ObjectiveTo explore the feasibility of introducing student-standardized patients in the teaching reform of medical nursing course. MethodsWe chose four classes of nursing students from grade 2012 between September and December 2014 as the research subjects.Cluster sampling was used to choose two classes of 84 nursing students randomly as trial group, who received student-standardized patients in their practical learning; while the rest 2 classes of 83 students were chosen as control group, who received traditional teaching method.The course scores and the effect evaluation were compared between the two groups. ResultsThe basic knowledge test score of the trial group 31.28±4.81 was not significantly different from that of the control group 32.10±2.15(P > 0.05).The case analysis test score of the trial group 54.36±3.45 was significantly higher than that of the control group 43.12±1.37(P < 0.05).The communication ability, health education ability, skill operation ability and professional quality score of nursing students in the trial group were also significantly higher than those in the control group (P < 0.05). ConclusionIntroducing student-standardized patients in practical teaching of medical nursing can improve the teaching effect and students' comprehensive ability.
ObjectiveTo explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. MethodsNursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. ResultsThere were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). ConclusionsFlipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.
Objective?To study the existent dietary hygiene behavior and attitude among college students and to provide references for further education and management. Methods?A self-designed dietary hygiene-related questionnaire based on the KAP (knowledge-attitude-practice) model was conducted in Sichuan University students, with a method of proportionate sampling classified by sex, grade, and major. Results?College students’ hygienic habits were not good enough. It indicated that only 7.8% of the students were concerned about Hygiene License and 30.7% of them held that tableware should be sterilized before using. Besides, only 21% of the students washed hands before meals, 14.9% believed that a health certificate was required for foodservice employees, more than 80% students may buy food on stalls sometimes. Conclusion?A majority of students have requirements for hygienic situations while dining, but they do not know clear specific health standards. A number of students are not used to washing hands before dining. Moreover, lack of hygienic awareness is emphasized when they are facing food with potential safety problems. It is very necessary to strengthen health education and to improve hygienic behaviors in college students.
目的 调查汶川地震灾区中学生肠易激综合征（IBS）的患病情况，分析罗马Ⅱ和罗马Ⅲ诊断标准对该人群IBS患病率的影响。 方法 在汶川地震后2年半和3年，分别用罗马Ⅱ和罗马Ⅲ标准制定IBS中学生问卷调查表对地震灾区和非地震灾区5所中学的中学生进行2次调查，分析比较IBS患病率的变化。 结果 用罗马Ⅱ标准调查发现地震灾区中学生IBS患病率为23.6%；非地震灾区患病率为21.6%，二者比较无统计学意义（P=0.267）；用罗马Ⅲ标准调查发现地震灾区中学生IBS患病率为6.2%，非地震灾区患病率为4.6%，二者比较无统计学意义（P=0.139）。符合两种诊断标准的地震灾区IBS学生有10.3%，非地震灾区IBS学生有9.2%，两者差异无统计学意义（P＞0.05）。②支持两种诊断标准的症状方面，地震灾区IBS学生每天排便＞3次或每周排便＜3次等症状相比较有统计学意义（P＜0.001）。③按罗马Ⅲ标准，各亚型构成比IBS-C为30.4%，IBS-D为28.4%，IBS-M为8.8%，IBS-U为32.4%；按罗马Ⅱ标准，各亚型构成比为IBS-C为28.5%，IBS-D为47.7%，腹泻和便秘交替型为18.6%，罗马Ⅲ标准中的IBS-M和IBS-U合为一组与罗马Ⅱ标准中的腹泻和便秘交替型的构成比进行比较，二者有统计学意义（P＜0.001）。 结论 罗马Ⅱ和罗马Ⅲ两种标准调查地震灾区中学生IBS患病率和分型存在着差异，但两种标准对地震灾区IBS患病率的影响是对等的，患病率和分型的不同是由两种标准的本身的差异造成，可能更接近罗马Ⅲ诊断标准。
Objective To investigate the AIDS knowledge and sexual behavior of middle school students in the key areas of HIV/AIDS epidemic in Liangshan, Sichuan Province in 2015 and 2020, so as to understand the epidemic trend and acquire possible references for future prevention. Methods A survey on AIDS knowledge and sexual behavior of middle school students was conducted in 2015 and 2020 in the key areas of HIV/AIDS epidemic in Liangshan, Sichuan Province, respectively. The prevalences of HIV/AIDS knowledge and sexual behavior were analyzed. Results The rate of AIDS education was increasing, which was 75.4% in 2015 and 89.3% in 2020, respectively. However, the awareness rate of AIDS remained low, which was 44.4% in 2015 and 53.3% in 2020, respectively. The reported rate of sexual behavior decreased, which was 12.8% in 2015 and 1.6% in 2020, respectively. The condom usage rates were still low, with 47.4% and 55.8%, respectively in 2015 and 2020. Conclusions The AIDS publicity and education work in Liangshan is effective, and the awareness rate of AIDS, the rate of sexual behavior and the usage rate of condom are improving well. However, the slow increase in the awareness rate of AIDS and the usage rate of condom require further in-depth analysis aiming at the specification of this area so that effective scientific measures can be carried out to prevent the HIV/AIDS diffusion.
【摘要】 目的 了解在校大学生的自杀倾向及其危险因素，为自杀行为的早期干预提供依据。 方法 2010年10—11月，采用贝克绝望量表以及自编的一般资料问卷对在校大学生进行现场调查，对自杀倾向的影响因素进行单因素与多因素分析。 结果 自杀倾向总检出率为14.9%，单因素分析显示女性、低年级、成绩差、来自县城、独生子女、非班干部、父母职业为知识分子、父母文化程度为大学及以上的大学生自杀倾向发生率明显高于其他；通过Logistic多元回归分析筛选出来与自杀倾向相关的危险因素有一年级、来自城市及县城、家庭收入低。 结论 在校大学生自杀问题应引起足够重视，关注特殊群体，有效预防自杀行为发生。【Abstract】 Objective To explore the prevalence of suicidal tendency and its related risk factors in undergraduates and provide the basis for early intervention to prevent suicide. Methods The undergraduates were investigated by Beck Hopelessness Scale (BHS) and self-made questionnaire in this study. Results The generalized prevalence of suicidal tendency was 14.9%. Female, freshman, bad grades, coming from county or one-child family, non class leader, parents’ occupations as intellectuals and parents having a cultural degree of university and above were high risk factors for suicidal tendency. Logistic multivariate regression analysis showed that risk factors for suicidal tendency were freshman, coming from city, county or poor family. Conclusion The suicide problem in special population like undergraduates in the university needs more attention, and measures have to be taken to effectively prevent suicidal behaviors.
We analysed the profiles of teaching practice in clinical diagnostics for international students in recent three years in West China School of Medicine, Sichuan University. Teaching experiences and characteristics were summarized through the following five aspects:pre-service training for all teachers, textbook selection and lesson plan formulation, teaching style and problem-based learning, as well as teaching feedback. We aimed to improve the quality of medical education for international students. Our teaching practice can offer better clinical skills and correct clinical analysis ability for international students in West China School of Medicine, which should be a great help for their further career development.
【摘要】为顺应留学生教育规模的扩大和教学质量的稳步提升，通过几年的留学生教学实践和探索，立足留学生临床专业教育培养目标，强化课程设置、师资培养、教材建设、教学手段、教学管理等多个教学环节的建设和推进，确保留学生临床医学课程教学质量的提高和可持续发展。【Abstract】To explore a better way to improve the quality of the clinical medical teaching for foreign students in China along with the expansion of the enrollment of international medical students, some experience are summarized, which include the establishment of the international education aim, the organization of courses, training of the teachers, the selection and reinforcement of teaching material, the enrichment of teaching methods and the strengthening of teaching management.
Objectives The Faculty of Medicine of National Yang-Ming University is committed to helping students enhance intellectual, personal, and professional development while fully supporting students during this time of intense training and personal growth. The student portfolio system has sprung from the Faculty’s devotion to innovative medical education initiatives and is one attempt to fulfill our obligations to our past and future, to our society and to the rest of the world. The basic approach toward helping students enhance their cognitive, personal and professional development while coping with internal or external environmental stressors would be to identify and provide supportive elements within medical education. In order to achieve the goal, we explore possible factors, both micro and macro elements of the students’ environment, which may contribute to their stress, mental disturbances and status attainment. Methods We established a multi-dimensional and multi-functional “student portfolio” framework that integrated dynamic, timely, and continuous exploration as well as modification of students’ learning processes, mental status and environmental impact. The first step in this project was to locate and validate students’ “red flag”: factors that contributed to their stress, mental disturbances and status attainment. Self reports by the students were used for the “risk factor” analyses. Results Status achievement by students was associated with their parents’ educational attainment, in particularly the educational attainment of their mothers. This was associated with the student’s stress, mental disturbance, attitude toward life and status achievement. The educational attainment of the parents of our students increased yearly, suggesting that the social economic status and marital matching situation of individuals were associated with social environment and time. Conclusions The associations of cognitive processes, family condition, societal values, mental status and learning behaviors are intertwined dynamically with time and environment. However, longitudinal and multi-dimensional research in this area is very limited. It is important for contemporary medical education to develop a framework for the theory and practice of the development of medical students that leads to their attainment of professional, sociological, and psychological competencies. This study suggests that particular social economic status factors may increase the risk that medical students will experience stress, mental disturbances, and status attainment.