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《科技视界》2015,(10)
目的 :了解乌鲁木齐市听力残疾中学生心理健康的现状。进行乌鲁木齐市听力残疾中学生心理健康心理健康现状评估,分析存在问题和主要影响因素。针对乌鲁木齐市听力残疾中学生心理健康存在问题和影响因素,提出的合理化干预对策。方法:统一采用SCL-90症状量表的对乌鲁木齐市聋人学校134名听力残疾中学生进行心理健康状况进行调查。结果:听力残疾中学生心理健康状况比一般中学生明显差,总体上心理问题检出率接近44.03%,人际关系敏感、偏执、抑郁、强迫、躯体化、敌对、精神病症状是最普遍存在的心理问题;家庭关系不好的听力残疾中学生比家庭关系好的听力残疾中学生,在抑郁、强迫症状、敌对心理问题上较严重。结论:听力残疾中学生心理健康状况不容乐观,急需有效的心理健康教育以促进他们心理健康。 相似文献
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《科技视界》2016,(19)
目的:探讨家庭亲密度与适应性对中老年抑郁的影响,以及孤独感在其中的中介作用。方法:采用自编人口学量表、流调用抑郁自评量表(CES-D)、家庭亲密度与适应性量表中文版(FACESⅡ-CV)、孤独感量表(UCLA)对76名45-70岁的中老年人进行调查。结果:1不同年龄组之间的抑郁状况有显著差异(F=4.247,P<0.05);2不同家庭适应性类型的抑郁状况有统计学意义(F=3.443,P<0.05);3抑郁与家庭亲密度与适应性(r=-0.384,P<0.05)呈显著负相关,与孤独感呈显著正相关(r=0.560,P<0.01),孤独感与家庭亲密度与适应性呈显著负相关(r=-0.576,P<0.01);4孤独感在抑郁和家庭亲密度与适应性中起完全中介作用。结论:中老年抑郁与家庭亲密度与适应性显著相关,且孤独感在抑郁和家庭亲密度与适应性中起完全中介作用。 相似文献
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《科技视界》2017,(24)
目的:探究专题研究培训模式在本科生社区卫生服务中心临床实习阶段的应用。方法:2014年6月南京中医药大学15名本科生在我院实习,我们在一年的实习时间内间断安排2周进行社区卫生服务中心实习,探讨更加科学实效的社区实习大纲。采用专题研究培训模式对到江宁区20家社区卫生服务中心进行实习生轮流培训。故选取2014年6月份南京中医药大学来我院实习的本科生15名作为观察组,并回顾性分析2014年6月份前采用传统常规带教模式进行实习培训的同一卫生服务中心的实习生20名的考核资料作为对照组,比较两组本科生实习后理论知识考核、临床能力得分、数据处理能力以及临床能力自我评分的差异。结果:观察组实习生的理论知识考核、临床能力得分、数据处理能力以及临床能力自我评分均明显优于对照组的(P<0.05)。结论:采用专题研究培训模式对在社区服务中心临床实习的本科生进行培训,可为学生构建一个科学严谨的社区实习知识框架,有助于提高医学本科生社区临床教学质量。 相似文献
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《科技视界》2017,(13)
目的 :探讨猪心模型在胸心外科实习教学中的应用效果。方法 :将2017年1-5月在胸心外科实习的60名临床医学专业本科生随机分为两组,每组30人,实验组采用猪心模型教学法;对照组采用传统教学法。实习结束时通过理论考试、实践技能考试和调查问卷对教学进行评价。采用SPSS 13.0软件进行数据处理和统计学分析。结果:在理论考试、实践技能考试成绩上,实验组明显优于对照组,差异有统计学意义(P<0.05)。调查问卷方面,实验组单项分数和总分均明显高于对照组,差异均有统计学意义(P<0.05)。结论:胸心外科临床实习教学中采用猪心模型能强化学生对胸心外科心脏解剖的掌握,提高了外科技能水平,同时提升了学生的学习兴趣和主动能动性,能获得满意的教学效果。 相似文献
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本文系马类动物气喘病综合研究的一部分,主要从临诊和防治方面进行了研究。临床症状以咳嗽和气喘为特征。X线检查表明是一种特殊的肺弥漫性疾病。病马驴与对照的白细胞总数;中性分叶粒细胞、淋巴细胞和PCV有明显的变动;CO_2结合力和血清钠差异极显著(P<0.01);酸性粒细胞、谷草和谷丙转氨酶差异显著(P<0.05)可作为本病的临床参数。治疗应首先断绝可能的过敏原,早期应用抗过敏、抗菌消炎和止咬祛痰,有较好的疗效。不喂发霉和多尘土的草料,经常消除饲槽内积尘,保持圈舍卫生,可预防本病的发生。 相似文献
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体外抑菌作用及临床治疗效果表明:重症急救针制剂对金葡菌、链球菌、沙门氏菌、大肠杆菌和巴氏杆菌均有显著的抑制作用。其抑菌直径分别为18.0mm、18.9mm、16.2mm、15.3mm、16.5mm。临床疗效研究显示:重症急救针对革兰氏阳性菌引起的支气管肺炎疗效显著,治愈率为75.0%,有效率为90.9%,与盐酸土霉素的治愈率(55.7%)和有效率(73.7%)相比差异显著(P<0.05)。 相似文献
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Farnsworth CC Herman JD Osterstock JB Porterpan BL Willard MD Hooper RN Roussel AJ Schmitz DG Fogelberg K Kochevar DT 《Journal of the American Veterinary Medical Association》2008,233(6):879-882
OBJECTIVE: To examine the effect of various clinical tracks within the veterinary medical clinical curriculum at Texas A&M University on clinical diagnostic proficiency as determined by pre- and post-training assessment. We expected that the clinical track chosen by the student would impact their measured outcome with bias toward higher scores in their chosen field. DESIGN: Prospective cohort study. STUDY POPULATION: 32 students from the College of Veterinary Medicine and Biomedical Sciences at Texas A&M University. PROCEDURES: By use of standardized, written case scenarios, clinical reasoning was assessed twice: once prior to the clinical (fourth) year of the curriculum and again at completion of the clinical year. Students demonstrated their abilities to collect and organize appropriate clinical data (history, physical examination, and laboratory findings), determine clinical diagnoses, and formulate and implement acceptable treatment modalities. Data from clinical assessments were compared for a given cohort and correlated with other measures (eg, grades, standardized test scores, and species-specific curricular track). RESULTS: Differences were detected in clinical diagnostic proficiency among students in different clinical tracks and for different species groups in the case scenarios. Tracking by species group in the clinical veterinary curriculum appeared to affect development of clinical reasoning and resulted in differential proficiency among cases for differing species groups. CONCLUSIONS AND CLINICAL RELEVANCE: Differences in clinical experiences between small animal tracks and all other track opportunities (large animal, mixed animal, and alternative) influenced the development of clinical proficiency in fourth-year veterinary students during their clinical training period. 相似文献
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Heath TJ 《Australian veterinary journal》2007,85(7):281-289
OBJECTIVE: To describe the career paths of veterinary graduates from the University of Queensland during the first 15 years after they graduated, paying particular attention to the fifteenth year. PROCEDURE: Longitudinal study. Questionnaires were completed by 154 first year veterinary students in 1985 and 1986, then while they were in fifth year, and after 1, 5, 10 and 15 years after they graduated. This paper describes findings from the most recent questionnaire but includes comparisons with previous ones. RESULTS: Completed questionnaires were received from 134 of the 137 graduates. They were spread widely, but 58% were in Queensland and 20% in New South Wales; 17% were overseas. Most (85%) were in private practice, and 56% of them were part or sole owners; 58% were working in cities with > 100,000 people, and 28% in centres with < 10,000 people. Overall 80% of the workload of the group was with dogs and cats, 8% with horses and 11% with farm animals. Most felt that their income was too low. Of those doing less than half-time or no veterinary work, 44% were at home with family, 8% in another business, 11% another profession, and the rest in a wide variety of occupations. Changed interests, need for greater challenges, poor remuneration, loss of interest in veterinary work, and caring for family were, in order, the top five (of 15) reasons for leaving veterinary work. Three-quarters (78%) of all those doing veterinary work, but 52% of those no longer doing veterinary work agreed that their career had lived up to their expectations. CONCLUSION: After 15 years 77% were still doing veterinary work, 85% in private practice, and 80% of their work was with dogs and cats. Almost all were either very glad or generally glad that they had done the veterinary course, though most (78%) felt that their income was too low. 相似文献
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Edwards JC van Walsum K Sanders CW Fossum TV Sadoski M Bramson R Wiprud RM 《Journal of veterinary medical education》2004,31(1):76-78
This study measured the attitudes of 55 medical students and 30 veterinary medical students as they participated in an experiment of collaborative teaching and learning about basic surgical skills. Two parallel forms of an attitude questionnaire were developed, with three subscales: confidence in one's own surgical skill; collaboration with the other type of student; and inter-professional collaboration in general. These attitude scales were administered before and after an experiment involving the veterinary medical students teaching the medical students incision and exploratory laparoscopy in a laboratory setting using live rabbits. After the experiment, measures of the medical students' attitudes had increased significantly on all three subscales. Measures of the veterinary students' attitudes increased significantly on two subscales but declined on the subscale of inter-professional collaboration. 相似文献
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D J Self D E Schrader D C Baldwin S K Root F D Wolinsky J A Shadduck 《Journal of the American Veterinary Medical Association》1991,198(5):782-787
Although veterinary medicine endorses high moral character and adherence to a code of ethics, to our knowledge, virtually no studies have examined the influence of veterinary medical education on the moral development of its students. Using the Kohlberg standard moral judgment interview, this study examined that relationship in a sample of 20 veterinary medical students (16.0% of the veterinary college's student body). The students were tested at the beginning and at the end of their veterinary medical education to determine whether their moral reasoning scores had increased to the same extent as those of other postgraduate students. It was found that normally expected increases in moral reasoning did not occur over the four years of veterinary medical education for these students, suggesting that their veterinary medical educational experience somehow inhibited their moral reasoning ability rather than facilitated it. With a range of moral reasoning scores between 313 and 436, the mean increase from first year to fourth year of 12.5 points was not statistically significant. Statistical analysis revealed no significant correlations between the moral reasoning scores on age or gender, although there were significant correlations with Medical College Admissions Test scores and grade point average scores. 相似文献
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Two-hundred-and-eighty-nine veterinary students from all four years of the University of Tennessee, College of Veterinary Medicine (UTCVM) were invited to complete the Derogatis Stress Profile (DSP)1 and an original Demographic Data Profile (DDP). The DSP assessed the students' current experiences of perceived stress, and the DDP was designed to gather information about students' academic year, their living situations, their financial situations, their interest area within the veterinary medical profession, and their current methods of coping with stress. These data were gathered as a baseline measure of veterinary medical students' perceived level of stress and quality of life. In an earlier study, data were also collected from faculty and staff about the perceived quality of the climate and culture of the veterinary college. The results of the DSP and DDP suggest that, although veterinary students at UTCVM do not experience significant levels of stress overall, they do report higher levels of subjective stress, time pressure, and depression than the general population. The more companion animals that veterinary students cared for in their personal lives, the more likely they were to report higher levels of perceived stress. Lastly, there were significant differences between genders, with female veterinary students reporting higher levels of perceived stress than their male counterparts. The preliminary results of the climate and culture data suggest that faculty and staff of the veterinary college individually feel that they are cared for in the work environment and collectively believe that the college strives for excellence. 相似文献
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Cornell KK 《Journal of veterinary medical education》2008,35(1):11-13
Expectations of veterinary students during clinical rotations should be developed with the goal of bettering the veterinary profession as a whole. This article outlines five areas of expectations for the veterinary professional: treating colleagues with respect, providing excellent care for patients and clients, developing and maintaining skill sets to support intellectual curiosity and continued professional development, and improving upon and using self-care and life-balance skills. 相似文献
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《科技视界》2016,(9)
Our purpose was to evaluate and compare medical international and non medical international students from Fudan, Tongji and Jiaotong University in Shanghai; 250 international students were evaluated. Results: The higher percentage of international students lived in China over 3 years, they perceived to have a good academic level, good relationship with teachers and classmates, medium level of the language proficiency;although most of the students did not show to have adaptation problems, or severe anxiety and depression levels, most of them did perceived a change in their physical and mental health after coming to China. They showed similar personality traits been agreeableness, openness and consciousness their main characteristics. 相似文献
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Bowlt KL Murray JK Herbert GL Delisser P Ford-Fennah V Murrell J Friend EJ 《The Journal of small animal practice》2011,52(11):587-594
Objectives : To investigate the development of surgical skills of veterinary undergraduates and determine the number of canine ovariohysterectomies required to achieve competency and reduce levels of student concern. This was compared to student expectations and that of employers regarding surgical ability and provision of support to new graduates. Methods : A questionnaire regarding surgical concerns was sent to final year veterinary students enrolled within the University of Bristol, UK. A questionnaire was also sent to 200 UK veterinary practices regarding their impressions of surgical competence of new graduates and their provision of supervision. The responses were compared. Eleven additional final year students performed five canine ovariohysterectomies and graded their concerns. The number of supervised canine ovariohysterectomies required until competency was determined. Results : 80·4% of final year veterinary undergraduates replied that the surgical procedure which they were most concerned about their ability to perform was canine ovariohysterectomy. Students and veterinary practitioners differed in their opinions regarding whether they considered canine ovariohysterectomy to be a “day one skill” and what were desirable levels of supervision. Completing a minimum of four canine ovariohysterectomies led to 81·8% of students being assessed as competent. Clinical Significance : An unrealistically high expectation of competency by students may be a source of stress and concern. Employers should aim to provide hands‐on support whilst new graduates complete at least four canine ovariohysterectomies. Postoperative haemorrhage is uncommon but is the main concern for students. 相似文献