Model construction and software design of computed tomography radiation system based on visualization / 生物医学工程学杂志

The Monte Carlo N-Particle (MCNP) is often used to calculate the radiation dose during computed tomography (CT) scans. However, the physical calculation process of the model is complicated, the input file structure of the program is complex, and the three-dimensional (3D) display of the geometric model is not supported, so that the researchers cannot establish an accurate CT radiation system model, which affects the accuracy of the dose calculation results. Aiming at these two problems, this study designed a software that visualized CT modeling and automatically generated input files. In terms of model calculation, the theoretical basis was based on the integration of CT modeling improvement schemes of major researchers. For 3D model visualization, LabVIEW was used as the new development platform, constructive solid geometry (CSG) was used as the algorithm principle, and the introduction of editing of MCNP input files was used to visualize CT geometry modeling. Compared with a CT model established by a recent study, the root mean square error between the results simulated by this visual CT modeling software and the actual measurement was smaller. In conclusion, the proposed CT visualization modeling software can not only help researchers to obtain an accurate CT radiation system model, but also provide a new research idea for the geometric modeling visualization method of MCNP.

How to Improve the Efficacy of Student Feedback

Context: Feedback processes are intricate, generally misunderstood, hard to execute efficiently, and often fail in their goals to influence students learning. Research highlights that students usually do not value the benefits of feedback. This paper reviews the literature on the definition, purpose, and models of feedback; and on exploring why some students do not value feedback, what factors are influencing the effectiveness of feedback, and how to improve the efficacy of feedback. Evidence acquisition: The relevant articles were searched through ‘Google Scholar,’ ‘CINAHIL’ and ‘PubMed’ using the key terms- “Student feedback,” “Frameworks of feedback,” “Barriers to effective feedback,” and “Students’ perspectives on feedback.” The search criteria included: review and original research articles in the English language published in high-impact journals in the past ten years. Results: The results of different studies have illuminated diverse factors demanding the attention of educators to the effectiveness of feedback. Personal, relational, procedural, and environmental factors seem to affect the utility of feedback. To be effective, feedback should be actionable, non-judgmental, descriptive and specific, based on observable behavior, and should be given at a mutually agreeable time and place. Conclusion: The efficacy of feedback can be enhanced by creating students’ feedback literacy, addressing students’ perceptions and expectations, encouraging productive educational alliances, improving procedural elements of feedback, and environmental conditions.

Amadeus: A Psicologia da Inveja e sua função no processo criativo: um estudo da Psicologia Simbólica / The psychology of envy and its role in the creative process: a study of symbolic psychology / La psicología de la envidia y su función en el proceso creativo: un estudio de la psicología simbólica

O autor analisa a peça de teatro "Amadeus" e estuda a função da inveja na relação de Mozart e Salieri. Caracteriza a inveja como uma função estruturante normal da maior importância no desenvolvimento da consciência. Chama atenção para a dificuldade de se compreender este fato devido às nossas concepções psicológicas se acharem ainda dominadas pela obra repressora-puritana da Inquisição. Afirma que na apresentação da peça a patologia mental de Mozart é ainda maior que a de Salieri. Relaciona a inveja patológica de Mozart com um complexo paterno negativo e a de Salieri com a prostituição de sua Anima. Explica a deterioração progressiva das personalidades de Mozart e Salieri: ao não assumirem sua inveja normal, esta se tornou cada vez mais sombria e patológica, ultrapassando o dinamismo neurótico e atingindo o psicótico. Descreve a função estruturante normal do ciúme para melhor discriminar a inveja e exemplificar o ciúme patológico com a peça Otelo, de Shakespeare. Finalmente, diferencia a função estruturante normal do ciúme e da inveja nos ciclos arquetípicos matriarcal, patriarcal, de alteridade e cósmico. ■

The author describes envy as a normal structuring function in the development of personality. Envy constellates symbols for development and helps to discriminate the Ego from the Other (the I from not I) in the construction of identity. When envy is not given proper attention it becomes part of the Shadow, which may lead to neurotic and even psychotic behavior. An example is given in the relationship between Mozart and Salieri such as it was represented in Peter Shaffer's play "Amadeus". Envy constellated the symbol of Mozart in the development of Salieri's personality as an expression of his betrayed creativity. Since early youth, social ambition had led Salieri to create for fame instead of for his own Self. The betrayal of the Anima formed a powerful symbol of prostituted creativity in his pathological Shadow, which was constellated through envy when he met Mozart. Unable to attend his envy creatively by confronting his Shadow, Salieri acted out his envy destructively by destroying Mozart, his own Anima and himself. Envy constellated the negative father complex in Mozart's personality when he met Salieri. The prodigious child soon surpassed his father. Lack of appropriate protection, affection and loving guidance developed a negative father complex in Mozart's personality. This prevented social adaptation due to a compulsive aggression toward authority figures expressed through defensive irony, ridicule and overall irreverent behavior. Marriage and fatherhood activated the father role and strongly intensified these defenses. As an Italian musician successfully serving the Viennese monarchy, Salieri stood for an extraordinary example of social adaptation and success. Envy constellated the negative father complex through the symbol of social unadaptation present in Mozart's Shadow. By defensively humiliating Salieri through his creativity, Mozart greatly intensified Salieri's defenses against his own genuine creativity. Plotting against Mozart's efforts to support his family through music lessons and court services, Salieri significantly strengthened Mozart's defenses against social adaptation. Such complementary defensive behavior prevented envy from further creative development and established a neurotic symbiotic relationship. The creative forces of both personalities were so powerful, however, that neurotic defenses were insufficient to express their pathological Shadows. Psychopathic aggression and psychotic megalomaniac dynamism took over Salieri's personality, while paranoid, persecutory delusion had and irreversible effect on Mozart's career. The author further clarifies the role of envy in normal and pathological development by comparing it with jealousy as expressed in Shakespeare's Othello. Envy is predominantly active, Jang and revolutionary. It stimulates growth through greed. Jealousy is predominantly passive, Yin and reactionary. lt stimulates the maintenance of the status quo through the threat of loss. Envy functions predominantly through the power drive and favors Ego development by limiting omnipotence through self-humiliation and competitive performance. Jealousy functions predominantly through the erotic drive by rejecting the Ego's narcissistic self-assurance through doubt. Both are archetypal structuring functions indispensable for the symbolic development of Consciousness from its very beginning. While envy discriminates the Ego from the Other through delimitation of the Ego's power, jealousy discriminates the Ego from the intimate Other by introducing a threatening, affectionate foreign Other. The author questions the classical psychoanalytical consideration of jealousy as a later development of envy due to the triangular structure of jealousy as compared to the binary structure of envy. The author argues that jealousy can act through an intimate Other, which is so closely fused with the I that, psychodynamically speaking, jealousy can function in the primary binary relationship as much as envy. The difference, then, lies not in the triangular structure of jealousy but on the threat, which the Other holds for the I in jealousy, which is a complementary psychological function of the threat which the I holds for the Other in envy. The paper ends with a brief description of the different structuring functions of envy and jealousy in each of the four archetypal cycles of symbolic personality development (matriarchal-patriarchal, otherness and cosmic). ■

El autor analiza la pieza de teatro "Amadeus" y estudia la función de la envidia en la relación de Mozart y Salieri. Caracteriza la envidia como una función estructurante normal de la mayor importancia en el desarrollo de la conciencia. Llama atención a la dificultad de comprender este hecho debido a que nuestras concepciones psicológicas se hallan todavía dominadas por la obra represora-puritana de la Inquisición. Afirma que en la presentación de la pieza la patología mental de Mozart es aún mayor que la de Salieri. Relaciona la envidia patológica de Mozart con un complejo paterno negativo y la de Salieri con la prostitución de su Anima. Explica el deterioro progresivo de las personalidades de Mozart y Salieri: al no asumir su envidia normal, ésta se volvió cada vez más sombría y patológica, superando el dinamismo neurótico y alcanzando lo psicótico. Describe la función estructurante normal de los celos para mejor discriminar la envidia y ejemplificar los celos patológicos con la pieza Otelo de Shakespeare. Finalmente, diferencia la función estructurante normal de los celos y la envidia en los ciclos arquetípicos matriarcal, patriarcal, de alteridad y cósmico. ■

Undergraduate Medical Students’ Perceptions on Feedback-Seeking Behaviour

Background: The concept of feedback-seeking behaviour has been widely studied, but there is still a lack of understanding of this phenomenon, specifically in an Indonesian medical education setting. The aim of this research was to investigate medical students’ feedback-seeking behaviour in depth in one Indonesian medical school. Methods: A qualitative method was employed to explore the feedback-seeking behaviour of undergraduate medical students in the Faculty of Medicine at Universitas Lampung. Focus group discussions (FGDs) were conducted with four student groups and each group consisted of 7–10 students from the years 2012, 2013 and 2014. Data triangulation was carried out through FGDs with teaching staff, and an interview with the Head of the Medical Education Unit. Results: Study findings indicated that the motivation of students to seek feedback was underlain by the desire to obtain useful information and to control the impressions of others. Students will tend to seek feedback from someone to whom they have either a close relationship or whose credibility they value. The most common obstacle for students to seek feedback is the reluctance and fearfulness of receiving negative comments. Conclusions: Through the identification of factors promoting and inhibiting feedbackseeking behaviour, medical education institutions are enabled to implement the appropriate and necessary measures to create a supportive feedback atmosphere in the learning process.

Three-dimensional constructive interference in steady state sequence for displaying anterolateral ligament of knee joint / 中国医学影像技术

Objective To observe the value of three-dimensional constructive interference in steady state (3D-CISS) sequence for displaying anterolateral ligament (ALL) of knee joint.Methods MR scans of right knee joint were performed on 30 healthy volunteers,and the protocol included axial and coronal fat saturation proton density weighted imaging (FS-PDWI) and 3D-CISS sequence.MRP and CPR (reconstructive angles including 0°,30°,60°,90°,120°,150° and 180°) images were generated from of 3D-CISS sequence.The visibility rates of the femoral part,meniscal part,tibial part,meniscal insertion,femoral footprint and tibial footprint of ALL were compared among different protocols.Results The visibility rates of tibial footprint and femoral footprint of ALL on 3D-CISS CPR images were both 96.67％ (29/30),and on 3D-CISS MPR images were both 93.33％ (28/30),all of them were higher than those on FS-PDWI images (all P＜0.017).The visibility rates of tibial part,meniscal part and meniscal insertion of ALL on 3D-CISS CPR images were 96.67％ (29/30),83.33％ (25/30) and 83.33％ (25/30),respectively,and all of them were higher than those on FS-PDWI images (all P＜0.05).There was no statistical difference of visibility rate of femoral part between 3D-CISS CPR images and FS-PDWI images (P=0.095).Conclusion 3D-CISS sequence with CPR can significantly enhance the ability to identify ALL.

A influência da idade e da escolaridade nas praxias construtivas do teste NEUPSILIN / The influence of age and schooling in the constructive praxis of the NEUPSILIN test / Influencia de la edad y la escolaridad en las praxias constructivas del test NEUPSILIN

Avaliação das praxias construtivas, embora tradicional, tem sido insuficientemente explorada no exame neurocognitivo. O objetivo foi verificar efeito de idade e escolaridade, assim como interação entre os itens de praxias construtivas no Instrumento de Avaliação Neuropsicológica Breve ­ NEUPSILIN, obtendo-se normas de referência por desempenho. Participaram 613 adultos e idosos entre 19 até 90 anos. Realizou-se quatro tarefas, três de cópia (quadrado, margarida e cubo) e uma produção espontânea (relógio). Conduziu-se MANCOVA para avaliar efeito da idade e escolaridade nos grupos; post hoc Bonferroni para normas nos desenhos. Houve efeito de idade no quadrado e no relógio e efeito de escolaridade no relógio. Ocorreu interação entre idade e escolaridade no cubo e na margarida em que o desempenho aumentou nos grupos de maior escolaridade e diminuíram com aumento da idade. Percebe-se a influência da idade e escolaridade como variáveis relevantes para dados normativos de desempenho em praxias construtivas. (AU)

Constructive praxis evaluation, although traditional, has been insufficiently explored in the neurocognitive examination. The objective of this study was to verify the effect of age and schooling, as well as interaction between the items of constructive praxis in the Brief Neuropsychological Assessment Instrument (NEUPSILIN), obtaining performance benchmarks. A total of 613 adults and elderly between 19 and 90 years of age participated. There were four tasks: three copying (square, daisy and cube) and one spontaneous production (clock). MANCOVA was conducted to evaluate effects of age and schooling in the groups; post hoc Bonferroni for standards in drawings. Age had an effect on the drawings of the square and the clock, schooling had an effect on the drawings of the clock. There was interaction between age and schooling in the cube and daisy drawings, in which performance increased in the groups with higher schooling and decreased with increasing age. We can see the influence of age and schooling as relevant variables for normative performance data in constructive praxis. (AU)

La evaluación de las praxias constructivas, aunque tradicional, no ha sido suficientemente investigada en el examen neurocognitivo. El objetivo fue verificar la interacción entre edad y escolaridad, así como la interacción entre los ítems de praxias constructivas en el Instrumento de Evaluación Neuropsicológica Breve ­ NEUPSILIN, obteniéndose normas de referencia por rendimiento. Participaron 613 adultos y ancianos con edades entre 19 y 90 años. Fueron realizadas cuatro tareas, tres copias (cuadrado, margarita y cubo) y una producción espontánea (reloj). Se llevó a cabo MANCOVA para evaluar el efecto de edad y escolaridad en los grupos; post hoc Bonferroni para las normas en los dibujos. Hubo efecto de edad en el cuadrado y en el reloj; también hubo efecto de escolaridad en el reloj. Hubo interacción entre edad y escolaridad en el cubo y la margarita donde el rendimiento aumentó en los grupos con más escolaridad y disminuyó en los grupos de edad más avanzada. La influencia de edad y escolaridad parecen ser variables relevantes para datos normativos de rendimiento en praxias constructivas. (AU)

Efectos de la mentira en las relaciones de pareja entre jóvenes universitarios heterosexuales * / Effects of the lie on partner relations between heterosexual university youth

Resumen El objetivo fue estudiar el efecto de la mentira en las relaciones de pareja entre universitarios heterosexuales. Es una investigación descriptiva, diseño transversal y muestreo probabilístico. Participaron 503 universitarios, de 16 a 22 años, Media de 3.7 y D.T. de 1.4. Se aplicó el "Cuestionario para el registro de los efectos de situaciones mentirosas en la relación de pareja", diseñado por los autores, previa validación. Los resultados se procesaron mediante el Programa Excel de Office. El análisis estadístico incluyó distribuciones de frecuencia, análisis de correspondencia entre variables y análisis implicativo según el modelo Rasch. Se encontró que el 94% de las mujeres y el 96% de los varones tuvieron experiencias implicadas de mentira y que la intensidad de molestia en las mujeres fue un 19% mayor que en hombres. La conducta inmediata más frecuente fue Reclamar, que se asoció con el efecto de Mejorar y Distanciar; y, Conversar, que se asoció con el efecto de Mejorar la relación. Se concluye que la mentira no tiene efectos destructivos en la relación, siendo probable que contribuya a la construcción de mejores relaciones. Se recomienda continuar con otros estudios garantizando mayor anonimato al responder los instrumentos, para una mayor objetividad.

Abstract The objective was to study the effect of lying on the relationships between heterosexual college students. It is a descriptive research, cross-sectional design and probabilistic sampling. Participated 503 university students, aged 16 to 22, Average of 3.7 and D.T. Of 1.4. The "Questionnaire for the recording of the effects of lying situations in the couple relationship", designed by the authors, was applied after validation. The results were processed using the Office Excel program. Statistical analysis included frequency distributions, correspondence analysis between variables and implied analysis according to the Rasch model. It was found that 94% of the women and 96% of the men had implicit lying experiences and that the intensity of discomfort in the women was 19% higher than in men. The most frequent immediate behavior was Complaint, which was associated with the Enhancing and Distancing effect; And, Chat, which was associated with the Improve relationship effect. It is concluded that the lie has no destructive effects on the relationship, and is likely to contribute to the construction of better relationships. It is recommended to continue with other studies guaranteeing greater anonymity when responding to the instruments, for greater objectivity

La retroalimentación constructiva en el desarrollo de habilidades comunicativas escritas e investigativas en dos generaciones de alumnos de medicina en Yucatán, México / Constructive feedback in the development of written and research communicational skills in two generations of medical students in Yucatan, Mexico

Antecedentes. La generación de competencias para la investigación en medicina es fundamental para que los médicos apliquen lashabilidades científicas en su quehacer diario; los programas académicos que incluyen la formación de habilidades investigativasrequieren a su vez habilidades para la comunicación escrita en los alumnos. La retroalimentación constructiva es un medio comúnmenteempleado en medicina, por el cual el docente acompaña al alumno, dándole a conocer sus fortalezas, debilidades y oportunidadespara un mejor desempeño, mientras asegura una evaluación justa. A pesar de ello, su aplicación más difundida es en la práctica clínicay no en el aprendizaje de la redacción y comunicación científica. Objetivo. Evaluar el impacto de la retroalimentación constructiva enel desempeño de los estudiantes en sus propuestas de protocolos clínicos y epidemiológicos considerando aspectos de redacción ymetodológicos. Diseño. Estudio analítico, prospectivo. Lugar. Universidad Marista de Mérida, Yucatán, México. Participantes. Alumnosregulares que cursaron la materia Métodos Clínicos y Epidemiológicos de la carrera de Médico Cirujano durante los ciclos escolares2014-2015 y 2015-2016. Intervención. Se evaluaron los puntajes obtenidos en el protocolo de investigación antes y después de laretroalimentación constructiva. Resultados. La media de la puntuación inicial de los protocolos fue 8,3 ± 0,8 y la media posterior a laretroalimentación constructiva fue 9,4 ± 0,9; el incremento de las puntuaciones en promedio fue de 1,1 ± 0,1 con un valor de t=7,70p=0,000. Las habilidades para la comunicación escrita que mejoraron los alumnos fueron fundamentalmente: 1. El manejo del tema,2. La organización del texto, 3. Empleo del lenguaje escrito, redacción, y 4. Fuentes de información; los alumnos presentan todaslas ideas no propias en su escrito con las citas a la fuente de donde fueron extraídas...

Background: Research and written communication skills are essential in undergraduate medical education, because medical doctors are often involved in research, and written communication is part of a medical doctor's everyday routine. Academic medical programs that include training in clinical or epidemiological research require written communication aptitudes. Constructive feedback is a review technique commonly employed in medical education that involves the professor's close surveillance of the student’s performance and a clear communication to respectfully explain to students their strengths, weaknesses and opportunities of improvement, while ensuring a fair evaluation. Even though constructive feedback is common in clinical practice, it is rarely used in undergraduate medical training in scientific writing. Objective: To evaluate the impact of constructive feedback on the academic performance of students in their clinical or epidemiological research protocol proposals, involving written and methodological aspects. Design: Analytical, prospective study. Setting: Universidad Marista de M‚rida, Yucat n, M‚xico. Participants: Students in their fourth year of medical education. Intervention: The quantitative evaluations obtained in the research protocol proposals before and after the constructive feedback were compared in 103 students in their fourth year of medical education who were attending the Clinical and Epidemiological Research Methods course during 2014-2015 and 2015-2016 school years. Results: The mean of the initial score was 8.3 ñ 0.8, and the mean post constructive feedback was 9.4 ñ 0.9; the average score increase was 1.1 ñ0.10 with t=7.70 value, p=0.000. Students improved the following communication skills: 1. Theme presentation and review, 2. Organization of a scientific manuscript, 3. Use of written language, and 4. Use of information sources...

Developmental delay in early childhood is associated with visual-constructive skills at school age in a brazilian cohort

We investigated differences in IQ and visual-constructive skills in school-age children evaluated as developmentally delayed or typically developed in early childhood. Sixty-four participants from a Brazilian cohort were evaluated in IQ (Wechsler Abbreviated Scale of Intelligence) and tasks of visual-spatial memory and visual-constructive skills through the Benton Visual Retention Test (BVRT) at school age. Neuropsychomotor development at 4 years of age was measured by Denver II. Developmentally delayed children showed lower IQs, lower scores, and more errors in copy and memory BVRT tasks when compared to typically developed children. Delay in neuropsychomotor development in early childhood may affect the subsequent cognitive development of children. (AU)

Positive feedback: a tool for quality education in field of medicine.

Background: Feedback in medical education is an integral and important constituent of teaching as it encourages and enhances the learners' knowledge, skills and professional performance. Feedback has to be delivered in an appropriate setting; it should focus on the performance and not on the individual; should be clear and specific; delivered in non-judgmental language; should emphasize positive aspects; be descriptive rather than evaluative; and should suggest measures for improvement. Methods: 20 Post Graduate Student from surgery department was selected for the study. Results: Constructive feedback is defined as the act of giving information to a trainee through the description of his/her performance in the observed situation. It emphasizes the strengths of the session and areas which require improvement. The processes of giving and receiving feedback are skills that can be acquired only with practice with improvement in Pg student’s skill and knowledge. Conclusion: To integrate the concept of feedback in medical education, training of the trainers pertaining to techniques of adult learning and how to give feedback to trainees are foremost requirements. Interactive feedback is indispensable in bringing about professional development and overall improvement in doctors.

Relationship Between Cognitive Processes and Academic Performance in High School Students / Relación entre los procesos cognitivos y el rendimiento académico en estudiantes de educación básica secundaria

The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).

El propósito de la presente investigación fue determinar la relación entre los procesos cognitivos y el rendimiento académico mediante un estudio no experimental correlacional con diseño transeccional. Participaron 60 estudiantes entre 14 y 17 años de edad, los cuales fueron seleccionados al azar de grado décimo de básica secundaria sin antecedentes personales de trastorno de personalidad o discapacidad intelectual. El rendimiento académico se evaluó a partir del promedio escolar reportado por informes educativos. Los procesos cognitivos medidos fueron: atención focalizada y sostenida, flexibilidad cognitiva y control inhibitorio, memoria visual inmediata, aprendizaje auditivo verbal y memoria auditiva verbal inmediata, praxis visuoconstructiva, función nominativa del lenguaje y fluidez verbal; para lo cual, se empleó una batería de instrumentos neuropsicológicos. De acuerdo con R de Spearman, los resultados arrojados señalan que existe una relación estadísticamente significativa entre los dos siguientes procesos cognitivos y el rendimiento académico: la atención sostenida (p=0.01) y la función nominativa del lenguaje (p=0.05).

Effects of Nuciferine on Mice with Hyperlipidemia and Its Mechanisms / 医药导报

Objective To investigate the effects of nuciferine on hyperlipidemia in mice and to clarify the molecular mechanism. Methods Mice were divided into three groups according to the diet: normal control group ( n=10 ) , model control group (n=10), and the intervention group (n=10). The normal control group was treated with common diet (ANI-76A feed:12. 4% fat, 68. 8% carbohydrate, 18. 8% protein). The model control group was induced with high fat diet (37. 1% fat, 42. 4% carbohydrate, 20. 5% protein). The intervention group was supplemented with 0. 5% nuciferine based on high fat diet. The mice were allowed free access to food and water for a total of 10 weeks. Several indices were analyzed in the 3 groups, including the body weight, serum lipid, lipid metabolism key enzyme, oxidative stress and metabolic pathway. Results Our results suggested that the high-fat diet-induced animal models developed obesity and dyslipidemia (P0.05).Theactivityofhepaticlipidmetabolismkeyenzymes[(4.15±1.26) U·mL-1vs.(9.01±1.34) U·mL-1] andthe activity of hepatic lipase and lipoprotein lipase[(8.12±3.07) U·mL-1 vs.(13.48±3.75) U·mL-1] were elevated.Oxidative stress was also affected by nuciferine (P<0. 05). Mechanism study suggested that lipid synthesis genes (like SREBP-1c, FAS, SCD-1 and PPAR gamma mRNA) were up-regulated by high fat diet (P<0. 05), and the lipid oxidation metabolism genes, PPARαand CPT-1a mRNA, were down-regulated (P<0. 05), while the intervention group treatment reversed these changes (P<0. 05). Conclusion Nuciferine can improve hyperlipidemia, which might be related to the regulation of enzyme activity, oxidative stress and the changes of lipid synthesis and oxidative metabolism.

The evaluation of 3D-CISS sequence in diagnosis of midbrain aqueduct obstruction / 实用放射学杂志

Objective To explore the value of three-dimensional constructive inference in steady state sequence (3D-CISS se-quence)in case of midbrain aqueduct obstruction.Methods 46 cases with midbrain aqueduct obstruction were scanned with FLASH T1 WI、TSE T2 WI and 3D-CISS sequence at 3.0T superconductive MR scanner.The original images of the 3D-CISS sequence were reconstructed.The images of three sequences showing midbrain aqueduct obstruction were observed and analyzed.Results The de-tection rate of the midbrain aqueduct obstruction was 13% 、71.7% and 100% in FLASH T1 WI、TSE T2 WI and 3D-CISS sequence, respectively.The difference between the three sequences were significant (P <0.01 67).Conclusion 3D-CISS sequence shows mid-brain aqueduct obstruction more accurately.

Three-dimensional Constructive Interference Steady State Sequence in Evaluation Dorsal Root Ganglion Compression in Lumbar Disc Herniation / 中国医学影像学杂志

Purpose To investigate the diameter change of dorsal root ganglion (DRG) in lumbar disc herniation using three-dimensional MR neurography. Materials and Methods Sixty-ifve patients with lumbar disc herniation and 30 healthy volunteers were selected. Bilateral DRG diameter was measured using MR three-dimensional constructive interference steady state (3D-CISS) sequence at the level of L3-S1 in the control group and at the level of herniation disc in patient group including central and lateral subgroups. The relationship between the sagittal index and DRG diameter at the level of herniation disc was analyzed. Results In the control group, the DRG diameters increased from the level of L3 to S1. The DRG diameters of the central subgroup were bigger than those of the control group (t=-2.485--2.253, P0.05). The sagittal index was not correlated with DRG diameter. Conclusion 3D-CISS sequence clearly demonstrates morphological changes of lumbosacral nerve root and measures its diameter.

Mini-CEX: una herramienta que integra la observación directa y la devolución constructiva para la evaluación del desempeño profesional / Mini-CEX: A Method Integrating Direct Observation and Constructive Feedback for Assessing Professional Performance / Mini-CEX: A Method Integrating Direct Observation and Constructive Feedback for Assessing Professional Performance

El mini-CEX (mini clinical evaluation exercise) es un instrumento de evaluación del desempeño profesional a través de la observación directa del residente mientras participa de un encuentro con un paciente, la valoración de una serie de habilidades y destrezas clínicas con posterior provisión de feedback o devolución en su ámbito de trabajo. Se centra en una serie de habilidades que el residente debe demostrar durante el encuentro con un paciente y requiere que el docente documente ese desempeño en seis competencias. Es fácil de aplicar por los docentes porque se integra bien a la rutina del día a día en los diferentes escenarios clínicos. El tiempo estimado de esta interacción no debe superar los 20 minutos y debe repetirse al menos 8 veces al año con cada residente por diferentes docentes. Es de vital importancia que los docentes definan de antemano qué competencias se van a evaluar y cuáles son los estándares de desempeño mínimo que deberán alcanzar los residentes. La confección de una base de datos con la información de los formularios completados nos permitirá monitorizar el proceso de evaluación y efectuar las medidas correctivas pertinentes.

The mini-CEX (mini clinical evaluation exercise) is a tool for the assessment of professional performance of residents through direct observation of resident-patient encounter, evaluating clinical skills and providing subsequent feedback in the work setting. The exam focuses on the evaluation of resident's skills during resident-patient encounter. The evaluator must document resident's performance in six areas of competence. The exam is easy to apply as it fits in real life settings in the different clinical scenarios. The evaluation should not take more than 20 minutes and each resident should have 8 mini-CEX per year of training with different faculties. Faculties should previously define the areas of competence to evaluate and the minimum performance standards residents should reach. All the completed forms should be used to construct a database in order to monitor the evaluation process and make the necessary corrections.

Estrategias de pensamiento constructivo en estudiantes universitarios / Strategies of constructive thinking in university students

El pensamiento constructivo se refiere a la capacidad para: relacionarnos con los demás de forma satisfactoria y solucionar eficazmente los problemas de la vida cotidiana. El objetivo de este trabajo fue identificar las estrategias de pensamiento constructivo que utilizan los estudiantes universitarios. En cuanto a pensamiento constructivo, no se encontraron diferencias significativas, pero sí en el modo de afrontar los problemas: los hombres se encaminan a aminorar los efectos emocionales que aquéllos les causan, con más alta autoestima y capacidad de sobreponerse, mientras que las mujeres se encuentran más interesadas en emprender acciones para resolverlos. Por otra parte, los hombres presentan en comparación con ellas más alto pensamiento no constructivo, siendo intolerantes, inflexibles y presentando un optimismo ingenuo.

The aim of this paper was to identify the strategies of constructive thinking that are used by university students. Constructive thinking is the automatic representation of the world, ourselves, and the future, it direct our actions to solve everyday problems. Results show that, there are no significant differences in global constructive thinking between male and female students. Although, exist differences in the copy style: men are better at emotional copies, they diminish the emotional cost of the events, and overcame faster negative experiences, they also show higher self-esteem. Women, on the other hand, show better strategies in order to solve problems (behavioral copy).

Structural Analysis of the Coracoclavicular Ligaments in Koreans: A Cadaveric Study / 대한정형외과학회잡지

PURPOSE: Recently, the methods for reconstructing the acromion joint focused on an anatomical reconstruction. However, the reports of the anatomical method of the coraco-clavicle ligament have given different descriptions. This paper reports an anatomical study of the coraco-clavicle ligament in Koreans. MATERIALS AND METHODS: One hundred and two coraco-clavicle ligaments distracted from 6 fresh cadavers and 96 drug-administered cadavers were analyzed and calibrated. A quantitative analysis of the shape and location of the attachment site of the coracoid process and clavicle was performed, and the clinical and radiological applications were examined considering the calibrating variables. RESULTS: The conoid and trapezoid ligaments were thick and wide when measured in the middle part, and the average length up to the attachment site of the coracoid process was 11.3+/-3.6mm in men and 9.5+/-2.2mm in women. The average length of the clavicle was 158.5+/-55.7mm in men and 146.6+/-50.9mm in women. The length between the middle of the trapezoid tubercle or conoid tubercle and the lateral edge of the clavicle was 21.7+/-3.2mm and 42.8+/-3.4mm respectfully in men and 20.9+/-1.8mm and 39.9+/-3.3 respectfully in women, respectively. The angles of the conoid ligament and trapezoid ligament from the anteroposterior and lateral aspects were measured to be 25+/-8degrees and 19+/-3degrees respectfully in men and 28+/-5degrees and 17+/-3degrees degree respectfully in women. CONCLUSION: A more delicate reconstruction of the coraco-clavicle ligament is believed to be possible with regard to the mean distance from the clavicle to the conoid and trapezoid ligaments and the anticipation of a relationship between these ligaments.

Desempenho de meninos e meninas em atividade práxica construtiva / Performance of boys and girls in constructive praxis activity

Esse estudo teve como objetivo avaliar o tempo de desempenho de meninos e meninas em uma atividade práxica construtiva. As variáveis analisadas foram: tempo total de duração da tarefa, tempo de planejamento ou reação, a peça e o lado do brinquedo escolhidos para iniciar a tarefa e a conclusão da tarefa. Foram avaliadas 58 crianças de 8-9 anos (28 meninos e 30 meninas), dos quais 52 eram destros e seis canhotos (três de cada sexo), sem história prévia de lesão cerebral. Todas as crianças responderam a um questionário, realizaram uma atividade de leitura e de desenho de uma casa e, posteriormente, realizaram a tarefa proposta, que consistiu da construção de uma casa exatamente igual à do modelo oferecido previamente. Para iniciar a tarefa a criança deveria disparar o cronômetro e, então, poderia mexer nas peças e no modelo. Quando a criança considerava ter terminado a tarefa ela própria apertava o cronômetro. Dos 58 participantes avaliados, apenas 24% realizaram a tarefa corretamente (50% do sexo feminino e 50% do sexo masculino), 64% realizaram a tarefa, porém de modo incorreto, e 12% desistiram e não finalizaram a tarefa. Os dados analisados não evidenciaram diferenças entre meninos e meninas em nenhuma das variáveis estudadas.

This search has as objective to compare the performance of boys and girls in a constructive praxis activity. Data analyzes was based on the total task duration, planning or reaction time, the kind and the side of the toy chosen by the child to start the activity and if the task achievement. A population of 58 8-to-9-year old children (28 boys and 30 girls), including 52 dexterous and six left-handed (three of each gender), without any previous cerebral injury notice was studied. All the children answered a questionnaire, carried through an activity of reading and drawing a house and performed the task. The proposed activity was the construction of a house exactly identical to a model. To start the task the child had first to press on his/her chronometer and only then could touch the parts and the whole model. When the child considered to have finished the task he/she pressed the chronometer off. Only 24% performed the task correctly (50% female and 50% male), 64% carried through the task, but in an incorrect way, and 12% gave up and did not finish the experiment. Differences in the performance of boys and girls were not evidenced in all studied variables.

Development of A Constuctive Thinking Scale for Pupils / 中国临床心理学杂志

Objective: To develop a Constructive Thinking Scale for Chinese pupils. Methods: Data were collected from a sample of 302 primary school pupils tested with the Constructive Thinking Scale. Results: ①Item analysis showed that the Constructive Thinking Scale had satisfactory item discrimination; ②The Constructive Thinking Scale had a satisfactory reliability with a 0.83 test-retest reliability, and the Cronbach’s ? was 0.88; ③The result of EFA had five factors, and the range of factor loading was between 0.36 and 0.75. The final revised questionnaire included 23 items, which could explain 53.13% of the total variances. The scale had an ideal criterion validity. Conclusion: The Constructive Thinking Scale for pupils has ideal reliability and validity, and can be used in assessing Chinese pupils’ constructive thinking .

On the Policy Reform of Postgraduate Education Charges / 中华医学教育探索杂志

On the basis of assuming that the postgraduate education charge is a fact,this paper at fist studies the theory and realistic basis of postgraduate student charges and then analyzes its profit and fraud. Finally,some constructive suggestions are put forward to protect the enrollment chances of poor students and the development of basic discipline.