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Objective: To analyze the regional differences of the health resource allocation in Guangdong Province from 2002 to 2011, and provide the scientific basis for regional health planning and health resource allocation optimizing. Methods: The Theil Index was used to analyze the regional differences of the health resource allocation in Guangdong Province. Results: The health resource per capital is consistent with the national level, while differences existed in different areas, and the gap of the differences has been broaden during this period. Conclusions: The differences are caused by the difference distribution of material resources, human resources, the faulty of system and mechanism. Therefore, the hygienic resources disposition should be balanced establish reasonable mechanism to improve the equity of health human resources, strengthen the community health service as a breakthrough during the health system reform, and promote the equal access to basic medical and health services to narrow the gap of the regional differences and promote the equity of health resource allocation.
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Objective To analyze impact factors for resolving cases of medical disputes with people's mediation mechanism,for improvement of this mechanism.Methods This paper picked 273 cases mediated by Guangdong Medical Dispute People Meditation Committee from June 2010 to December 2011,for analysis from doctor-factors,patient-factors,mediator-factors and composite factors.Results Under such mechanism,doctor-factor has not significant difference on the mediation success ratio and mediation timeliness of the cases; the success rates of cases of death,disability,and no obvious impairment suffered by patients are 68.57％,55.81％ and 76.80％ respectively.Such results are found by chi-square test as P＜0.05,significant statistically.With cases reported via hospitals,the mediation timeliness is much better than other cases.Conclusion The mechanism is advantageous in effectively avoiding influences of case factors,yet emphasis should be placed on mediation of disability cases,and doctors should be encouraged to report the cases,contributing to higher success rate of mediation.
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Due to the subjective and objective constraints of universities in China,PBL Teaching Mode failed to gain its popularity in China's medical education.In its teaching reform,Guangzhou Medical University put forward a new teaching model--Web-based PBL Teaching Mode(hereinafter referred to as WPBL).by integrating the classical concept of PBL education with the real situation of the university and carried it out among students in bilingual classes of Clinical Medicine.The resuIts showed that by effectively overcoming the difficulties during the implementation of classical PBL teaching,Web-based PBL Teaching Mode not only succeeded in achieving the teaching objectives,but also improved the learning efficiency and utilization of teaching resources greatly by means of network technology.
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Objective This paper aims to use components as the key factors to explore the feasibility of evaluation method about the learning effect of Web-based PBL.Methods We distributed a questionnaire to 101 students of clinical class of 2007 and 2008 grade in Guangzhou Medical University,and electronically distributed after 2 weeks.Cranach's α coefficient WaS used to evaluate intrinsic consistency reliability of the questionnaire.We applied principal axis factoring to extract components and to explain components which were orthogonally rotated by varimax.Multi-factor regression model Was simulated with key factors and the model's performance of fitting WaS tested.Results Multi-factor regression mode(WPBLSUM)=0.545 Collective collaboration capabilities+0.202 Self-learning and quest skills+0.137 linical reasoning and problem-solving capabilities+0.116 memorizing and understanding of medical knowledge.The coefficient of determination R2Was 0.998 and the corrected coefficient of determination R2Was 0.998.indicating that the model's fit results are obvious.Conclusion This paper demonstrates that using components as the key factors to simulate and assessing the Web-based PBL learning effect is feasible,which assesses the Web-based PBL learning effect well from four different aspects.