新形势下军队院校与非军队院校医学生的就业观调查

目的:了解新医疗形势下军队院校医学生与非军队院校医学生就业观的区别。方法:采用自行设计的调查问卷对113名军队院校(第四军医大学)和432名非军队院校2014年应届毕业生(包括西安交通大学医学院、西安医学院及延安大学医学院)进行问卷调查,并对结果进行分析。结果:军队院校和非军队院校医学生基本情况及填报医学专业动机的初衷大致相同(P0.05);但影响其就业的主要因素不同(P0.01),军队院校就业压力小,非军队院校认为当前紧张的医患关系是影响其就业的主要因素;同时由于受军队特殊环境的影响,他们毕业后工作选择及去向也不相同(P0.01);但对就业都保持乐观态度(P0.05)。结论:无论是军队院校医学生还是非军队院校医学生,就业观均受到当前医疗环境及就业压力等多方面因素的影响。而军队的特殊环境使得军队院校医学生就业观区别于非军队院校医学生,但总体来说医学生对医疗环境保持乐观态度,愿意投身到医疗工作中去。面对目前的就业压力,学校和相关教学医院应该通过多种途径加强对医学生的就业价值观的教育,应开设法律、道德等相关课程,帮助学生树立正确的就业观。     

对医学生开展艾滋病教育课程的实践

艾滋病教育课程在大学的开设面临重要性和紧迫性,由于专业的特殊性,在医学院校开展艾滋病教育课程更显意义重大。该文论述了对医学生开展艾滋病教育课程的几点实践体会。     

女大学生生理周期不同阶段对运动减重的影响

目的：通过对14名受试者进行2个生理周期的运动干预,探讨生理周期的不同阶段运动减重效果是否存在差异,进而指导年轻女性科学合理地进行运动减重。方法：从高校选取14位女大学生,进行为期两个生理周期运动干预,每个阶段按照运动处方内容运动5 d,并在第1天和第6天早上空腹进行体重、体脂率测量。结果：运动干预时月经期体重下降率显著高于卵泡期、黄体前期及黄体后期的下降率（P<0.05）;黄体前期及卵泡期体脂下降率均高于月经期,无显著性差异,黄体前期、卵泡期及月经期的体脂下降率均显著高于黄体后期（P<0.05）;生理周期各阶段运动干预时体重下降率均显著高于不运动时（P<0.05）;且运动时卵泡期和黄体前期运动时的体脂下降率显著高于不运动时（P<0.05）。结论：黄体前期和卵泡期运动减重效果优于月经期和黄体后期;生理周期不同阶段运动减重效果虽存在差异,但均能达到减重目的;黄体后期停止运动锻炼,体脂率增加比较明显,需引起重视。     

城市与山区小学生屈光筛查及配镜差异分析

目的:比较城市及山区小学生屈光不正发生率及配镜差异,探讨小学生所在地域与其的关系,并为制定干预措施提供依据。方法:于2016年7月~8月随机选取部分绍兴市小学及广西省巴马县山区小学生进行天津索维sw-800手持自动验光仪进行屈光筛查,并分析两地小学生屈光不正及配镜差异。结果:648名城市小学生中,屈光不正发生率为38.6%;394名山区学龄儿童中,屈光不正发生率为21.3%。两地区小学生屈光不正发生率差异有统计学意义(P0.05)。城市小学生屈光不正发生率呈两个极端,低年级组和高年级组屈光不正发生率较高,山区小学生屈光不正发生率呈增长趋势;两地屈光不正的小学生配镜率存在差异(P0.05)。结论:小学生屈光异常发生率较高,不同地区有所差距,应加强学生及家长眼保健意识和屈光异常儿童的个案管理,小学生进行屈光筛查对早期发现屈光不正具有重要意义。     

大学生生态意识调查研究

本文对河南省部分高校在校大学生的生态意识进行了问卷调查,通过对结果的统计和分析,掌握了大学生生态意识现状,大学生中的大多数能认识到生态环境保护的重要性、必要性和紧迫性,但其认识水平和相应生态学知识并未达到我国可持续发展战略实施的要求,大学生要求面向全校开设生态学课。在调查和分析的基础上,本文认为有必要在大学生中加强生态学基础知识的普及。     

The contribution of dichotomous keys to the quality of biological-botanical knowledge of eighth grade students

The aim of the research is to examine the contribution of applying author-generated dichotomous keys (digital key - DDK and print key - DPK) to the quality and durability of the knowledge of eighth grade students about the Systematic and classifications of plants (Bryophyta, Pteridophyta, Gymnosperms and Angiosperms), as compared to traditional teaching. The study included 180 eighth grade students from Montenegro (12–13 years old) divided into three groups: E₁ (where content was learned through DPK), E₂ (where content was learned through DDK) and K (where content was learned through the verbal-textual method). Dichotomous keys contributed to increasing the quality and durability of the knowledge acquired in comparison to traditional teaching at the cognitive levels of analysis, evaluation and synthesis. DDK contributed to the higher quality and durability of student knowledge in comparison to DPK at the cognitive levels of evaluation and synthesis.     

关于临床医学专业学位硕士研究生教学与培养的几点思考

随着医学科学技术的发展和社会需求的扩大,医学界对高层次人才的需求持续增长。为推进我国医疗卫生系统的可持续发展,医学院校适应时势变化,积极调整和优化研究生教学类型结构,大力发展专业学位研究生教育。专业学位研究生教育以培养临床思维和提高临床技能为重点,同时注重基本科研素质的培养。随着专业学位研究生招生人数的增加,如何保证研究生的"质"和"量"的同步提升成为高校和教育者研究热点。本文通过借鉴临床医学科学学位硕士研究生的教学与培养模式,结合临床医学专业学位硕士研究生的特点及培养要求,对以往教学经验与教训做一总结,着力于探索一条适合临床医学专业学位硕士研究生的教学与培养模式,为建立标准化的临床医学专业学位硕士研究生的教学与培养模式提供参考。     

Association between moringness-eveningness preference and mental/physical premenstrual symptoms in Japanese females 12 to 31 years of age

This study investigates the relationship between circadian typology, i.e., morningness-eveningness (M-E) preference, and the occurrence and severity of premenstrual mental and physical symptoms among 154 young Japanese female university students (range, 18 to 31 yrs; mean±S.D., 20.69±3.69 yrs) and 417 junior high school students (range, 12 to 15 yrs; mean±S.D., 14.29±0.67 yrs) living in an urban or suburban area of Kochi prefecture. Female university students experienced melancholy mood more frequently than did males, and the female university students who frequently became melancholy were more evening-typed than those who did not experience melancholy. Female university students who experienced frequent fluctuations in mood and/or menstrual pain were more evening-typed than those who were not so affected. M-E preference of junior high school students was not correlated with stability of mood or frequency of menstrual pain. In urban areas, however junior high school students who had very stable menstrual cycles were significantly more morning-typed than those whose menstrual cycles were not stable. In suburban areas, the bedtimes of female junior high students who had stable menstrual cycles were significantly earlier than those whose menstrual cycle duration was not stable. A physiological relationship between the circadian system, M-E, and attributes of the menstrual cycle seems to be present in adolescent female Japanese junior high school students.     

慢性疲劳综合征中学生运动前后尿液差异代谢物的比较

目的：探讨慢性疲劳综合征（CFS）中学生运动前后尿液的差异代谢物及其代谢通路特征,阐述慢性疲劳综合征的代谢机制。方法：依据美国疾病预防控制中心关于CFS的筛选标准,选取8名17~19岁男性CFS中学生作为受试对象,同时选择来自同一学校的8名同龄、同性别健康中学生作为对照组。受试者进行一次改良的哈佛台阶运动（上下台阶30次/min,持续3 min）,采集运动前后的尿液,以液相-质谱联用（LC-MS）法检测其差异代谢物;采用多维统计法对所检测到的代谢物进行主成分分析（PAC）和正交偏最小二乘判别分析（OPLS-DA）;通过MetPA数据库分析与差异代谢物相关的代谢通路。结果：与对照组相比较,运动前CFS组筛选出肌酸、吲哚乙醛、植物鞘氨醇和焦谷氨酸4个差异代谢物,其含量均显著下降（P<0.05或P<0.01）;运动后CFS组检测出11个差异代谢物,依次是壬二酸、甲基腺苷、乙酰肉碱、癸酸、皮质酮、肌酸、左炔诺孕酮、泛酸、焦谷氨酸、黄嘌呤核苷和黄尿酸,其中除甲基腺苷和肌酸比对照组显著升高（P<0.05）外,其他9个差异代谢物均较对照组显著降低（P<0.05或P<0.01）。将上述15个差异代谢物分别输入MetPA数据库进行代谢通路权重得分分析,结果显示,运动前CFS组只检测出精氨酸-脯氨酸代谢通路紊乱,标记代谢物为肌酸;而运动后检测出精氨酸-脯氨酸代谢、泛酸与辅酶A生物合成、类固醇激素生物合成3条代谢通路存在障碍,标记代谢物依次是：肌酸、泛酸和皮质酮。结论：运动干预前,CFS中学生的精氨酸-脯氨酸代谢通路紊乱被检出;施加运动后,又检测出其类固醇激素生物合成代谢通路与泛酸和辅酶A代谢通路也存在代谢紊乱情况。     

Is my footprint too big? Exploring the ecological footprint concept with high school students

The ecological footprint concept is important in order to evaluate the human impact on the environment and propose sustainable solutions in our life. By calculating ecological footprint, people could analyze the impact of their lifestyle on the natural environment. The purpose of this study is to share an ecological footprint education module for high school students in order to increase their awareness and understanding related to this concept. This module included theoretical and activity parts and was applied to 140 ninth-grade high school students. Through the activity, students could understand the connection between ecological footprint, bio-capacity, and population and explore how our actions influence our ecological footprint and bio-capacity. Teachers could adapt this ecological footprint education module so that their students could understand the connection between human activities and earth systems.