目的研究多学科协作诊疗(multi-disciplinary collaborative diagnosis and treatment,MDT)模式在临床医学专业整体思维培养中的效果。方法选取雅安职业技术学院临床医学院2024年3—6月的33名临床专业22级学生作为观察组,另选取雅安职...目的研究多学科协作诊疗(multi-disciplinary collaborative diagnosis and treatment,MDT)模式在临床医学专业整体思维培养中的效果。方法选取雅安职业技术学院临床医学院2024年3—6月的33名临床专业22级学生作为观察组,另选取雅安职业技术学院临床医学院2023年3—6月的33名临床专业21级学生作为对照组。观察组采取MDT模式进行教学,对照组采用传统教学。比较2组学生的考试成绩、整体思维能力、考核评价得分以及教学总满意度。结果观察组学生考试成绩中的临床多学科基础知识[(22.42±1.28)分]、临床专业知识[(22.05±1.96)分]、临床技术实操[(18.75±1.57)分]、临床试验设计和验证[(13.29±0.42)分]及医患沟通基本技能[(14.66±0.25)分]成绩均高于对照组[(18.02±2.38)分、(15.33±3.01)分、(13.28±2.64)分、(10.04±2.02)分、(11.50±1.12)分],差异有统计学意义(P<0.05)。观察组学生整体思维能力中的临床资料检索能力[(18.33±1.15)分]、临床实践操作能力[(17.18±2.86)分]、临床沟通应变能力[(18.19±0.97)分]、临床分析理解信息能力[(19.13±0.32)分]、临床团队协作能力[(18.33±1.67)分]及临床解决问题与创新能力[(18.43±1.07)分]评分均高于对照组[(12.06±2.11)分、(12.77±2.71)分、(13.28±2.24)分、(13.34±1.75)分、(12.34±1.92)分、(13.28±2.68)分],差异有统计学意义(P<0.05)。观察组学生考核评价中的课前任务[(95.11±4.35)分]、课堂参与度[(96.11±2.34)分]、方案可行度[(92.49±4.22)分]、操作规范[(93.17±2.33)分]、医患沟通[(93.75±3.58)分]、人文关怀[(95.77±3.28)分]、课后作业评价得分[(95.65±4.30)分]均高于对照组[(80.23±5.35)分、(83.38±3.44)分、(80.28±3.17)分、(83.65±2.78)分、(80.37±3.65)分、(84.38±4.49)分、(80.44±5.75)分],差异有统计学意义(P<0.05)。观察组的教学总满意度为100%,高于对照组的69.70%,差异有统计学意义(P<0.05)。结论在临床医学专业教学中采取MDT模式能有效提高医学生的考试成绩,培养学生的整体思维能力,提高教学总满意度,具有显著的教学效果。展开更多
Objective: To evaluate the long-term clinical effect of Tangyiping Granules(糖异平颗粒, TYP) on patients with impaired glucose tolerance(IGT) to achieve normal glucose tolerance(NGT) and hence preventing them f...Objective: To evaluate the long-term clinical effect of Tangyiping Granules(糖异平颗粒, TYP) on patients with impaired glucose tolerance(IGT) to achieve normal glucose tolerance(NGT) and hence preventing them from conversion to diabetes mellitus(DM). Methods: In total, 127 participants with IGT were randomly assigned to the control(63 cases, 3 lost to follow-up) and treatment groups(64 cases, 4 lost to follow-up) according to the random number table. The control group received lifestyle intervention alone, while the patients in the treatment group took orally 10 g of TYP twice daily in addition to lifestyle intervention for 12 weeks. The rates of patients achieving NGT or experiencing conversion to DM as main outcome measure were observed at 3, 12, and 24 months after TYP treatment. The secondary outcome measures included fasting plasma glucose(FPG), 2-h postprandial plasma glucose(2h PG), glycosylated hemoglobin(Hb A1c), fasting insulin(FINS), 2-h insulin(2hI NS), homeostatic model assessment of insulin resistance(HOMA-IR), blood lipid and patients' complains of Chinese medicine(CM) symptoms before and after treatment. Results: A higher proportion of the treatment group achieved NGT compared with the control group after 3-, 12- and 24-month follow-up(75.00% vs. 43.33%, 58.33% vs. 35.00%, 46.67% vs. 26.67%, respectively, P〈0.05). The IGT to DM conversion rate of the treatment group was significantly lower than that of the control group at the end of 24-month follow-up(16.67% vs. 31.67%, P〈0.05). Before treatment, FPG, 2h PG, Hb A1 c, FINS, 2h INS, HOMA-IR, triglyceride(TG), total cholesterol, low- and high-density lipoprotein cholesterol levels had no statistical difference between the two groups(P〉0.05). After treatment, the 2hP G, HbA 1c, HOMA-IR, and TG levels of the treatment group decreased significantly compared with those of the control group(P〈0.05). CM symptoms such as exhaustion, irritability, chest tightness and breathless, spontaneous sweating, constipation, and dark thick and greasy tongue were significantly improved in the treatment group as compared with the control group(P〈0.05). No severe adverse events occurred. Conclusion: TYP administered at the IGT stage with a disciplined lifestyle delayed IGT developing into type 2 DM.展开更多
目的了解医学生批判性思维能力的现状并分析其影响因素。方法应用批判性思维倾向量表中文版对上海交通大学六院临床医学院临床医学专业135名学生进行问卷调查。结果医学生批判性思维能力平均总分(242.94±20.65),仅4.44%学生表现为...目的了解医学生批判性思维能力的现状并分析其影响因素。方法应用批判性思维倾向量表中文版对上海交通大学六院临床医学院临床医学专业135名学生进行问卷调查。结果医学生批判性思维能力平均总分(242.94±20.65),仅4.44%学生表现为正性批判性思维能力。七个特质中仅"认知成熟度"(43.23±6.98)表现为正性倾向;"自信心"(28.61±6.21)表现为负性倾向,而"分析能力"(30.01±4.53)和"求知欲"(30.01±4.91)处于负性倾向临界状态。男女学生在批判性思维总体评价上存在差异(239.52±22.09 vs 247.53±18.23,P=0.025)。结论医学生批判性思维能力整体表现弱。指出,重视批判性思维能力的培养、采用新的教学技术及改变评估方法,是进一步提高医学生批判性思维能力的有效途径。展开更多
文摘目的研究多学科协作诊疗(multi-disciplinary collaborative diagnosis and treatment,MDT)模式在临床医学专业整体思维培养中的效果。方法选取雅安职业技术学院临床医学院2024年3—6月的33名临床专业22级学生作为观察组,另选取雅安职业技术学院临床医学院2023年3—6月的33名临床专业21级学生作为对照组。观察组采取MDT模式进行教学,对照组采用传统教学。比较2组学生的考试成绩、整体思维能力、考核评价得分以及教学总满意度。结果观察组学生考试成绩中的临床多学科基础知识[(22.42±1.28)分]、临床专业知识[(22.05±1.96)分]、临床技术实操[(18.75±1.57)分]、临床试验设计和验证[(13.29±0.42)分]及医患沟通基本技能[(14.66±0.25)分]成绩均高于对照组[(18.02±2.38)分、(15.33±3.01)分、(13.28±2.64)分、(10.04±2.02)分、(11.50±1.12)分],差异有统计学意义(P<0.05)。观察组学生整体思维能力中的临床资料检索能力[(18.33±1.15)分]、临床实践操作能力[(17.18±2.86)分]、临床沟通应变能力[(18.19±0.97)分]、临床分析理解信息能力[(19.13±0.32)分]、临床团队协作能力[(18.33±1.67)分]及临床解决问题与创新能力[(18.43±1.07)分]评分均高于对照组[(12.06±2.11)分、(12.77±2.71)分、(13.28±2.24)分、(13.34±1.75)分、(12.34±1.92)分、(13.28±2.68)分],差异有统计学意义(P<0.05)。观察组学生考核评价中的课前任务[(95.11±4.35)分]、课堂参与度[(96.11±2.34)分]、方案可行度[(92.49±4.22)分]、操作规范[(93.17±2.33)分]、医患沟通[(93.75±3.58)分]、人文关怀[(95.77±3.28)分]、课后作业评价得分[(95.65±4.30)分]均高于对照组[(80.23±5.35)分、(83.38±3.44)分、(80.28±3.17)分、(83.65±2.78)分、(80.37±3.65)分、(84.38±4.49)分、(80.44±5.75)分],差异有统计学意义(P<0.05)。观察组的教学总满意度为100%,高于对照组的69.70%,差异有统计学意义(P<0.05)。结论在临床医学专业教学中采取MDT模式能有效提高医学生的考试成绩,培养学生的整体思维能力,提高教学总满意度,具有显著的教学效果。
基金Supported by Shandong Province Science and Technology Program for Public Wellbing(No.2014kjhm0106)Shandong Province Science and Technology Development Plan(No.2006GG3202011),China
文摘Objective: To evaluate the long-term clinical effect of Tangyiping Granules(糖异平颗粒, TYP) on patients with impaired glucose tolerance(IGT) to achieve normal glucose tolerance(NGT) and hence preventing them from conversion to diabetes mellitus(DM). Methods: In total, 127 participants with IGT were randomly assigned to the control(63 cases, 3 lost to follow-up) and treatment groups(64 cases, 4 lost to follow-up) according to the random number table. The control group received lifestyle intervention alone, while the patients in the treatment group took orally 10 g of TYP twice daily in addition to lifestyle intervention for 12 weeks. The rates of patients achieving NGT or experiencing conversion to DM as main outcome measure were observed at 3, 12, and 24 months after TYP treatment. The secondary outcome measures included fasting plasma glucose(FPG), 2-h postprandial plasma glucose(2h PG), glycosylated hemoglobin(Hb A1c), fasting insulin(FINS), 2-h insulin(2hI NS), homeostatic model assessment of insulin resistance(HOMA-IR), blood lipid and patients' complains of Chinese medicine(CM) symptoms before and after treatment. Results: A higher proportion of the treatment group achieved NGT compared with the control group after 3-, 12- and 24-month follow-up(75.00% vs. 43.33%, 58.33% vs. 35.00%, 46.67% vs. 26.67%, respectively, P〈0.05). The IGT to DM conversion rate of the treatment group was significantly lower than that of the control group at the end of 24-month follow-up(16.67% vs. 31.67%, P〈0.05). Before treatment, FPG, 2h PG, Hb A1 c, FINS, 2h INS, HOMA-IR, triglyceride(TG), total cholesterol, low- and high-density lipoprotein cholesterol levels had no statistical difference between the two groups(P〉0.05). After treatment, the 2hP G, HbA 1c, HOMA-IR, and TG levels of the treatment group decreased significantly compared with those of the control group(P〈0.05). CM symptoms such as exhaustion, irritability, chest tightness and breathless, spontaneous sweating, constipation, and dark thick and greasy tongue were significantly improved in the treatment group as compared with the control group(P〈0.05). No severe adverse events occurred. Conclusion: TYP administered at the IGT stage with a disciplined lifestyle delayed IGT developing into type 2 DM.
文摘目的了解医学生批判性思维能力的现状并分析其影响因素。方法应用批判性思维倾向量表中文版对上海交通大学六院临床医学院临床医学专业135名学生进行问卷调查。结果医学生批判性思维能力平均总分(242.94±20.65),仅4.44%学生表现为正性批判性思维能力。七个特质中仅"认知成熟度"(43.23±6.98)表现为正性倾向;"自信心"(28.61±6.21)表现为负性倾向,而"分析能力"(30.01±4.53)和"求知欲"(30.01±4.91)处于负性倾向临界状态。男女学生在批判性思维总体评价上存在差异(239.52±22.09 vs 247.53±18.23,P=0.025)。结论医学生批判性思维能力整体表现弱。指出,重视批判性思维能力的培养、采用新的教学技术及改变评估方法,是进一步提高医学生批判性思维能力的有效途径。