Knowledge towards Physical Medicine and Rehabilitation among Training Doctors and Medical Students at the Mohammed VI University Hospital of Marrakech

The aim of our study is to evaluate the knowledge regarding physical medicine and rehabilitation among physicians in training and medical students at the Mohammed VI University Hospital in Marrakech, to approach the knowledge, attitudes, and practices of doctors regarding physical medicine and rehabilitation and evaluate the knowledge in theoretical training related to PRM among the students. We conducted a monocentric cross-sectional analytical study, using a web-based anonymous survey, carried out among 558 undergraduate student and training doctors, randomly selected in the form of a survey on the knowledge towards Physical Medicine and rehabilitation. We received 558 survey duly completed by students of the Faculty of Medicine and Pharmacy of Marrakech (62.4%) and training doctors (37.6%). The mean age of the participants was 24.53 ± 3.9 years, with extremes ranging from 17 to 39 years. 52.7% of the participants were from the former educational reform, The predominance of participation was remarkable among pediatricians 23%, The population who knew PRM was the majority (79.3%), 40.7% of the participants were unaware of the availability of a PRM department at Mohamed VI University Hospital, 0.5% of all training doctors and medical students questioned strongly agreed with the sufficiency of their training in disability management were belonging to the new reform, 84.1% of participants had never attended or referred a patient to the PRM department. 23.2% of training doctors affirmed the referral of patients to PRM for further management. Despite the essential role of PRM in the management of diseases, it remains little known by training doctors and medical students. This lack of knowledge of PRM reflects the lack of the undergraduate and postgraduate of the medical education in the field of rehabilitation.

Impact of Doctoral Student Training Process Fit on Doctoral Students’ Mental Health

Background:Doctoral students have much higher risk of anxiety or depression than general population.Doctoral students worldwide are facing varying degrees of mental health risks.Method:Based on the survey data of 6,812 doctoral students worldwide in Nature in 2019,Probit and Logit models are used to explore the correlation between thefit of doctoral education and training process and the mental health of doctoral students.Results:(1)The training environmentfit of doctoral students has a significant positive impact on their mental health.(2)The academic professionfit of doctoral students has a significant positive impact on their mental health.(3)The orga-nizational culturefit of doctoral students has a significant positive impact on their mental health.(4)Thefinancial supportfit of doctoral students has a significant positive impact on their mental health.Conclusion:The higher the degree of doctoral students’training environmentfit,academic professionfit,organizational culturefit,andfinancial supportfit,the lower the possibility of anxiety or depression among doctoral students.The current research results can help reveal extensive factors that affect the mental health of doctoral students,facilitate the planning and development of effective intervention measures by universities,improve thefit of the doctoral education and training process,improve the mental health of doctoral students,and boost academic excellence.

Educational Value of Doctor Trainee Employments (“Student Doctor”) —A Questionnaire Study

Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as well as to compare university and non-university positions. Method: A questionnaire was administered to all employed doctor trainees at Sahlgrenska University Hospital, Gothenburg, in 2003-2004 (n = 67) plus all students in last term medical school 2005 who had had such a position inside or outside this university hospital (n = 43). The questionnaire included questions on trainee position/s, as well as statements regarding the educational value. Result: 75 unique individuals returned a filled-in questionnaire (response rate: 78%). The respondents experienced the positions as valuable concerning gain in professional confidence (mean ± standard deviation: 3.9 ± 1.1;1 = total disagreement to 5 = total agreement) and independence (3.9 ± 1.1), subsequent learning in medical school (4.3 ± 0.9), and future professional work (4.2 ± 1.0). The gain in professional confidence and independence was greater for those who had worked in a non-university hospital (n = 17) than in a university hospital (n = 29): 4.4 ± 0.6 vs. 3.6 ± 3.6, P = 0.011;4.3 ± 0.7 vs. 3.6 ± 1.1, P = 0.038. Conclusion: Employment as a doctor trainee seems to facilitate subsequent learning in medical school and enhance professional progress;the latter is particularly prominent in non-university hospitals.

Peer and Teacher Feedback in A Foreign Language Research Writing Course:A Case Study of Doctoral Students’Perspectives in Finland

The provision of feedback on student work has been a common and even recommended practice across levels of education throughout the years.In the field of academic writing pedagogy,giving feedback has become a crucial part of the teaching/learning process given that composition skills are quite intricate and difficult to master,requiring a cycle of continual drafting,feedback and re-drafting until a final version is produced.Teacher feedback appears to be the most utilized in current classrooms,with peer feedback beginning to be applied in many disciplines as well in recent times.Nevertheless,it appears that most research studies on the uses and the benefits of teacher and peer feedback focus on undergraduate students with graduate students’voices less contemplated in this regard.Considering this potential research gap as well as the fact that doctoral students are often more skilled and competent writers,this study analyses these students’attitudes and views toward the need of teacher and peer feedback in a research writing in English course delivered in a Finnish university with a mix of international and local students.The results seem to indicate that both types of feedback,but specifically a combination of both,were well-accepted and highly-regarded by these students,particularly as far as reader-friendliness is concerned.

SOME IDEAS ON IMPROVING THE TRAINING OF DOCTORATE STUDENTS

The education of postgraduate students has made substantial progress in China since the inauguration of the academic degree system in 1981. This is true with the University of S&T of China.Up to now,there have been 2,476 candidates granted MS degrees and 226 Ph.D degrees at the University,resulting in the emergence of a contingent of top-quality S&T workers,who have become backbone professionals in their working units.

分“门”别类:博士生师门组织类型及其特征的质性研究

师门组织是博士生成长的主要微观环境。师门通常由导师领导和管理,承载着师生、学生之间的学术交流、情感互动等,是区别于院系、研究所等正式组织进行博士生培养的非正式组织。运用质性研究方法,通过对“双一流”高校不同学科的博士生进行深度访谈发现:博士生师门存在理性密集型、理性松散型、自然密集型、自然松散型四种类型;各类师门组织在组织管理方式、组织结构、人员密度、组织氛围、培养成效方面存在差异。相较之下,密集型师门组织比松散型更有利于博士生及时获得指导与支持,师门组织管理过于正式或非正式都不利于博士生成长。良好的师门组织建设只有充分发挥导师的主导作用,注重学科差异和文化建设,才能打造有利于导生共同发展、相互成就的学术共同体。

面向教育强国建设的博士生教育:成效、问题与举措

博士生教育是国民教育的最高端,全面提升博士生自主培养质量是建设教育强国的关键支撑。面对加快建设教育强国的战略部署和高等教育的龙头作用,我国博士生培养在规模结构和整体质量、管理评价机制、导师队伍建设、资源配置优化、国外优秀生源吸引力等方面还存在一些突出问题。面向教育强国建设,加快推动博士生培养高质量发展,宜稳步扩大博士培养规模,推动博士生教育提质增效;深化管理体制机制和评价改革,激发博士生人才队伍创新活力;加强导师职责岗位管理,打造一流博士生导师队伍;强化优质资源协同配置,促进科教融汇、产教融合;全面提高博士生自主培养能力,加快建立人才资源竞争优势。

导师视角下博士生培养过程中的挑战与质量控制——基于C大学博士生导师的问卷调查研究

本研究通过对C大学33位博士生导师进行问卷调查,收集博士生导师对博士生科研、学位论文写作、导师指导论文以及论文质量流程控制的评价,分析博士生导师在博士学位论文指导和论文质量控制方面所遇到的挑战,并探讨如何提高博士生培养质量。研究结果表明,导师对博士研究生的科研情况基本认可,但学生科研能力仍存在提升的空间;学生在科研兴趣、理解课题关键问题的能力、创新能力以及知识结构方面需要改进和提升;多数导师认为应完善论文质量控制流程及其相关制度。本研究为进一步提高博士生培养质量提供了有益的参考。

论博士研究生教育中导师组机制与导师转换制的实施

近年来,随着博士研究生规模的不断扩大,博士研究生培养质量遇到挑战,一些问题便突显出来,如博士生延期毕业率逐年攀升。在博士研究生培养过程中,学校、学院与导师形成培养共同体,其中导师应是博士研究生培养的第一责任人与具体培养政策执行人。基于博士研究生培养的现状,目前很多实施单一导师制,形成导师与研究生之间的导学共同体,该文通过研究发现师生初始互选的信息错位从而引起导师与学生产生矛盾。为解决这一问题,该文提出以两位及以上导师组成导师组,有利于更加科学地培养具有复合特性的博士生人才,也有利于将导师对博士生第一责任进行分置,减轻导师责任;最后但同样重要的是,实施导师转换制用以解决导师组也无法克服的导学矛盾,以避免引发学校、学院、导师与学生之间产生更严重的矛盾,避免可控的导学问题演化为不可控的恶性纠纷,给学校乃至社会造成恶劣影响。

论教育博士研究的实践性

教育博士研究的实践性蕴含着三重意涵:聚焦实践问题、开展行动研究与建构实践理论。教育博士研究的实践性内蕴着其学术性,而教育博士研究的学术性则根植于其实践性;二者是相互依存、彼此成全的关系。教育博士研究实践性的彰显则需做而思之,甄选实践问题;且行且研,践行行动研究;界定概念,阐明实践理论。

学科交叉背景下博士生培养质量探讨

交叉学科研究生培养是建设世界一流大学的重要内容,也是“双一流”建设背景下拔尖创新人才培养的重要途径。北京邮电大学电子工程学院不断探索提高学科交叉背景下研究生培养质量的改革措施,以“电接触研究”交叉方向博士生培养为例,从校内外多学科的合作、国际合作、企业合作以及课程设置等多个方面进行探讨和实践,研究成果对提高高校博士研究生培养质量具有重要参考价值。

美国人工智能领域博士生培养:目标、路径及成效

美国人工智能领域博士生培养的目标表现为三个方面,即培养未来人工智能行业的领导者、为社会提供能够解决重大难题的人才、保持美国人工智能领域的世界领袖地位。培养路径包括构建独具特色的核心课程体系、选择具有重要社会影响力的课题对博士生进行科研训练、强化“人工智能+”跨学科培养、增强人工智能博士生的综合性职业素养、多方共建人工智能博士生成长激励机制等。培养成效显著,其培养规模和质量均处于世界前列,形成了一套独具特色的培养机制,为美国在该领域的世界领袖地位奠定了基础。从中可得出重要启示:人工智能领域博士生培养是一项需要政府、高校、社会通力合作的系统工程,核心知识体系与高水平科研能力是高质量人工智能博士生培养的内核,跨学科综合素养对培养领袖型人工智能人才至关重要。

低年级医学生对老年人的态度及教育启示

为了解低年级医学生对老年人的态度及影响因素,对安徽省三所医学院校二年级医学本科生进行调查,调查内容包括人口学信息、对老年人的态度、医患沟通倾向、职业精神、对相关课程的评价等。结果显示,医学生对老年人态度量表的总评分为(3.32±0.43)分,态度量表的四个维度中为老年患者提供医疗服务得分最低。女性、以患者为中心的沟通倾向、良好的职业精神,均对老年人态度有正向影响,提示对医学生紧扣职业精神塑造、提高医患沟通技巧,将对老年人积极态度起到联动推动作用。医学院校应构建合理的课程体系,增强大健康人文类课程的吸引力,同时也应关注隐性课程的影响,提升医学生对老年人的积极态度,提高其从事老年医疗服务的意愿。

“互联网+医院教学”模式的应用与思考

文章探讨互联网推动医院教学转型发展的新思路。探索医院利用互联网教学,总结互联网在医院教学中的应用成效,提出“互联网+医院教学”推动医院教学转型的新思考。通过互联网在医院教学中的应用,搭建了“院内+院外”学习场所,创建了“线上+线下”混合式教学模式,使得医学生拓展了理论知识范围、养成了主动学习习惯、夯实了临床实践技能、掌握了医患沟通技巧、提高了科研创新能力。在“互联网+”时代,加强医联体之间的协作,可以共享医学教育资源;有效鉴别网络信息,可以提升医学教学质量;规范网络空间,知识产权可以得到保护。加强互联网与医院教学的有机融合,从而不断提高医院教学质量。

出国留学对博士生能力发展的影响——基于Nature全球调查数据的分析

在全球化和知识经济时代,高等教育国际化程度不断加剧,博士研究生国际流动规模日益扩大,留学博士生的能力发展情况成为高等教育领域关注的话题。基于2019年Nature全球博士生调查数据,采用普通最小二乘法回归、倾向得分匹配法和分位数回归等方法研究出国留学对博士生能力发展的影响。实证结果发现:出国留学对全球博士生的学术能力发展具有显著的负向影响,该负向影响效应随着博士生能力水平的上升而呈现减弱趋势。相反,出国留学对全球博士生的通用能力发展具有显著的正向影响,该正向影响效应随着博士生能力水平的上升呈现先增强后减弱的趋势。从国别来看,在中国,留学博士生的学术能力发展情况较好,但通用能力发展相对不足。相反,在英国和美国,留学博士生的通用能力发展程度优于学术能力发展。导师指导对博士生学术能力发展具有显著的正向影响,且能够削弱出国留学对博士生学术能力发展的负向影响,但对留学博士生通用能力发展的主效应和调节效应均不显著。基于此,建议我国高校优化博士生培养模式以提升留学博士生的通用能力;博士生导师转变培养理念并制定有针对性的培养计划;留学博士生要明晰自身发展定位并增强跨文化学习适应性。

情景式CBL联合SSP教学法在住院医师医患沟通技能中的应用研究

目的探索情景式案例教学法(CBL)联合学生标准化病人(SSP)在中医住院医师医患沟通技能培训中的运用效果。方法选取2022年2月—2022年3月进行住院医师规范化培训的2021级住院医师120人作为研究对象,随机分为对照组和观察组,各60人,进行医患沟通技能培训。对照组采用传统授课方式,观察组采用情景式CBL联合SSP教学方式授课,教学时长4周,每周1次,每次2学时。培训结束后,应用医患沟通技能评价量表(SEGUE)对两组住院医师的医患沟通能力进行评分,同时发放调查问卷对教学方法进行评价。结果医患沟通培训后,对照组和观察组SEGUE量表的总评分分别为(20.85±3.43)分、(23.93±2.11)分,观察组总评分及各维度评分均高于对照组,差异有统计学意义(P<0.05)。在对教学方法的评价方面,观察组均优于对照组,差异具有统计学意义(P<0.05)。结论情景式CBL联合SSP教学法应用于住院医师医患沟通技能培训效果较好,值得在今后的实践教学中推广应用。

临床研究方法和科研素养能力提升自评调查

目的 了解某高校新开设的“临床研究科学方法”课程,对临床医学专业型博士研究生在临床研究方法和科研素养方面提升的帮助及相关影响因素,为改进教学提供依据。方法 采用横断面研究设计,通过问卷调查收集某高校2023年和2024年选修“临床研究科学方法”课程的516名临床医学专业型博士研究生的临床研究方法和科研素养提升自我评价数据,一般人口学信息及博士课题相关信息。结果 既往工作经验、专业、博士课题自我评价的临床意义和创新性,及已阅读的博士课题相关文献数量与临床研究方法提升的帮助程度之间相关(P<0.05)。评价认为该课程对诊断研究、病因学研究、治疗研究、大数据应用、生物资源积累、数据统计思维、结果报告规范和结果呈现方式这些具体内容帮助很大的,既往无工作经验的学生占比多于既往有工作经验的学生(P均<0.05)。既往工作经验和博士课题临床意义自评是校正性别后影响临床研究方法提升帮助的独立相关因素。结论 当前教学内容和方法对不同分层的学生临床研究方法和科研素养提升的帮助程度不同。

医疗纠纷制度指导下医患沟通教学探讨

医患沟通能力是现代医疗环境下临床医生必须掌握的能力,却往往也是医学生临床学习的薄弱环节。医疗纠纷制度是医院预防和处理医患纠纷的提纲挈领文件,对医学生的医患沟通教学具有较高的指导和实战价值。在医疗纠纷预防和处理制度指导下,医学生可以更好地明确医患沟通注意事项,关注容易导致不良事件发生的易被疏忽遗漏的细节,切实提高沟通水平和沟通效率,预防并及时有效地处理纠纷。文章基于医疗纠纷制度指导,就如何改革临床医学生医患沟通教学进行探索,旨在切实提高医学生医患沟通能力,服务临床,构建和谐医患关系。

博士生教育高质量发展:直博生的学术困局及破局路径解析

直博生已经成为我国博士生群体的重要组成部分之一。然而,直博生在博士攻读期间易陷入学术热情衰减、学术信念缺失、学术表现不佳的学术困局。该文基于质性研究方法,探究直博生陷入学术困局的原因。研究结果表明,入学动机杂糅和科研基础薄弱的个体学术背景、角色过渡不顺和高期待难以回应的角色失配、导师和朋辈互动障碍导致的社群嵌入水平低以及学术职业不确定性和非学术职业的广阔前景的劳动力市场因素介入是导致直博生陷入学术困局的主要原因。据此提出,以入学动机为直博生招考遴选的重点指标;加强本科教育阶段与博士教育阶段的有效衔接,建立针对直博生群体特质的独立培养体系,建设拓宽直博生职业发展路径的职业发展教育平台的破局路径。

状态论治急危重症病例分析方法在博士研究生临床教学中的应用

姜良铎教授提出的“状态论治”是中医精准辨治各种疑难复杂、危重病证的有效方法。实践证明状态论治能够提升临床疗效,特别是对急危重症的救治起到重要的指导作用。将现代医学症状、体征、辅助检查等诊断依据纳入中医学辨证论治体系中,用中医理论辨证分析急危重症的临床信息和中医四诊资料,最终辨证为包含当前病机、基本病机、演变病机3个层次的状态病机,根据此状态病机从整体上、综合性地立法遣方用药,施救急危重症,能够截断病势,扭转病情。将状态论治的诊疗思维方法贯穿在北京中医药大学专业学位博士研究生的临床教学中,能帮助学生将书本知识转变成临床知识,并能提高博士研究生融会贯通中西医理论的思维能力,最终有利于提升专业学位博士研究生处理急危重症的综合能力。