运动负荷对青年学生和运动员心脏功能的影响

用无创法(阻抗法)测量了40名青年学生和40名运动员在两种运动负荷(50W和150W)运动前、运动后即刻和恢复时程的收缩时间间期(STI)和心率(HR)。在静态时,“运动员组”的心率较缓(P<0.01)、QS_1较长(P<0.05)、PEP/LVET比值较大(P<0.05和P<0.01)、LVETc较短(P<0.001)。运动后即刻,“学生组”和“运动员组”都表现为QS_z、LVET、PEP、IVCT、QS_1缩短、PEP/LVET比值减小、心率增速和LVETc延长。但“运动员组”QS_2、LYET的缩短和心率增速的程度较少,而PEP/LVET比值的减小和LVETc延长的程度较大。除PEP/LVET比值外,其余各项指标的恢复速度均与负荷量有关。“运动员组”的恢复速度较快,尤其在150W时更为明显。本文指出:1)用阻抗法测算动态下的STI更为实用;2)系统训练可提高心脏活动的潜力,改善泵功能,促进心脏活动的调节速度。     

提高临床医学生微生物检验 见习教学质量的探索与实践

临床微生物室见习是临床医学专业学生了解微生物检验的重要窗口,提高其见习教学质量,使其认识到微生物检验在感染性疾病诊治中的作用。除了系统介绍临床微生物检验的工作内容及流程外,我们更注重临床医生与微生物检验的密切联系,强调临床医生对微生物检验前质量控制的重要性。案例教学法联合问题导向教学法,将临床感染病例与微生物检验紧密结合。举例讲解临床医生该如何正确解读微生物检验报告结果,从而合理选择抗菌药物进行有效的抗感染治疗。最后提醒临床医学生注意生物安全及医院感染的发生。通过我们的见习教学,临床医学生表示获益颇丰,意识到微生物检验对感染性疾病诊治的重要作用。     

微生物学本硕博Seminar混合式教学模式的构建及应用

以微生物学本、硕、博Seminar混合式教学模式为核心,通过菌物学科研专题开题设计、文献精读及试验进展汇报的课堂教学,对微生物学本、硕、博Seminar混合式教学模式的模型构建、具体实施、结果评估及教学效果进行了详细解析。结果表明,微生物学本、硕、博Seminar教学法可有效催促教师不断提升教学质量,拓宽本科生视野提高学生的主观能动性,锻炼硕士生科研能力及试验教学能力,增强博士生系统科研能力及团队领导能力。     

对重症医学科进修生的临床教学体会

重症医学在我国发展较为滞后,多数重症医学科医生来自于其他专业,缺乏重症医学专业知识及临床实践经验。建立完善、科学、有效的重症医学科进修生管理和培养模式对于进一步提高危重症救治专业人才的水平至关重要。我科室通过总结多年的进修生教学经验,以"病例分析学习(case based learning,CBL)+多学科协作(multiple department team,MDT)"教学模式为主导,以病例幻灯竞赛为契机激发进修医生学习的主观能动性;以专业英语为特色;重视临床科研教学;制定规范化培训制度,实行导师负责制,开展定期考核。显著提高了重症医学科进修生的医疗及科研水平。     

护理专业学生专业价值观的调查研究

目的:本研究旨在全面了解护理专业学生专业价值观的现状,分析学生在专业价值观上存在的问题,为开展高素质、高职业精神的护理专业提供依据。方法:采用整群抽样法,使用《护理专业价值观量表》对我院四个年级、两个层次的600名护生进行问卷调查。结果:护生专业价值观的总体水平较高(总得分为121.4±19.24);护生对"关怀照顾"(均值为4.03±0.87)和"利他主义"(均值为4.03±0.87)关注度最高,对"行动主义"(均值为3.74±0.89)的关注度最低;护生的学历、年级、自身对护理专业的选择意愿及对护理的喜爱程度影响其专业价值观水平(P0.01)。护生的性别对专业价值观无显著影响(P0.05)。结论:护理教育者应多方式、多渠道、分层次的加强护生的职业情感教育,帮助护生建立并发展稳定的职业价值观,从而为临床培养高质量的护理人才。     

青海省大学生吸烟现状及其影响因素分析

目的：探讨青海省大学生吸烟现状及其影响因素分析。方法：选择青海省综合性大学学生1106 例作为调查对象,采用分层 整群随机抽样的调查方法,对入选者使用自制问卷进行调查。结果：不同性别、不同专业、不同年级及父母是否抽烟的学生吸烟率 比较,差异具有统计学意义（P＜0.05）。对影响大学生吸烟行为的相关影响因素进行单因素分析发现,性别、周围朋友吸烟、父母不 反对以及抑郁或伤心是造成大学生吸烟的相关危险因素（P＜0.05）。对以上相关危险因素进行多因素回归分析发现,四者均是造 成大学生吸烟的独立危险因素（P＜0.05）。结论：性别、父母态度、周围朋友吸烟状况及自身抑郁心理是造成青海省大学生吸烟行 为的主要危险因素,高校应针对不同大学生的自身现状制定相应的控烟措施,减少大学生吸烟率。     

医学生早期教育阶段综合能力培养之探索

现代医学模式要求医务工作者必须是高素质的人才。基础医学教育阶段是医学生培养过程中的基础环节和重要阶段,与临床教学阶段相比,基础教育阶段更有利于学生综合能力培养和开展素质教育。医学生综合能力的培养在医学教育中具有重要的地位,它的实现要靠教育者在教育教学的各个环节中主动施行,积极探讨医学生综合能力培养的有效实施途径和方法。我们课题组根据多年从事医学生人才培养的教育教学经验,针对医学生早期教育阶段的心理、生理、环境、知识结构特点,围绕综合能力培养这个核心课题,强化创新性人才培养,系统有序地按学生学习时间和课程进行各种能力的逐一培养,从学习能力,思维能力,观察能力,动手能力,合作能力,分析问题和解决问题能力,判断是非能力,语言表达能力,写作能力,创新开拓能力等,探索医学生早期教育阶段综合能力培养模式。     

Comparison of sleep and chronotype between senior and undergraduate university students

ABSTRACT

The university programs for seniors provide a third age perspective in lifelong learning with classes and recreational facilities, and enable students to share their experiences and knowledge. A good sleep quality promotes better cognitive functioning and serves to protect against age-related cognitive declines. Central nervous system reorganization takes place during sleep, and although the influence of sleep quality on memory is not clear, circadian rhythm disorders affect alertness and individual performance. Physiological change during aging need to be clarified to better understand how university might help students. The aim of the present study was to evaluate for the first time the chronotype, the sleep quality and their relationship in senior university students and to compare them with those of undergraduate students. The Morningness–Eveningness Questionnaire (MEQ) and the Pittsburgh Sleep Quality Index (PSQI) were used. The results indicated that approximately 50% of the participants were good sleepers. This percentage was equal in the senior and undergraduate students. The results showed that undergraduate students tended toward eveningness while senior students tended toward morningness. Among the undergraduate students, evening type chronotypes had a tendency toward higher PSQI scores and this affected their daytime function scores, while it did not in the senior students, in whom worsening sleep quality was associated with disturbances such as going to the bathroom and nocturnal awakening. This information would be useful for designing environmental interventions to optimize sleep/work cycles for decreasing age-associated changes in memory in senior students and for improving the academic achievements of undergraduate students.     

Teaching Evolution Concepts to Early Elementary School Students

State and national standards call for teaching evolution concepts as early as kindergarten, which provides motivation to continue developing science instruction and curriculum for young learners. The importance of addressing students’ folk theories regarding science justifies teaching evolution early in K-12 education. In this project, we developed, implemented, and researched standards-based lessons to teach elements of evolution (speciation and adaption) to kindergarteners and second graders. Our lessons attended to the students’ prior knowledge, and utilized inquiry and modeling to teach and assess their ability to recognize patterns of similarity and differences among organisms. Using their products and comments as evidence, it was apparent the students were able to communicate recognition of patterns and effectively apply their knowledge in near transfer activities, indicating they achieved our learning objectives. This provides support for teaching evolution concepts in the early grades and evidence of the ability for young children to effectively engage in supported inquiry and modeling for learning science.     

Educational Malpractice: The Impact of Including Creationism in High School Biology Courses

College students whose recollections of their high school biology courses included creationism were significantly more likely to invoke creationism-based answers on questions derived from the Material Acceptance of the Theory of Evolution (MATE) instrument than were students whose recollections of their high school biology courses included evolution but not creationism. On average, students who were taught neither evolution nor creationism in their high school biology courses exhibited intermediary responses on the MATE instrument. These results suggest that (1) high school teachers’ treatments of evolution and creationism have a lasting impact and (2) the inclusion of creationism in high school biology courses increases the probability that students accept creationism and reject evolution when they arrive at college. These results are discussed relative to the impact of high school biology courses on students’ subsequent acceptance of evolution and creationism.