目的评价问题为基础的教学法（Problem Based Learning，PBL）在儿科临床见习中的应用效果。方法随机选择2004级五年制临床医学专业在我院儿科见习的4个见习小组为PBL组，实行PBL教学法；随机选择另三个3个见习小组为传统组，实行传统...目的评价问题为基础的教学法（Problem Based Learning，PBL）在儿科临床见习中的应用效果。方法随机选择2004级五年制临床医学专业在我院儿科见习的4个见习小组为PBL组，实行PBL教学法；随机选择另三个3个见习小组为传统组，实行传统教学法。进行问卷调查，比较学生对PBL教学和传统教学的态度，比较两组学生理论考试成绩。结果PBL组92．31％以上学生对PBL教学持肯定态度，而传统组仅46．86％学生对传统教学持肯定态度。结论PBL模式教学效果优于传统教学方法，可用于儿科临床见习教学。展开更多
AIM： To our knowledge, the inter-observer variability of the liver biopsy findings in HBV-infected children have not been studied as yet. Hence, we aimed to compare different pathologist＇s assessment of grading and ...AIM： To our knowledge, the inter-observer variability of the liver biopsy findings in HBV-infected children have not been studied as yet. Hence, we aimed to compare different pathologist＇s assessment of grading and staging in liver biopsies obtained from children prior to interferon treatment. METHODS： We collected 920 biopsies from 11 medical centers. The biopsies were independently reviewed by 6 pathologists from academic centers who assessed Batts-Ludwig score for grading and staging. Satisfactory agreement among observers was defined as at least 60% of observers having the same opinion. Satisfactory dispersion between maximal and minimal score for the same biopsy specimen was defined as a maximum 1 point. RESULTS： Satisfactory inter-observer agreement for grading was obtained in 51.6% and for staging in 75.7% of biopsies. Satisfactory dispersion for grading scores was observed in 44.5% and for staging in 72.7% of cases. CONCLUSION： Our study demonstrates that： （1） pathologists differ in their assessment of grading and staging of liver biopsies; （2） inter-observer variability for staging is lower than that for grading; and （3） regardless of the inter-observer variability of assessments, the majority of children with chronic HBV infection have mild to moderate inflammation and mild to moderate fibrosis.展开更多
文摘目的评价问题为基础的教学法（Problem Based Learning，PBL）在儿科临床见习中的应用效果。方法随机选择2004级五年制临床医学专业在我院儿科见习的4个见习小组为PBL组，实行PBL教学法；随机选择另三个3个见习小组为传统组，实行传统教学法。进行问卷调查，比较学生对PBL教学和传统教学的态度，比较两组学生理论考试成绩。结果PBL组92．31％以上学生对PBL教学持肯定态度，而传统组仅46．86％学生对传统教学持肯定态度。结论PBL模式教学效果优于传统教学方法，可用于儿科临床见习教学。
文摘AIM： To our knowledge, the inter-observer variability of the liver biopsy findings in HBV-infected children have not been studied as yet. Hence, we aimed to compare different pathologist＇s assessment of grading and staging in liver biopsies obtained from children prior to interferon treatment. METHODS： We collected 920 biopsies from 11 medical centers. The biopsies were independently reviewed by 6 pathologists from academic centers who assessed Batts-Ludwig score for grading and staging. Satisfactory agreement among observers was defined as at least 60% of observers having the same opinion. Satisfactory dispersion between maximal and minimal score for the same biopsy specimen was defined as a maximum 1 point. RESULTS： Satisfactory inter-observer agreement for grading was obtained in 51.6% and for staging in 75.7% of biopsies. Satisfactory dispersion for grading scores was observed in 44.5% and for staging in 72.7% of cases. CONCLUSION： Our study demonstrates that： （1） pathologists differ in their assessment of grading and staging of liver biopsies; （2） inter-observer variability for staging is lower than that for grading; and （3） regardless of the inter-observer variability of assessments, the majority of children with chronic HBV infection have mild to moderate inflammation and mild to moderate fibrosis.
