We collected 343 groups of abdominal electrocardiogram(ECG) data from 78 pregnant women and deleted the channels unable for experts to determine R-wave peaks from them; then, based on these filtered data, the statisti...We collected 343 groups of abdominal electrocardiogram(ECG) data from 78 pregnant women and deleted the channels unable for experts to determine R-wave peaks from them; then, based on these filtered data, the statistics of position difference of corresponding R-wave peaks for different maternal ECG components from different points were studied. The resultant statistics showed the regularity that the position difference of corresponding maternal R-wave peaks between different abdominal points does not exceed the range of 30 ms. The regularity was also proved using the fECG data from MIT–BIH PhysioBank. Additionally, the paper applied the obtained regularity, the range of position differences of the corresponding maternal R-wave peaks, to accomplish the automatic detection of maternal R-wave peaks in the recorded all initial 343 groups of abdominal signals, including the ones with the largest fetal ECG components, and all 55 groups of ECG data from MIT–BIH PhysioBank, achieving the successful separation of the maternal ECGs.展开更多
目的该文主要研究多媒体仿真技术联合案例教学法(case based learning,CBL)同单纯CBL教学在规培教学中的应用效果情况。方法2018年9月—2019年7月,该院见习医学生共计100名,随机分为实验组及对照组,每组50名。两组学生均运用CBL教学法,...目的该文主要研究多媒体仿真技术联合案例教学法(case based learning,CBL)同单纯CBL教学在规培教学中的应用效果情况。方法2018年9月—2019年7月,该院见习医学生共计100名,随机分为实验组及对照组,每组50名。两组学生均运用CBL教学法,同时给予实验组加用多媒体仿真教学法进行教学。授课后比较理论考试成绩、学习兴趣、临床思维能力以及对教学方法的满意度情况。结果实验组学生的理论考试成绩明显高于对照组,差异有统计学意义(P<0.05);实验组学生能力测评评分明显高于对照组,差异有统计学意义(P<0.05);实验组学生满意度明显高于对照组,差异有统计学意义(P<0.05)。结论使用多媒体仿真技术联合案例教学法对临床实习医生进行教学可有效提高学生学习效率,增强学生学习兴趣及实践能力,值得于临床中进一步推广使用。展开更多
基金Project supported by the National Natural Science Foundation of China （Grant No. 61271079） and the Jiangsu Supporting Plan Project, China （Grant No. BE2010720）.
文摘We collected 343 groups of abdominal electrocardiogram(ECG) data from 78 pregnant women and deleted the channels unable for experts to determine R-wave peaks from them; then, based on these filtered data, the statistics of position difference of corresponding R-wave peaks for different maternal ECG components from different points were studied. The resultant statistics showed the regularity that the position difference of corresponding maternal R-wave peaks between different abdominal points does not exceed the range of 30 ms. The regularity was also proved using the fECG data from MIT–BIH PhysioBank. Additionally, the paper applied the obtained regularity, the range of position differences of the corresponding maternal R-wave peaks, to accomplish the automatic detection of maternal R-wave peaks in the recorded all initial 343 groups of abdominal signals, including the ones with the largest fetal ECG components, and all 55 groups of ECG data from MIT–BIH PhysioBank, achieving the successful separation of the maternal ECGs.
文摘目的该文主要研究多媒体仿真技术联合案例教学法(case based learning,CBL)同单纯CBL教学在规培教学中的应用效果情况。方法2018年9月—2019年7月,该院见习医学生共计100名,随机分为实验组及对照组,每组50名。两组学生均运用CBL教学法,同时给予实验组加用多媒体仿真教学法进行教学。授课后比较理论考试成绩、学习兴趣、临床思维能力以及对教学方法的满意度情况。结果实验组学生的理论考试成绩明显高于对照组,差异有统计学意义(P<0.05);实验组学生能力测评评分明显高于对照组,差异有统计学意义(P<0.05);实验组学生满意度明显高于对照组,差异有统计学意义(P<0.05)。结论使用多媒体仿真技术联合案例教学法对临床实习医生进行教学可有效提高学生学习效率,增强学生学习兴趣及实践能力,值得于临床中进一步推广使用。
