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It is the current confusion encountered by integrated Chinese and Western medicine that how to find the breakthrough direction of integrating Chinese and Western medicine， from crossover to integration to innovation， and open up a new horizon of integrated Chinese and Western medicine. The progress of Chinese medicine lay in expanding the scope of diagnosis and treatment with the help of modern diagnostic and therapeutic equipments and developing “micro” identification， while the progress of Western medicine lay in looking at “macro” and developing systemic medicine and integrated medicine， both of which are in the direction of each other. The “state-target identification and treatment” may become an important way to build a modern diagnosis and treatment system of integrated Chinese and Western medicine， and the thinking mode of “from target to state” is a further refinement and development on the basis of the theoretical system of “state-target identification and treatment”， which provided a clearer solution for the current stage of the integrated Chinese and Western medicine model， and pointed out the important development direction for the future integrated Chinese and Western medicine. From the perspective of strategic level and diagnosis and treatment practice， it integrated the “target-state” thinking mode into the modern diagnosis and treatment model of the integrated Chinese and Western medicine， i.e.， “Western medicine as the basis and treating with Chinese medicine； Chinese medicine as the basis and treating with Western medicine”. On the one hand， Western medicine should strengthen the reference to the traditional theories and holism of Chinese medicine， and advocate a higher level of education on the integrated Chinese and Western medicine under the guidance of the traditional theories of Chinese medicine. On the other hand， the “from target to state” mode of thinking should be applied to guide the establishment of diagnostic and treatment strategies and clinical selection of medicines in clinical practice， so as to locate the target and adjust the body state in a gradual and orderly manner， and to provide practical methods for the modern clinical work of the integrated Chinese and Western medicines. Chinese and Western medicine systems can learn from each other， combine organically， give full play to their respective strengths， and form an internal law， so as to make breakthroughs and innovations in the integrated Chinese and Western medicine model.
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This research implements the "dual-element and three-step" education model based on the modern apprenticeship system for rural medical students, establishes a complete teacher management system through the joint enrollment of schools and teaching hospitals, and strengthens the professional cognition stage, professional learning stage and professional practice stage. It has certain effects on promoting students' good sense of professional identity and responsibility, enhancing learning initiative and professional vocational ability, and cultivating skilled and service-oriented medical talents with "six-in-one" post competences in rural areas.
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Objective:To explore the teaching effect of organ system based integrated curriculum in the undergraduates of clinical medicine.Methods:A retrospective cohort study was conducted among 284 undergraduates majoring in clinical medicine from Batch 2011 to Batch 2016 in Shanghai Jiao Tong University School of Medicine. The observation group were 147 undergraduates from Batch 2014 to Batch 2016, taking organ system based integrated curriculum. The control group included 137 undergraduates from Batch 2011 to Batch 2013, taking the traditional mode of subject-centered curriculum. SPSS 21.0 was performed for independent sample t test, and questionnaires were issued to investigate students' evaluation of the teaching of organ system based integrated curriculum. Results:The examination scores of internal medicine problem based learning test, surgical theory test and surgical operation test were better in observation group than in control group [(86.34±2.74) vs. (85.51±3.36); (79.69±8.41) vs. (77.18±6.92); (81.43±10.72) vs. (76.78±11.29), P<0.05]. Obstetrics and pediatric theory test scores were lower in observation group than in control group ( P<0.05). There was no significant difference in test scores of internal medicine between the two groups ( P=0.935). The satisfaction rate of organ system based integrated curriculum in the observation group was 83.75%. Conclusion:The teaching of organ system based integrated curriculum can improve students' comprehensive abilities, and has certain requirements for students' learning autonomy.
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Objective:To analyze the application value of narrative education model in clinical teaching of nurses in operating room.Methods:A total of 90 nursing students in the Department of Operating Room, Shanghai Tenth People's Hospital from January 2018 to January 2020 were selected as the research objects and randomly divided into observation group and control group, 45 in each group. The control group was taught by traditional mentoring method, and the observation group was taught by narrative education model. The two groups of nursing students practiced for 4 weeks. After the teaching, the scores of theoretical knowledge and operation were compared between the two groups. The scores of career identity scale and caring ability evaluation scale of the two groups were compared, the scores of each dimension of Chinese registered nurse core competence scale (CIRN) were evaluated, and the feedback of the two groups of nursing students on the teaching methods was analyzed. SPSS 22.0 was used to conduct t-test and chi-square test. Results:The scores of theoretical knowledge and operation in the observation group were (94.52±5.34) points and (88.67±3.98) points, respectively, which were significantly higher than those [(85.67±5.26), (82.24±4.16)] in the control group ( t=7.92, 7.49, all P<0.001). The scores of professional identity scale and caring ability evaluation scale in the observation group were (39.12±5.12) points and (193.14±11.24) points, respectively, which were significantly higher than those [(34.21±4.23), (180.23±11.35)] in the control group ( t=4.96, 5.42, all P<0.001). The scores of various dimensions of CIRN in the observation group were significantly higher than those in the control group ( t=4.72, 7.57, 4.13, 4.66, 6.19, 4.27, 5.48, all P<0.001). The feedback of nursing students in the observation group on teaching methods was significantly better than that in the control group ( χ2=4.29, 6.48, 12.26, 4.44, 7.60, 5.03, P<0.05). Conclusion:Narrative education model can significantly improve the internship effect of operating room interns, with clinical value.
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Objective:To evaluate the teaching effect of organ system based learning model on undergraduate clinical practice teaching of anesthesiology.Methods:Thirty-five undergraduates of Batch 2013 who practiced in the Department of Anesthesiology, The First Affiliated Hospital of Chongqing Medical University (round 2) were enrolled as the control group; another 27 undergraduates of Batch 2014 were enrolled as the experimental group. The examination before entering the department evaluated the basic knowledge levels of the two groups. The control group was given the traditional practice teaching mode, while the experimental group was given the practice teaching mode based on organ system. The teaching effect of the organ system based learning model on the practice of department of anesthesiology was evaluated by the examination after the practice and questionnaire survey on students. SPSS 19.0 was used for data statistics and t test was conducted for analysis. Results:There was no significant difference in gender, age and admission education performance between the two groups ( P=0.168, 0.592, 0.750). In the quality and analysis scores of the medical records, the review defense scores, and the theoretical scores, the average scores of the experiment group were all higher than those in the control group ( P=0.021, <0.001, <0.001) at the end of the practice; there was no significant difference in operational exam between the two groups ( P=0.106). The results of questionnaire survey showed that the average scores of the experiment group in the satisfaction of learning mode, teaching efficiency, education and teaching level and teaching information were all higher than those in the control group ( P<0.001, <0.001, <0.001, <0.001); there was no significant difference between the two groups in students' learning efficiency and inspiration ( P=0.778, 0.104). Conclusion:The organ system based learning model in undergraduate clinical practice teaching of anesthesiology has significantly improved the education quality, the theoretical achievement and comprehensive ability of interns.
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Background: The aims of the present study were to reveal the impact of the introduction of social medicine training one year earlier in a new university curriculum on subjective/objective evaluation of medical students, and to discuss the readiness of said students. Methods: In this natural experiment study, subjects comprised 73 third- (n = 31) and fourth-grade (n = 42) medical students who participated in social medicine training, namely “Family Health Practice Tutorial,” in 2017. The data consisted of student’s self-assessment and assessment from clients. The associations between these assessments and student grade were analyzed using the Mann-Whitney U test and ordinal logistic regression. Results: The score for “Language” in the assessment from the clients was significantly lower in the third-grade students than in the fourth-grade students after adjustment for gender (odds ratio = 0.147; 95% confidence interval = [0.027, 0.797]). Discussion: Insufficient readiness for language to residents in the community was found in third-grade medical students. Advanced communication training prior to practice for third-grade students may contribute to sustainable social medicine training in the community.
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Background: The purpose of this study is to determine the effects of the Teaching Games for Understanding (TGfU), Sport Education Model (SEM), and Hybrid Teaching Games for Understanding Sport Education Model (HTGfU–SEM) on the cognitive performance among Form 1 students on volleyball gameplay. Student’s cognitive focusing on the tactical decision-making aspect of opening and closing space and selection of skills used in the game. Methodology: The study is using the quasi-experimental method involving a sample of 96 Form 1 students. The control group is TGfU while the treatment groups are SEM and HTGfU-SEM. The research instrument was adapted from the Game Performance Assessment Instrument (GPAI) with the validity value (r =.81). These modified instruments were used to assess the cognitive aspects of badminton gameplay. The Mean, SD, ANOVA, ANCOVA, MANOVA and posthoc test were used to analyze the cognitive data. Results: As for the overall tactical decision making via a multivariate test in volleyball gameplay indicated significant effect through SEM. Especially for closing space in volleyball 3 vs. 3 gameplay through SEM, F (2, 93) = 10.054, p <0.05, η2 = .178. Conclusion: The findings of this study provide a strong justification for implementing SEM in teaching and facilitating physical education games since it may enhance student’s cognitive ability especially in tactical decision-making in opening and closing space and selection of skills. Advancement in cognitive ability may enhance student’s capacity to mastery of in-game skills.
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The access to education for children and young people with special needs is an indicator of the humanization of society, a sign that this society can care for one of its most vulnerable groups. This paper reviews the principles and trends in studying the issues of organising an inclusive education environment. Particular emphasis is placed on the scientific novelty of the research, research methods and goals, the main purpose of which is to create a comfortable educational environment and find a solution to the problems of inclusive space. Further, the authors provide a detailed analysis of the project content in the conditions of Kazakhstan. They develop an experimental model of a spatial solution for an inclusive education environment. The results of this study contribute to the architectural and compositional improvement of educational buildings, increasing their comfort. The paper analyzes the role of the virtual environment in the development of experimental projects. It contains a diagram of the project time frame, a sample schedule and a description of the research group composition.
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Humans , Risk Groups , Mainstreaming, Education , Review Literature as Topic , Models, Educational , Disabled Persons/education , Public Nondiscrimination PoliciesABSTRACT
Dada a importância do ensino dos valores na escola, esta pesquisa teve como objetivo investi-gar, por meio da pesquisa-ação, formas de fazê-lo, sistematizando algumas estratégias passí-veis de utilização em aulas de Educação Física. Os resultados apontaram três tipos de estraté-gias: avaliações diárias para a discussão do comportamento dos alunos; Sport Education para o tratamento dos valores próprios da Educação Física; discussão de valores a partir de vídeos. Essas estratégias se mostraram essenciais para que os valores apareçam de uma forma siste-matizada em aulas e não como fruto do acaso, em especial, quando se tem como objetivo formar o cidadão.
With the importance of the values in school, this research had the purpose to investigate ap-proaches to teach values in Physical Education, based on an action research. The results showed three kinds of approaches: daily evaluation to discuss student's behaviour; Sport Edu-cation to teach values of Physical Education; videos about tack and field to discuss values. These approaches showed as an important strategy for values appear on a organize structure in classes and not by random. This is more important when the aim is to build a citizen.
Dada la importancia de la enseñanza de valores en la escuela, el objetivo de este estudio fue investigar, mediante la investigación-acción, maneras de hacerlo en las clases de educación física. Los resultados mostraron tres tipos de estrategias: las evaluaciones diarias para la dis-cusión del comportamiento de los estudiantes; Sport Education para el tratamiento de los va-lores específicos de la educación física; videos de situaciones del Atletismo para la discusión de valores. Estas estrategias han demostrado ser esenciales para que los valores aparecen du-rante la clase y no como el resultado de la casualidad, sobre todo cuando se pretende formar ciudadanos.
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Humans , Male , Female , Physical Education and Training , Social Values , Sports/education , Teaching , Moral Development , Group ProcessesABSTRACT
Objective To survey the satisfaction degree of the postgraduates in professional degree with The Joining Together of Double-Track education model in the current stage of professional degree graduate education and standardized training of residents in China. Methods According to various factors, such as the current situation of postgraduates in medical universities, we sought the opinions of relevant experts to design questionnaire. Meanwhile, to enhance the reliability of the questionnaire and the survey, we chose the postgraduates of Shengjing Hospital of China Medical University first to do the pre-survey, and according to the feedback, we adjusted part of the aspects, thus formed a formal questionnaire, which included the satisfaction with training of clinical practice ability, training of research ability, and tutors' assessment etc. Finally, the Chinese New Youth Forum online released the questionnaires, selecting the postgraduates in professional degree who were participating in, or had participated in the completion of the standardized training as the participants, which took place between March 2016 and May 2016. SPSS 16.0 was used for statistical analysis. The evaluation results of different majors were tested by Kruskal-Wallis rank sum test. Results According to the results of the survey, the aspects in the clinical resident standard-ized training that the 1000 postgraduates were more satisfied with were as follows: training time [42.8%(n=428)], training center [41.8% (n=418)], training of clinical practice ability [41.6% (n=416)], tutors [40.2%(n=402)], economic income [38.8%(n=388)], department arrangements [38.4% (n=384)], training of research ability [37.5%(n=375)]. There is a significant difference in the satisfaction degree of different pro-fessional graduate students in theJoining Together of Double-Trackeducation model (P<0.05). ConclusionThe Joining Together of Double-Track education model should be compatible with the training objectives of postgraduates in professional degree. Much more attention should be paid to the post-graduates, satisfac-tion degree with the clinical resident standardized training, as well as the requirements during the training period, improve the evaluation of graduate students' ability of scientific research, econo-mic income and so on, so as to improve the training system for the postgraduates.
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Objective:To analyze the sympathy,responsibility and rational emotion of clinical trainees and to construct the medical ethics emotion education system.Methods:A questionnaire survey was conducted among undergraduate clinical medical students.Of the 307 selected students,302 returned valid questionnaire.After eight months in the field trip,the educational outcome was assessed using questionnaire survey again,and the data was analyzed with descriptive statistics analysis.Result:According to the results of questionnaire survey,we came up with effective countermeasures to improve the medical ethics emotion of clinical medical students,and then strengthened students' sympathy,responsibility and rational emotion quality education.Conclusions:It suggests that cultivating the students' learning interests and motivating the subjective initiative of trainees on ethics learning with various teaching methods promoted the transformation from medical ethics emotion to behaviors and customs,and thus constructed a medical ethics emotion education model and improved quality medical ethics education.
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Objective To investigate the effect of empowerment education on self-management in patients with diabetes mellitus. Methods A total of 128 patients with diabetes mellitus who met the criteria of WHO in 1999 were selected and divided into the control group(62 cases)and the observation group(66 cases). The control group accepted the traditional nursing methods, and the observation group accepted the empowerment education model. FBG, PBG, HbA1c and Diabetes Management Self-efficacy Scale (C-DMSES) were compared between two groups of patients after 3 months and 6 months. Results After the intervention with the empowerment education model, the patient′s FBG, PBG, HBA1c of the control group were (7.69±4.21) mmol/L, (11.78±3.21) mmol/L, (7.95±1.46)%three months after discharge, and (7.21 ± 3.19) mmol/L, (10.48 ± 4.65) mmol/L, (9.15 ± 2.36)% six months after discharge; while in the observation group, FBG, PBG, HBA1c were (6.23 ± 3.59) mmol/L,(9.32 ± 4.06) mmol/L, (6.69 ± 1.10)%three months after discharge, and (6.15 ± 1.89) mmol/L,(7.33 ± 2.10) mmol/L,(6.02 ± 2.17)%. The differences between two groups were significant (t=2.012-5.196, P<0.05). C-DMSES scores of the control group were 103.48 ± 18.41, 134.38 ± 13.01 on admission and six months after discharge, while in the observation they were 102.83 ± 10.91,157.64 ± 19.56. The differences between two groups were significant (t=3.151, P<0.05). Conclusions Empowerment education model can improve the ability of self-management of diabetes patients, improve self-efficacy to improve their own ability to control blood glucose.
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Objective To explore the application of work shop in health education in the rehabilitation period of cerebral infarction. Methods A total of 44 patients with cerebral infarction from January to June 2016 were selected as the observation group, they were given work shop in health education. Then 40 patients with cerebral infarction from July to December 2015 were selected as the control group,and they were given routine health education.The health knowledge mastery,rehabilitation and health education satisfaction were compared between two groups. Results The knowledge rate of health education knowledge in knowledge of disease medicine, placement of good limb position, limb function training,medication was respectively 97.37%(43/44),93.18%(41/44),95.45%(42/44),95.45%(42/44) in the observation group and 82.50%(33/40), 77.50%(31/40), 77.50%(31/40), 77.50%(31/40) in the control group, and the difference was statistically significant (χ2=4.01-5.94, P<0.05). The satisfaction of health education in health education skills,communication skills,service attitude was respectively 97.73% (43/44), 100.00%(44/44), 97.73%(43/44) in the observation group and 82.50%(33/40), 82.50%(33/40), 82.50%(33/40)in the control group,and the difference was statistically significant(χ2=4.01,6.27,4.01,P<0.05). The level of compliance, demand, compatibility score was (8.32 ± 1.34), (8.45 ± 1.21), (8.38 ± 1.29) points in the observation group and(5.89±1.74),(5.64±1.53),(5.76±1.35)points in the control group,the difference was statistically significant (t=2.42, 2.74, 2.35, P<0.05). Conclusions Work shop in health education can increase the health knowledge of patients in rehabilitation period of cerebral infarction,and improve the enthusiasm of health education and rehabilitation training satisfaction.
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Objective To explore the effects of empowerment education model on glycemic control and self-management behavior of community patients with diabetes. Method A total of 120 diabetics from 2 different communities were set as the observation group and control group. The control group was treated by routine medications and health education and the observation group was intervened with empowerment education model. After intervention for 6 months, the patients′blood glucose index and the diabetes self-management behavior were assessed and compared by scale of the diabetes self-care activities (SDSCA) between the two groups. Result By the end of the study, the glycemic index and SDSCA score in the former group were both significantly decreased than those in the control group (P<0.05), indicating the patients in the experiment group had better glycemic control and self-management behaviors compared with those in the control group. Conclusions Empowerment education model can arouse the internal motivation of patients to change their behaviors from passive to active acceptance in the health education. Empowerment education model can enhance diabetes patients′self-management conduct and the glycemic level.
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Plastic and Aesthetic surgery is a science which creates beauty by combining know-ledge and art. Combined with the professional characteristics of plastic surgery, we reformed the cur-riculum content and teaching mode of continuous education, including a established interactive theoret-ical learning model based on Journal club, the strengthening of clinical practice integrated with multiple related disciplines, the expanding the knowledge of Sociology, Psychology and Ethics, and the construc-tion of a long-term platform of network resources. Therefore, a comprehensive and specialized continu-ous education model in the department of plastic and aesthetic surgery was ultimately formed, whose preliminary assessment was favorable, and could be helpful in the cultivation of high-quality plastic and aesthetic surgeons in the future.
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It is the trend to integrate the curriculum contents and strengthen the ability training in reform of edu-cation model at present .After the abilities to develop and maintain medical informatics-related information sys-tems, to process medical information and to provide medical information service were analyzed, certain suggestions were put forward for the practical teaching reform of medical informatics according to the requirements of ability training and the characteristics of subject knowledge structure .
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Objective To understand patients' needs of health education and explore the information nursing health education model through investigation of the inpatients' health education need.Methods Inpatients in department of neurology were investigated by a self-designed questionnaire that involved 21 items.171 copies of effective questionnaires were collected and went through analysis.Results 61.99 percent of patients pointed out that nurses didn't understand their need for health knowledge.47.95 percent of nurses had never asked patients how they felt about hospitalization before health education.Television was the main channel to get knowledge about health for patients,but the patients believed that the health knowledge from healthcare workers was the most reliable way.Conclusions To carry out targeted and information nursing health education integrated with psychological nursing can promote health education work.
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Compared with the education model of German medical doctors,the education of medical doctors in our country starts late,still need exploration and improvement.Based on the history of the education mode of modern higher medical education in Germany,the educational characteristics of German medical PhD were analyzed and a comparative study on the Chinese and German education mode of medical doctors in terms of training objectives,admission requirements,mentoring system were conducted,which provides reference for the reform of the education mode of medical doctors in our country.
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Based on the shortcomings of graduate education in clinical medicine of our country and the characteristics of this specialty, the author point out that the cultivation of graduates in otolaryngology, head and neck surgery should be focused on the training of humanities, professional knowledge and skills. And they also make some suggestions and discussion about the reform of graduate education mode.
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@#Objective To observe the effects of different models of rehabilitation education on stroke rehabilitation. Methods There were 35 stroke patients in group Ⅰ，40 patients in group Ⅱ. All the patients received the same rehabilitation treatment, but different model of rehabilitation education. They were evaluated with Functional Independence Measure (FIM) before and after treatment, and the incidence of complications were investigated. Results The FIM grade in all patients increased significantly after treatment (P<0.05), and increased more in the group Ⅱ (P<0.05). The incidence of shoulder pain/ shoulder subluxation, edema in hemiplegic extremity, muscle atrophy were a lower in the group Ⅱ than that in the groupⅠ (P<0.05). Conclusion Improving the model of rehabilitation education can improve the efficacy of stroke rehabilitation.