ABSTRACT
In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of "psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed, and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching.
ABSTRACT
In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of "psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed , and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching.
ABSTRACT
Objective To investigate the clinical characteristics of gastrointestinal stromal tumor (GIST) of the stomach and to analyze the corresponding prognostic factors. Methods We retrospectively reviewed the clinical data of 121 patients in our hospital from March 1996 to March 2008. Gender、age、tumor size and histological type were analyzed. Results For these 121 cases the median survival time is 73.2 months. The overall 1-、3-、and 5-year survival rates were 82%, 59% and 50% respectively. The tumor-free survival rates for 1-、3-、and 5-yeas were 65%, 46% and 33% respectively. Cox univariale analysis revealed that gender、tumor size、organ involvement and recurrence were factors impacting prognosis. Cox multivariate analysis revealed that gender、tumor size、organ involvement、recurrence were prognostic factors for gastric GIST. Conclusions Male sex、tumor size (> 10 cm) and involvement of organ were independent indicators for a poor prognosis in patients with primary malignant gastric GIST.
ABSTRACT
0.05).CONCLUSION:There is no evidence of impaired JPS in weight-bearing positions in subjects with ACL reconstruction at a mean follow-up of 12 months after surgery compared with subjects with healthy knees.