Subtle changes have occurred in China, and interventional radiology has gradually become an independent specialty, separated from diagnostic radiology. This has been called "Interventionalogy", "interve...Subtle changes have occurred in China, and interventional radiology has gradually become an independent specialty, separated from diagnostic radiology. This has been called "Interventionalogy", "interventional medicine(IM)", or simply Intervention by our team,and "Interventional Radiology" is used no more. It has even been given the name "Third clinical Medicine" by us. Chinese intervention has established an independent association for interventional doctors, as well as independent interventional societies in many provinces. The national interventional society will likely be set up at some point in time. Chinese interve ntion has set up their own clinical wards, with much attention paid to a clinical, professional, and normalized direction for development, and established special nursing units. According to us, turf battle is meaningless. "The Third clinical Medicine" belongs to all human beings. It could also be predicted that interventional history will follow the same evolutionary rule as other disciplines, i.e., "long divided, must unite; long united, must divide".展开更多
MOLECULAR PHYSIOLLGY OF HEPATOCELLULAR TRANSPORT PROTEINS Basolaferal transport systems Na+-dependent bile salt uptake Uptake of bile salts into the liver was first isolated perfused rat liver[1],isolated hepatocyte...MOLECULAR PHYSIOLLGY OF HEPATOCELLULAR TRANSPORT PROTEINS Basolaferal transport systems Na+-dependent bile salt uptake Uptake of bile salts into the liver was first isolated perfused rat liver[1],isolated hepatocyte cultures and basolateral plasma membrane vesicles [2,4].展开更多
目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管...目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管内科轮转的住院医师为研究对象,共60名。根据不同轮转时间将2021年10月—2022年3月进行轮转医师设为对照组,共27名;将2022年4月—2022年10月进行轮转的医师设为观察组,共33名。对照组予以常规教学模式,观察组行MMIF辅助CBL教学法,2组教学均持续2个月。于教学前后,评估2组的理论知识、实践能力、自主学习能力和临床思维能力;评估2组医师的教学满意度。结果观察组满意度高于对照组(96.67%vs.77.78%),差异有统计学意义(P<0.05)。带教后,2组理论知识、实践能力评分、自主学习能力和临床思维能力评分均升高,且观察组高于对照组,差异有统计学意义(P<0.05)。结论MMIF辅助CBL教学法在心血管内科住培中的效果较好,可提高学员的理论成绩、实践能力和自主学习能力,培养其临床思维能力。展开更多
探究以问题为基础的学习(problem based leaming,PBL)联合微信视频教学模式在急诊内科临床带教中的应用效果。选取2022年1月—2023年1月广东医科大学附属第二医院急诊内科的60名临床实习生作为研究对象,随机将其分为对照组(常规带教模式...探究以问题为基础的学习(problem based leaming,PBL)联合微信视频教学模式在急诊内科临床带教中的应用效果。选取2022年1月—2023年1月广东医科大学附属第二医院急诊内科的60名临床实习生作为研究对象,随机将其分为对照组(常规带教模式)和观察组(PBL联合微信视频教学模式),每组各30名。对比两组实习生的临床带教效果。结果显示,观察组各项考核成绩(理论知识、操作技能、综合病例分析)高于对照组(P<0.05);观察组各维度综合能力评分(病历书写、体格检查、临床判断、沟通技能、团队协作)高于对照组(P<0.05);观察组各项自我评价指标均优于对照组(P<0.05);观察组各维度职业认同感评分及总分高于对照组(P<0.05);观察组带教满意度高于对照组(P<0.05)。研究发现,在急诊内科临床带教中应用PBL联合微信视频教学模式,可起到提升实习生的考核成绩、培养其综合能力的重要作用。展开更多
文摘Subtle changes have occurred in China, and interventional radiology has gradually become an independent specialty, separated from diagnostic radiology. This has been called "Interventionalogy", "interventional medicine(IM)", or simply Intervention by our team,and "Interventional Radiology" is used no more. It has even been given the name "Third clinical Medicine" by us. Chinese intervention has established an independent association for interventional doctors, as well as independent interventional societies in many provinces. The national interventional society will likely be set up at some point in time. Chinese interve ntion has set up their own clinical wards, with much attention paid to a clinical, professional, and normalized direction for development, and established special nursing units. According to us, turf battle is meaningless. "The Third clinical Medicine" belongs to all human beings. It could also be predicted that interventional history will follow the same evolutionary rule as other disciplines, i.e., "long divided, must unite; long united, must divide".
基金supported by"H+Die Spitaler der Schweiz" the Swiss Agency for Development and Cooperation(DEZA)by the University Hospital Zurich/Switzerland
文摘MOLECULAR PHYSIOLLGY OF HEPATOCELLULAR TRANSPORT PROTEINS Basolaferal transport systems Na+-dependent bile salt uptake Uptake of bile salts into the liver was first isolated perfused rat liver[1],isolated hepatocyte cultures and basolateral plasma membrane vesicles [2,4].
文摘目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管内科轮转的住院医师为研究对象,共60名。根据不同轮转时间将2021年10月—2022年3月进行轮转医师设为对照组,共27名;将2022年4月—2022年10月进行轮转的医师设为观察组,共33名。对照组予以常规教学模式,观察组行MMIF辅助CBL教学法,2组教学均持续2个月。于教学前后,评估2组的理论知识、实践能力、自主学习能力和临床思维能力;评估2组医师的教学满意度。结果观察组满意度高于对照组(96.67%vs.77.78%),差异有统计学意义(P<0.05)。带教后,2组理论知识、实践能力评分、自主学习能力和临床思维能力评分均升高,且观察组高于对照组,差异有统计学意义(P<0.05)。结论MMIF辅助CBL教学法在心血管内科住培中的效果较好,可提高学员的理论成绩、实践能力和自主学习能力,培养其临床思维能力。
文摘探究以问题为基础的学习(problem based leaming,PBL)联合微信视频教学模式在急诊内科临床带教中的应用效果。选取2022年1月—2023年1月广东医科大学附属第二医院急诊内科的60名临床实习生作为研究对象,随机将其分为对照组(常规带教模式)和观察组(PBL联合微信视频教学模式),每组各30名。对比两组实习生的临床带教效果。结果显示,观察组各项考核成绩(理论知识、操作技能、综合病例分析)高于对照组(P<0.05);观察组各维度综合能力评分(病历书写、体格检查、临床判断、沟通技能、团队协作)高于对照组(P<0.05);观察组各项自我评价指标均优于对照组(P<0.05);观察组各维度职业认同感评分及总分高于对照组(P<0.05);观察组带教满意度高于对照组(P<0.05)。研究发现,在急诊内科临床带教中应用PBL联合微信视频教学模式,可起到提升实习生的考核成绩、培养其综合能力的重要作用。
