近年来,随着高校留学生规模不断扩大,国内社会各个领域的国际交流日益频繁,推动了高校教育的国际化进程。2020年新冠肺炎疫情影响导致国际留学生教育管理工作在招生、教学、日常管理以及学生的生活、文化和心理等方面面临诸多困难,在一...近年来,随着高校留学生规模不断扩大,国内社会各个领域的国际交流日益频繁,推动了高校教育的国际化进程。2020年新冠肺炎疫情影响导致国际留学生教育管理工作在招生、教学、日常管理以及学生的生活、文化和心理等方面面临诸多困难,在一定程度上影响了高校教育国际化进程。当前,在思想、教育教学模式、资源配置等方面积极探索高校国际学生教育管理工作的转型实践至关重要。因此,本文就当前来华医学留学生教育教学管理工作的模式进行探讨,旨在为探索完善来华医学留学生的教育教学管理工作模式提供参考。In recent years, with the continuous expansion of the scale of international students in universities, international exchanges in various fields of domestic society have become increasingly frequent, promoting the internationalization process of higher education. The COVID-19 at the beginning of 2020 has led to many difficulties in the education management of international students in terms of enrollment, teaching, daily management, students’ life, culture and psychology, which has affected the internationalization of university education to a certain extent. In the post pandemic era, it is crucial to actively explore the transformation and practice of international student education management in universities in terms of ideology, education and teaching models, and resource allocation. Therefore, this article explores the mode of education and teaching management for medical international students in China during the post epidemic period, aiming to provide reference for exploring and improving the education and teaching management mode for medical international students in China during the post epidemic period.展开更多
文摘近年来,随着高校留学生规模不断扩大,国内社会各个领域的国际交流日益频繁,推动了高校教育的国际化进程。2020年新冠肺炎疫情影响导致国际留学生教育管理工作在招生、教学、日常管理以及学生的生活、文化和心理等方面面临诸多困难,在一定程度上影响了高校教育国际化进程。当前,在思想、教育教学模式、资源配置等方面积极探索高校国际学生教育管理工作的转型实践至关重要。因此,本文就当前来华医学留学生教育教学管理工作的模式进行探讨,旨在为探索完善来华医学留学生的教育教学管理工作模式提供参考。In recent years, with the continuous expansion of the scale of international students in universities, international exchanges in various fields of domestic society have become increasingly frequent, promoting the internationalization process of higher education. The COVID-19 at the beginning of 2020 has led to many difficulties in the education management of international students in terms of enrollment, teaching, daily management, students’ life, culture and psychology, which has affected the internationalization of university education to a certain extent. In the post pandemic era, it is crucial to actively explore the transformation and practice of international student education management in universities in terms of ideology, education and teaching models, and resource allocation. Therefore, this article explores the mode of education and teaching management for medical international students in China during the post epidemic period, aiming to provide reference for exploring and improving the education and teaching management mode for medical international students in China during the post epidemic period.
文摘目的探讨人类白细胞抗原(human leukocyte antigen,HLA)基因多态性与乙型肝炎病毒(HBV)感染的相关性。方法收集云南省昆明市延安医院健康体检者静脉血样本501例,采用酶联免疫吸附试验(ELISA)检测HBV二对半,根据HBV二对半检测结果分为HBV携带组和既往感染组以及健康对照组3组,用序列特异性引物聚合酶链反应(polymerase chain reaction with sequence specific primers,PCR-SSP)基因分型技术检测HLA-A抗原的基因型,将HBV携带组和健康对照组以及HBV既往感染组和健康对照组的HLA-A基因多态性的分布频率进行比较。采用SPSS17.0软件进行数据统计分析。结果健康对照组HLA-A2阳性数占比47.49%,等位基因频率数占比31.29%;健康对照组基因分布频率总体与中华骨髓库发布的中国常见及确认的HLA-A等位基因表一致。HBV携带组HLA-A2阳性数占比63.04%,等位基因频率数占比42.23%,携带者的HLA-A2阳性率和等位基因频率差异有统计学意义(P<0.05);HBV既往感染组HLA-A2阳性数占比56.14%,等位基因频率数占比35.97%,既往感染组的HLA-A2阳性率和等位基因频率差异无统计学意义(P>0.05)。结论HLA-A2基因可能是慢性乙型肝炎HBV携带者的易感基因。
