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RESUMO Adolescentes que cumprem medida socioeducativa de liberdade assistida têm a frequência escolar como uma obrigação. Nesse cenário, o professor tem papel central na promoção de relações proximais que auxiliem esses alunos. Objetivou-se caracterizar os recursos e as dificuldades relatadas por professores quanto ao processo de ensino-aprendizagem de adolescentes em liberdade assistida. Participaram 10 professores de alunos em liberdade assistida, de escolas públicas de uma cidade do interior paulista, os quais responderam a uma entrevista semiestruturada. As análises foram pautadas na técnica do Discurso do Sujeito Coletivo, apontando os recursos dos professores quanto ao planejamento, à didática e ao estabelecimento de vínculos; como dificuldades foram relatadas a ausência da família na escola, as lacunas de aprendizado e a não valorização da educação. Conclui-se como importantes intervenções que potencializem as habilidades sociais educativas de professores e promovam relações entre os microssistemas família e escola do alunado em liberdade assistida.
RESUMEN Los adolescentes que cumplen medida socioeducativa de libertad asistida tienen la frecuencia escuela como obligación. En este escenario, el profesor desempeña un papel central en la promoción de relaciones proximales que ayuden a estos alumnos. se ha objetivado caracterizar los recursos y las dificultades señaladas por los profesores en relación con el proceso de enseñanza-aprendizaje de los adolescentes en libertad asistida. Participaron diez profesores de alumnos en libertad asistida, de escuelas públicas de una ciudad del interior de São Paulo, que respondieron a una entrevista semiestructurada. Los análisis se basaron en la técnica del Discurso del Sujeto Colectivo, señalando los recursos de los profesores para planificar, enseñar y establecer vínculos; se señalaron como dificultades la ausencia de la familia de la escuela, las lagunas en el aprendizaje y la no valoración de la educación. Se llega a la conclusión de la importancia de las intervenciones que potencien las habilidades sociales educativas de los profesores y fomenten las relaciones entre los microsistemas familiar y escolar de los alumnos en libertad asistida.
ABSTRACT Adolescents who comply with a socio-educational measure of probation have to attend school as an obligation. In this scenario, the teacher has a central role in promoting close relationships that help these students. The objective was to characterize the resources and difficulties reported by teachers regarding the teaching-learning process of adolescents on probation. Ten teachers of students on probation participated, from public schools in a city in the countryside of the state of São Paulo, who provided answers to a semi-structured interview. The analyzes were based on the Collective Subject Discourse technique, pointing out the teachers' resources regarding planning, teaching, and establishing bonds; as the difficulties reported were the family's absence at school, learning gaps and the lack of value for education. It is concluded that interventions that enhance the teachers' social educational skills and promote relationships between the family and school microsystems of students on probation are important.
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In the theoretical teaching of valvular heart disease, the traditional teaching method makes the learners feel very abstract and the learning effect is poor. In bedside teaching, the heart characteristics of specific patients cannot be directly displayed to learners, and learners are difficult to construct theoretical knowledge and clinical performance. Based on the clinical bedside internship based on experiential learning theory, this study uses cardiac virtual image technology to reconstruct the cardiac images of clinical patients, restoring the internal structure of their hearts, supplemented by dynamic blood flow images, to make learners can clarify the relationship between cardiac morphology and hemodynamics, so that learners can intuitively learn these knowledge. Through the teaching practice of this study, it is found that high-quality curriculum design and guided teaching combined with the application of new VR technology can significantly improve the learning experience and effect of learners.
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Objective:To observe the effects of problem-based learning (PBL) and case-based learning (CBL) combined with self-media platform in clinical probation teaching of gastroenterology.Methods:From July 2019 to June 2020, 60 students in the Department of Gastroenterology of the Army Characteristic Medical Center of PLA were assigned to the traditional teaching group (control group, n=30) and the PBL and CBL combined with the self-media platform teaching group (experimental group, n=30). After the teaching, theoretical examination, practical assessment, and questionnaires were used to evaluate the effects of the two teaching methods. SPSS 23.0 was used to perform the t-test. Results:The comprehensive scores of students in the experimental group, including theoretical examination score (86.60±1.17) and practical assessment score (86.40±0.83), were significantly higher than those in the control group [(81.70±0.98), (82.00±1.18), P<0.001]. The questionnaire survey showed that the experimental group was superior to the traditional teaching group in terms of self-study and data access ability, students' self-confidence, and satisfaction with teaching ( P<0.001). Conclusion:PBL and CBL combined with self-media platform uses actual medical records to guide students to discuss, analyze, and summarize clinical issues. Combined with flexible learning on the self-media platform, this method breaks through the limitations of traditional teaching models and improves teaching quality and learning satisfaction. Therefore, this method can be promoted in clinical probation teaching of gastroenterology.
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In view of the problems existing in the probation teaching of obstetrics and gynecology, such as patients' non-cooperation, few cases and few practical opportunities. This study discusses the application effect of case teaching based on "Rain Classroom" and standardized patients in the obstetrics and gynecology probation course. The teaching is carried out by carefully selecting cases, refining pre-class preparation, adopting various teaching forms, and carrying out evaluation after class. In order to evaluate the teaching effect, an anonymous survey was carried out among 330 undergraduate interns majoring in clinical medicine, prevention, and forensic medicine in Batch 2015. The results showed that 210 (93.8%) of 224 (67.9%) students who participated in the survey believed that this method could promote learning enthusiasm and 200 students (89.3%) thought it could activate classroom atmosphere more than traditional teaching; most students thought it improved students' communication ability (163, 72.8%), clinical practice ability (189, 84.4%), and ability to analyze and solve problems (171, 76.3%) and deepening the understanding, mastery and application of knowledge (158, 70.5%). It shows that this method can improve the teaching effect of obstetrics and gynecology probation course to a certain extent.
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Objective:To evaluate the effect of the improved team-based learning (TBL) teaching method in the undergraduate probation course of ophthalmology based on the goal of cultivating excellent doctors.Methods:The undergraduates of clinical medicine were randomly divided into experimental group and control group. The control group ( n=50) was given conventional ophthalmology probation teaching, while the experimental group ( n=50) was given ophthalmology probation teaching of improved TBL teaching method. The theoretical examination performance and skill assessment results of students in the two groups were compared, and the subjective evaluation of the students on the teaching was also compared. SPSS 23.0 was used to conduct t-test and Wilcoxon's rank sum test. Results:The theoretical examination performance of experimental group (29.68±4.52) was better than that of control group (27.84±4.33), with significant differences ( P<0.05); the skill assessment results of experimental group (32.88±5.05) were also better than those of the control group (30.88±6.99), with significant differences ( P<0.05); the subjective evaluation of teaching effect in each item of experimental group was better than that of control group ( P<0.05). Conclusion:The improved TBL teaching method can not only improve students' theoretical knowledge and experimental skills, but also improve students' self-study and teamwork ability, which will provide a feasible educational reform plan for achieving the goal of cultivating excellent doctors.
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At present, the non-directly-administered affiliated hospitals generally have some problems in the teaching of clinical probation such as weak subjective teaching consciousness, few full-time teaching administrators, insufficient investment in teaching facilities, uneven teaching levels, unclear division of responsibilities and so on. Based on this, it is proposed to adopt the measures of strengthening consciousness, creating process and strengthening examination to explore the standardized teaching methods of clinical probation from four aspects: making clear the teaching purpose of the probation, making good preparation for the probation teaching, refining the teaching process of the probation teaching and paying attention to the actual effect evaluation after the probation, so as to improve the quality of clinical probation teaching in non-directly-administered affiliated hospitals.
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Objective:To explore the effect of mind mapping combined with scenario simulation teaching on probation teaching of abdominal trauma.Methods:The probation undergraduates from Batch 2017 five-year clinical medicine of Air Force Medical University were selected as research objects and randomly divided into experimental group ( n=98) and control group ( n=92). The experimental group was taught by mind mapping combined with scenario simulation teaching method, while the control group was taught by traditional teaching mode. After the end of the course, the effect of teaching was evaluated from two aspects: theoretical evaluation and teaching satisfaction evaluation. SPSS 19.0 was used for t test and chi-square test. Results:The results of theoretical test in the experimental group were significantly better than those of the control group [(84.03±8.99) vs. (78.53±8.97)], and the difference was statistically significant ( P<0.05). Compared with the control group, the experimental group had obvious advantages in learning interest, teamwork awareness and clear thinking, and achieved good teaching effect. Conclusion:Therefore, this teaching model helps to improve the teaching quality and provides some reference experience.
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Objective:To explore the application effects of standardized patient (SP) and breast visual palpation simulation system on clinical probation of breast surgery for medical students.Methods:A total of 110 students were randomly divided into experimental group and control group, and each group was further divided into 5 subgroups. In the experimental group, SP scripts of five common diseases in breast surgery department were designed according to the syllabus before probation, and the teachers were trained. During the probation, we first talked about the characteristics of disease diagnosis and treatment, and then the five subgroups collected the history of the disease according to the SP of different diseases mentioned above, and checked the corresponding lesions on the breast visual palpation simulation system. In the physical examination, SP responded to the students' questions. The control group also talked about the above-mentioned five diseases during the probation, and then the five subgroups carried out history collection and physical examination for specific patients in the hospital. Finally, the teaching effects were analyzed through medical record writing, theoretical examination, physical examination and student evaluation. SPSS 26.0 was used for chi-square test (or Fisher exact test) and Mann-Whitney U test. Results:There was no significant difference in the theoretical examination between the two groups. It was demonstrated that the correct rate of experimental group was significantly higher than that of the control group in medical history collection, especially in the main symptoms, incentives, aggravation and remission factors, accompanying and differential symptoms and so on. And the positive results of breast, nipple and axillary lymph node palpation in the experimental group were significantly higher than those in the control group through the physical examination operation of breast visual palpation simulation system. The analysis of students' evaluation showed that the teaching efficiency of the experimental group increased, and the students' satisfaction was improved (satisfaction rate: 92.73% vs. 76.36%).Conclusion:The application of SP and breast visual palpation simulation system in breast surgery probation teaching can not only protect the privacy of clinical patients, but also improve the teaching effects, which can be popularized in the clinical teaching of breast surgery.
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Objective:To explore the effect of the 3D printed model assisted network teaching of neurosurgery.Methods:Seventy-six probation students were divided into: 3D printed model assisted online course teaching group (test group) and traditional teaching group (control group). After 1-month online teaching, quantitative assessment and satisfaction survey were carried out. SPSS 17.0 was used for statistical analysis of variance.Results:The department graduation test (theory and operation) scores of students in the test group were (86.7±7.4) points, which was significantly higher than those in the control group (78.2±8.2) points ( t=5.56, P<0.01). The teaching satisfaction survey showed that the test group had significantly higher scores in self-evaluation of spatial imagination ( t=3.81, P<0.01), deepening understanding of neuroanatomy ( t=5.29, P<0.01), and increasing interest in clinical learning ( t=5.12, P<0.01) than those of the control group. Conclusion:Compared with the conventional online teaching methods, 3D printed model assisted online teaching helps to improve teaching quality and students' satisfaction.
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ObjectiveTo explore the effect of flipped classroom mode in the clinical probation teaching for undergraduate mental health students， so as to expand the new mode of clinical teaching in psychiatry department. MethodsA total of 85 undergraduate psychiatric students from Xinxiang Medical University in 2016 were selected. All participants were divided into experimental group （n=43） and control group （n=42） according to the random number table method. The flipped classroom clinical teaching mode was adopted to experimental group， and the traditional practice mode for control group. The probation lasted for 12 weeks. Theoretical knowledge of symptomology， psychiatric clinical skills （OSCE）， doctor-patient communication ability（SEGUE） and clinical thinking ability were assessed at the end of probation. ResultsAfter the probation， students in experimental group obtained higher scores in theoretical knowledge， clinical skills， doctor-patient communication ability and clinical thinking ability compared with control group. The differences were statistically significant ［（33.08±1.72） vs. （32.06±2.33）， （51.61±2.12） vs. （48.32±2.86）， （18.14±1.98） vs. （14.62±2.15）， （91.26±14.13） vs. （82.40±10.89）， t=2.307， 6.034， 3.230， 7.846， P<0.05 or 0.01］. ConclusionApplying the flipped classroom mode into the clinical probation teaching for mental health undergraduate students may help to improve students' theoretical knowledge level and clinical operation ability， faciliate doctor-patient communication， and have a positive impact on their clinical thinking ability.
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Objective To construct a scientific, practical and objective quality evaluation system for evaluating clinical probation teaching effects of Psychiatry Nursing in undergraduate students. Methods Protocol of the system was initially made via literature analysis method and experts interview method;indexes were screened via Delphi method; and the evaluation system was formed by comprehensively considering experts' suggestions. The data was analyzed by using SPSS 19.0. Results All expert authority coefficients were more than 0.8; expert activeness coefficients in two rounds were 100％ and 88.3％, respectively; and expert coordination coefficient was 0.235 (P<0.01). The designed teaching evaluation system contained three first-level indexes, seven second-level indexes and forty-one third-level indexes. Conclusion The drafted teaching evaluation system for evaluating clinical probation teaching effects of Psychiatric Nursing reflects requirements and characteristics of psychiatric special training during clinical probation and pays attention to cultivate students' humanistic care and clinical practice ability, with high scientificness and reliability, so as to provide objective and quantitative basis for evaluating probation.
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A total of 105 undergraduate students of the class 2014 majoring in clinical medicine in Sun Yat-Sen University received probation teaching in our department from October 2017 to May 2018,according to the syllabus of dermatology and venereology of clinical medicine.Senior teachers in our department were responsible for probation teaching,with the help of the independent wards in our department and probation teaching at the outpatient service.The teachers recorded the whole teaching process and evaluated the students' memory after probation.Through the teaching in wards and at the outpatient service,the students mastered the requirements in the syllabus of dermatology and venereology and achieved good results.
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Objective@#To construct a scientific, practical and objective quality evaluation system for evaluating clinical probation teaching effects of Psychiatry Nursing in undergraduate students.@*Methods@#Protocol of the system was initially made via literature analysis method and experts interview method; indexes were screened via Delphi method; and the evaluation system was formed by comprehensively considering experts' suggestions. The data was analyzed by using SPSS 19.0.@*Results@#All expert authority coefficients were more than 0.8; expert activeness coefficients in two rounds were 100% and 88.3%, respectively; and expert coordination coefficient was 0.235 (P<0.01). The designed teaching evaluation system contained three first-level indexes, seven second-level indexes and forty-one third-level indexes.@*Conclusion@#The drafted teaching evaluation system for evaluating clinical probation teaching effects of Psychiatric Nursing reflects requirements and characteristics of psychiatric special training during clinical probation and pays attention to cultivate students' humanistic care and clinical practice ability, with high scientificness and reliability, so as to provide objective and quantitative basis for evaluating probation.
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Taking the course's characteristics and advantages into account, this study explores the systematic implementation of standardized teaching rounds in the clinical probation sessions of the Dermatology and Venereology course , and evaluates its effect by analyzing the cases of 125 medical students from grade 2015 of Sun Yat-sen University . The results showed that the implementation of standardized teaching rounds has positive effect on the course.
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Esta tese tem como objeto as práticas extrajudiciais do Ministério Público do Estado do Rio de Janeiro, especificamente em uma promotoria de justiça de tutela coletiva da infância e juventude infracional. Seu objetivo geral é compreender a atuação ministerial referente ao fomento de políticas municipais de atendimento socioeducativo. Para tal, foi realizada uma etnografia de/com documentos, em/de eventos e em espaços do MP, Judiciário e Defensoria. Apesar da execução de medidas socioeducativas em meio aberto ser de atribuição dos Centros de Referência Especializados em Assistência Social, desde sua tipificação normativa que incluem tais medidas sob a Proteção Social Especial de Média Complexidade, uma revisão narrativa tentou evidenciar uma lacuna na literatura em ciências sociais e humanas de estudos sobre instituições de justiça, em relação a esta temática. Desse modo, frisamos que a contribuição original desta tese ao campo do conhecimento é, justamente, a realização de uma etnografia em uma promotoria de justiça de tutela coletiva infracional. Tal abordagem empírico-teórica das medidas socioeducativas em meio aberto possibilitou chegar a alguns resultados principais: (i) compreender as reuniões, presididas pela tutela infracional, como sendo espaços voltados para articulação política, alinhada com os objetivos estratégicos da Instituição no plano estadual, isto é, o fomento de políticas municipais socioeducativas; (ii) os inquéritos civis não são, exclusivamente, procedimentos voltados ao ajuizamento de ações coletivas e sim ferramentas para o diálogo, durante a apuração administrativa realizada pelo Parquet; (iii) a pesquisa constatou uma atuação eminentemente moralista por parte do Judiciário e da 2ª Instância do Parquet nos eventos públicos, enquanto a tutela infracional se encontrava, em grande medida, alinhada aos assessoramentos técnicos prestados pelo Centro de Apoio Operacional da Infância e da Juventude, do próprio Ministério Público, para fundamentar suas promoções. Enfim, a etnografia de eventos pode proporcionar ao leitor certa compreensão quanto a circulação e o compartilhamento de éticas, moralidades e orientações político-ideológicas na conformação do que se chama de "socioeducação" no contexto municipal analisado. Gradientes afetivos-cognitivos-morais orientam os "fluxos" da "matéria infracional" na Comarca da Capital, ou seja, estruturam as práticas, orientando condutas e tecendo narrativas para justificar (ou não) ações institucionais.
This doctoral dissertation has as its object the extrajudicial practices of the Prosecutor's Office of the Rio de Janeiro's State, specifically in a prosecution of collective rights of juvenile offenders. Its general objective is to comprehend the ministerial action regarding the promotion of social-educational municipal policies. For this, an ethnography of/with documents were performed, in/of events and in spaces of the Parquet, Judiciary and Public Defender's Office. Although the execution of probation-like socio-educational measures is the responsibility of the Specialized Reference Centers in Social Work, since their normative typification that includes such measures under the Medium Complexity Special Social Protection, a narrative review attempted to highlight a gap in the human and social sciences literature of justice institutions, in relation to this subject. Thus, we emphasize that our original contribution to knowledge is precisely the realization of an ethnography in a juvenile prosecutor's office of collective protection. Such an empirical-theoretical approach to probation-like socio-educational measures has enabled some main results to be reached: (i) comprehend the meetings, chaired by the juvenile tutelage's office, as spaces aimed at political articulation, aligned with the Institution's strategic objectives at the state level; that is, the promotion of municipal social-educational policies; (ii) civil inquiries are not exclusively procedures aimed at judicial collective actions, but tools for dialogue during the administrative investigation carried out by the Parquet; (iii) the research found eminently moralistic action by the Judiciary and the 2nd Instance of Parquet in public events, while the juvenile tutelage's office was largely aligned with the technical advice provided by the Operational Support Center for Children and Youth, of the Prosecutor's Office itself, to substantiate its promotions. Finally, the ethnography of events can provide the reader with some interpretation of the circulation and sharing of ethics, moralities and political-ideological orientations in the conformation of what is called "social-education" in the analyzed municipal context. Affective-cognitive-moral gradients guide the "flows" of the "juvenile matter" in the Rio de Janeiro's Capital, that is, they structure the practices, guiding behaviors and weaving narratives to justify (or not) institutional actions.
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Política Pública , Controle Social Formal , Defesa da Criança e do Adolescente , Poder Judiciário , Ministério Público , Antropologia Cultural , Princípios MoraisRESUMO
Esta pesquisa teve como objetivo descrever trajetórias escolares de adolescentes cumprindo medidas socioeducativas em programas de liberdade assistida da Grande Vitória (ES), de modo a compreender processos de permanência e evasão escolar. Foram entrevistados cinco adolescentes evadidos da escola e cinco frequentando o ensino médio, sendo os dados textuais submetidos à análise de conteúdo. As trajetórias escolares revelaram escolas enfrentando desafios com relação à estrutura, violência e comportamentos disruptivos. Por outro lado, o discurso dos adolescentes destacou a importância da escola e mostrou o potencial protetivo desse contexto, especialmente quando estabelecidas interações sociais positivas. Foram encontradas dificuldades acadêmicas comuns ao público investigado, como reprovações, brigas e comportamentos disruptivos. De modo geral, a pesquisa enfatizou a complexidade do fenômeno investigado e, por conseguinte, mostrou que o enfrentamento da evasão escolar deve incluir ações em vários níveis, contemplando o estudante, a família, a escola e as políticas de educação do país.
This research sought to describe school trajectories of adolescents fulfilling socio-educational measures in probation programs in Grande Vitória (ES), in order to understand the processes of school dropout and permanence. Five adolescents in dropout and five attending high school were interviewed, with textual data submitted to content analysis. The school trajectories revealed schools facing challenges regarding structure, violence, and disruptive behaviors. On the other hand, the discourse of the adolescents emphasized the importance of the school and also showed the protective potential of this context, especially when established positive social interactions. Academic difficulties were common to the investigated public, such as retentions, fights and disruptive behaviors. Overall, the research emphasized the complexity of the phenomenon investigated and, therefore, showed that coping with school dropout should include actions at various levels, looking at the student, family, school, and education policies of the country.
La investigación buscó describir trayectorias escolares de adolescentes que cumplen medidas socio-educativas en programas de libertad asistida de Grande Vitória (ES), con el fin de comprender los procesos de permanencia y abandono escolar. Se entrevistó a cinco adolescentes que desertaron la escuela y cinco que asisten a la escuela secundaria, y las informaciones fueron sujetas a un análisis de contenido. Las trayectorias escolares revelaron escuelas enfrentando desafíos con relación a la estructura, violencia y conductas disruptivas. Por otro lado, el discurso de los adolescentes destacó la importancia de la escuela y mostró el potencial protector de ese contexto, especialmente cuando se establecieron buenas interacciones sociales. Se encontraron dificultades académicas comunes al público investigado, como reprobaciones, peleas y conductas disruptivas. En general, la investigación enfatizó la complejidad del fenómeno investigado y, por consiguiente, mostró que el enfrentamiento del abandono escolar debe incluir acciones en varios niveles, considerando el estudiante, la familia, la escuela y las políticas de educación del país.
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Evasão Escolar , Adolescente , Apoio Social , Violência , Crime , Vulnerabilidade Social , EducaçãoRESUMO
Resumen Se analiza la aplicación de las instituciones del tercer grado y de la libertad condicional a infractores extranjeros, tras la reforma operada en el art. 89 del Código Penal español por la LO 1/2015, para poner de manifiesto que nos encontramos ante una modificación que utiliza ambas herramientas como vías de acceso a la expulsión de infractores extranjeros, en lugar de como vías útiles para su reinserción. Para ello, se parte del estudio del declive que ha sufrido la reinserción social en España a raíz de diversas medidas legales que el legislador ha venido adoptando, principalmente desde el año 2003, así como del análisis e interpretación de sentencias de la Audiencia Provincial española, en aras de conocer los criterios que siguen al aplicar la libertad condicional y el tercer grado a los condenados extranjeros. Se llegó a la conclusión de que se trata de medidas que no son proclives a la reinserción social de los infractores extranjeros, puesto que, en vez de utilizarse para reinsertarlos en la sociedad, se emplean para practicar su expulsión.
Abstract The application of both third grade institutions and probation/parole to foreign offenders after the reform introduced in art. 89 of the Spanish Criminal Code by organic law la LO 1/2015, in order to make clear that we are facing an amendment that uses both tools as access paths to the expulsion/deportation of foreign offenders, in lieu of useful ways for their reintegration. For this purpose, it was necessary to begin studying the decline suffered by social reintegration in Spain due to diverse legal measures that legislator have been adopting, particularly since year 2003, as well as the analysis and construction of Spanish Provincial Court judgments, in favor of getting to know those criteria following the application of conditional release/probation/parole and the third grade to convicted foreigners. The conclusion reached is that we are dealing with measures that are neither nor keen on the social reintegration of foreign offender, since in lieu of being used to reinsert them into society, they serve to put their expulsion into practice.
Resumo Analisa-se a aplicação das instituições do terceiro grau e da liberdade condicional aos infratores estrangeiros, após a reforma operada no artigo 89 do Código Penal espanhol pela LO 1/2015, para mostrar que ficamos perante uma modificação que usa ambas as ferramentas como vias de acesso à expulsão dos infratores estrangeiros, em vez de como vias úteis para sua reinserção. Para este efeito, partimos do estudo do declínio sofrida pela reinserção social em Espanha em consequência das medidas legais diversas que o legislador tem adotado, principalmente do ano 2003, assim como da análise e a interpretação das sentenças da Audiência Provincial espanhola, em favor de conhecer os critérios que seguem ao aplicar a liberdade condicional e o terceiro grau aos condenados estrangeiros. Pôde se concluir que trata-se de medidas que não são suscetíveis à reinserção social dos infratores estrangeiros, porque em vez de ser usado para sua reinserção na sociedade, são usadas para praticar sua expulsão.
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Jurisprudência , Reabilitação , Migrantes , Vítimas de CrimeRESUMO
OBJECTIVE: The association of offender mental illness (including those on probation) with crime has long been the subject of social interest; however, systematic management has been insufficient. The study purpose was to analyze mental illness prevalence, proportion of first offenses and recidivism with the mental illness of those on probation. METHODS: A total of 206 adults on probation were divided into groups (first offenders and repeat offenders) and they completed self-report instruments and clinical interviews designed to diagnose mental illness. RESULTS: The mental illness prevalence among those on probation was considerably higher than that of the general population, and having mental illness was related to re-sentencing probation or recidivism. In particular, alcohol use disorder, major depressive episode, manic/hypomanic episode, and antisocial personality disorder were shown to affect recidivism. CONCLUSION: To achieve the ultimate purpose of probation, social and systematic intervention on a mental health and medical basis may be required.
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Adulto , Humanos , Transtorno da Personalidade Antissocial , Crime , Criminosos , Transtorno Depressivo Maior , Transtornos Mentais , Saúde Mental , PrevalênciaRESUMO
Objective To explore the application effect of based-learning problem (PBL) combined with role playing method(playing teaching role,RPT)in clinical practice teaching of skin diseases. Methods 112 clinical undergraduate interns were randomly divided into experimental group (PBL teaching combined with RPT teaching group, n=56) and the control group (PBL teaching group, n=56). After the internship, clinical probation theory examination, clinical skills assessment and questionnaire survey were used to evaluate the two teaching modes,using SPSS 13.0 software for statistical analysis of the data. Results The results showed that theory examination and clinical skills examination scores in the PBL+RPT group were significantly higher than the PBL group, i.e. (74.29±3.17) vs. (66.14±2.17); (16.66±1.11) vs. (14.50± 1.51), and there were statistically significant differences. The survey showed that the experimental group was better than the control group in learning interest, doctor-patient communication ability and humanistic concern. Conclusion The teaching mode of PBL+ RPT improved the students' enthusiasm for learning, cultivated and improved the humanistic quality, clinical thinking and practical ability of medical and ob-tained the satisfactory teaching effect,It will has a good application prospect.
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Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class (fifty students) and traditional class (fifty students). The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students' learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students (P<0.05) in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students' theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.