,选出最佳选项。My wife works at the frontline of the battleagainst SARS. I remember the date exactly-April 7. Everything 1 that moming. Shehad breakfast and went to work.Then in the af-temoon she phoned to tell me that as one of herpatients 2 having SARS,she had to 3 . That was two weeks ago, and we havenot seen each other since. 相似文献
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Carolyn Skinner 《Technical Communication Quarterly》2013,22(4):307-324
This article examines 3 papers presented before the Cincinnati Academy of Medicine by 19th-century physician Julia W. Carpenter. The article identifies 3 strategies Carpenter used to negotiate the incompatible rhetorical expectations for women and for physicians. The published records of academy discussions provide evidence for Carpenter's colleagues' reactions to each strategy, revealing the complexity of her rhetorical situation and demonstrating the complex links among rhetorical practice, professional identity, and a communicator's social position. 相似文献
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1.What is your trouble?Three days ago I began to cough and sneeze,I figured it was justa cold,but this morning I took my temperature and it was 39℃.So I thought I'd better see a doctor.2.What did you want to see me about?My shoulder has been sore for the last week.3.What seems to be bothering you? 相似文献
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1.你气短吗/急吗?并不常见,我在步跑后才会感到气短。2.你很容易呼吸困难吗?不,我从不觉得自己呼吸有困难。3.你气急吗? 相似文献
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VolGraph-A PC-Based Visualization System for Three-Dimensional Medical Reconstructions 总被引：1，自引：0，他引：1
Thecontinuoustechnicaldevelopmentincomputergraphics ,scientificvisualizationandmedicalscannertechnol ogyhasmadepossiblefastandaccuratethree dimensionalmedicalvisualizationfrommulti slicesoftomographyimagesoverthepastdecade .Traditionaltomographyimagesusedinthree dimensionalreconstructionsaremainlyfromcomputer izedtomography (CT) .Thelatestresearchesextendthedo maintomagneticresonanceimaging (MRI) ,computerizedto mographyangiography (CTA) ,singlephotoemissiontomogra phy(SPET) ,positronemiss… 相似文献
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Terese Stenfors-Hayes Maria Weurlander Lars Owe Dahlgren Håkan Hult 《Teaching in Higher Education》2013,18(4):399-408
This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs. 相似文献
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Heba A. Mohtady Karen D. Könings Jeroen J. G. van Merriënboer 《Mentoring & Tutoring: Partnership in Learning》2016,24(4):306-317
Informal mentoring is based on a natural match between a junior individual and a senior one who share mutual interests. It usually aids in the professional and personal development of both parties involved. We reviewed the literature regarding factors that make informal mentoring effective within the medical realm, by searching a major academic search engine, Web of Knowledge, for the term “informal mentor*”. Our main research questions concerned the factors that lead to a successful informal mentorship process. A salient finding arising is that the success of informal mentorships hinges on the communication skills of mentor and protégé, their level of commitment, and the chemistry between the partakers. Good informal mentorships impose requirements on both mentors and protégés and rest on shared expectations. 相似文献
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Kathleen Edmonds Margaret F. Hammond 《The International Journal of Art & Design Education》2012,31(1):78-89
This research project examines how using the visual arts can develop medical insight, as part of a pilot programme for two groups of medical students. It was a UK study; a collaboration between Liverpool and Glynd? University's and Tate Liverpool's learning team. Tate Liverpool is the home of the National Collection of Modern Arts in the North of England and one of the largest galleries of modern and contemporary art outside London. The project adapted Tate Liverpool's Opening Doors course in devising and piloting a single day programme that engaged students in exploring perception, communication, emotion and narrative. Opening Doors introduces participants to modern and contemporary art and empowers them to work in new ways with groups and individuals. The exercises used as part of the programme allowed us to observe what connections and interpretations were made, and to discuss with the participants what influenced student choice and decision making in relation to specific works of art. This article will focus on the use of gallery education to highlight examples of contemporary culture to develop links between art and medicine, alongside the development of transferable skills. The study is of professional interest because it is using a cross‐disciplinary approach, broadening the disciplines involved in teaching medical skills; and could form a model for further cross‐curricular and cross‐discipline work. 相似文献
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Sexual health topics are not well-covered in US medical schools. Research has not typically asked medical students what sexual health topics they would like addressed and their preferred methods of sexual health education. This study attempted to address this deficit via an online survey of medical students at an institution where little sexual health education is offered. Participants reported receiving the most education in endocrinology and sexually transmitted infections, but they also saw the following topics as important: sexual development, child sexual abuse, healthy sexuality, male sexual dysfunction and female dysfunction. Participants were more confident in talking to adults about sexual health matters than children, and more uncomfortable talking to opposite sex patients. Perceived barriers to sexual health education in medical school included a busy curriculum, other topics being seen as more important, religious influences, discomfort with sexuality and unqualified teaching faculty. Participants favoured training strategies that included panels of experts, panels of patients and role-plays conducted by seasoned professionals in sexual health. To reduce the barriers to sexual health education in US medical schools, educators need to highlight the relevance and importance of sexual health topics to the future work of physicians. 相似文献
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《Journal of moral education》2012,41(3):208-212
Abstract The present study examines whether academic admission variables and the medical school admission interview are predictive of scores on a measure of ethical reasoning administered during the first year of medical school. Results of a stepwise‐regression analysis suggest that principled ethical thinking, as measured by Rest's (1979) Defining Issues Test, is only negligibly assessed in the admissions process. The results also indicate that the admissions interview neither contributed to the prediction of students’ principled thinking nor was it significantly correlated with principled thinking. Implications of this finding are discussed. Although the frequency and importance of ethical considerations in patient care are generally acknowledged, future work needs to address the philosophical issue of whether ethical thinking should be formally assessed in the admissions process. 相似文献
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Non-Rigid Medical Image Registration with Joint Histogram Estimation Based on Mutual Information 总被引：1，自引：0，他引：1
A mutual information-based non-rigid medical image registration algorithm is presented. An approximate function of Hanning windowed sinc is used as kernel function of partial volume (PV) interpolation to estimate the joint histogram, which is the key to calculating the mutual information. And a new method is proposed to compute the gradient of mutual information with respect to the model parameters. The transformation of object is modeled by a free-form deformation (FFD) based on B-splines. The experiments on 3D synthetic and real image data show that the algorithm can converge at the global optimum and restrain the emergency of local extreme. 相似文献
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《江西师范大学学报(哲学社会科学版)》2012,45(1)
基本卫生和医疗服务是人民群众最关心、最直接、最现实的利益问题,是最为重要的民生问题之一。我国基本医疗卫生服务及效率存在患者承担的卫生费用增长过快、医疗卫生资源城乡分布不合理、政府财政投入严重不足、政府对医疗卫生服务监管缺位等问题。解决这些问题需要有效配置我国卫生资源,提高基本卫生与医疗服务的效率。 相似文献
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Anonymous body or first patient? A status report and needs assessment regarding the personalization of donors in dissection courses in German,Austrian, and Swiss Medical Schools 
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下载免费PDF全文 Friederike Hasselblatt David A.C. Messerer Oliver Keis Tobias M. Böckers Anja Böckers 《Anatomical sciences education》2018,11(3):282-293
Many Anglo‐American universities have undertaken a paradigm shift in how the dissection of human material is approached, such that students are encouraged to learn about the lives of body donors, and to respectfully “personalize” them as human beings, rather than treating the specimens as anonymous cadavers. For the purposes of this study, this provision of limited personal information regarding the life of a body donor will be referred to as “personalization” of body donors. At this time, it is unknown whether this paradigm shift in the personalization of body donors can be translated into the German‐speaking world. A shift from donor anonymity to donor personalization could strengthen students' perception of the donor as a “first patient,” and thereby reinforce their ability to empathize with their future patients. Therefore, this study aimed to collect data about the current status of donation practices at German‐speaking anatomy departments (n = 44) and to describe the opinions of anatomy departments, students (n = 366), and donors (n = 227) about possible donor personalization in medical education. Anatomy departments in Germany, Austria, and Switzerland were invited to participate in an online questionnaire. One‐tenth of registered donors at Ulm University were randomly selected and received a questionnaire (20 items, yes‐no questions) by mail. Students at the University of Ulm were also surveyed at the end of the dissection course (31 items, six‐point Likert‐scale). The majority of students were interested in receiving additional information about their donors (78.1%). A majority of donors also supported the anonymous disclosure of information about their medical history (92.5%). However, this information is only available in about 28% of the departments surveyed and is communicated to the students only irregularly. Overall, 78% of anatomy departments were not in favor of undertaking donor personalization. The results appear to reflect traditional attitudes among anatomy departments. However, since students clearly preferred receiving additional donor information, and most donors expressed a willingness to provide this information, one could argue that a change in attitudes is necessary. To do so, official recommendations for a limited, anonymous personalization of donated cadaveric specimens might be necessary. Anat Sci Educ 11: 282–293. © 2017 American Association of Anatomists. 相似文献
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Carey Philpott 《师资教育杂志》2017,43(1):20-31
Recently there has been renewed interest in basing teachers’ professional learning on medically derived models. This interest has included clinical practice models and evidence-based teaching as well as the use of various forms of ‘Rounds’ which claim to derive from medical rounds. However, many arguing for these approaches may well not have a detailed knowledge of the actuality of professional learning in medicine but may be basing their ideas on idealised models drawn from popular conceptions. In addition, the model used by some calling for medically derived teacher learning is biomedicine, an area in which parallels with Education are difficult. This paper argues that mental health and public health provide a better analogue for Education than biomedicine. It considers some of the lessons that can be drawn from research on evidence-based practice in these areas. The paper concludes that a way forward is neither uncritically to assume the superiority of medical models of professional learning nor to rely only on empirical evidence from Education, but rather to enter into dialogue with colleagues in mental and public health about shared concerns and experiences in professional learning. 相似文献
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SHI Ru SHAN Shou-qin TIAN Jian-quan 《美中教育评论》2007,4(9):20-24
The Myers-Briggs Type Indicator （MBTI） was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion （I） and judgment （J）, whereas the extraverted （E） and perceptive （P） types had the lowest grades and dropped out of the course in the largest numbers. When combinations of MBTI types were compared, the highest grades were earned as follows： IJ 〉 SJ 〉 ST 〉 IS （S： Sensing; T： Thinking; J： Judgment）. This ranking indicates that a sensing personality also has a strong relationship to achievement in this pharmacy course when it is combined with judgment, thinking. Instructors and students need to be aware of the relationship between personality and learning so that they can modify their teaching style and learning behavior to enhance academic achievement. 相似文献
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Joseph C. O'Rourke Lillian Smyth Alexandra L. Webb Krisztina Valter 《Anatomical sciences education》2020,13(2):206-217
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula. 相似文献