Evidence-based psychotherapy is an idea and performance reform in the clinical practice of psychology which is influenced by evidence-based medicine. It proposes to integrate the best available evidence provided by researchers, the clinical expertise of practitioners, and the patient’s characteristics, cultures and preferences, so as to achieve the best treatment. The development of evidence-based psychotherapy can be divided into two stages: empirically supported treatments and evidence-based practice. This paper reviews existing problems as well as developing tendencies.
【摘要】 目的 分析护理基本技能考核评分误差产生的原因。 方法 使用单因素方差分析法对我校高中起点三年制护理专业2006级440名学生及2007年某校护理专业高中起点三年制护理专业2006级281名学生的护理基本技能考核成绩进行分析，并从2006级440名学生中随机抽取129名学生利用自制问卷进行调查。 结果 考核项目和监考教师不同是造成学生护理基本技能考核成绩评分存在误差的主要原因。 结论 监考教师应统一并细化考核标准及制定护理基本技能考核项目难度系数。【Abstract】 Objective To analyze the reasons of grading error in nursing basic technique examination. Methods The results of nursing basic technique examination of 440 three-year-college students in grade 2006 majored in nursing in Cangzhou Medical College and 281 three-year-college students in grade 2007 majored in nursing in Hebei Provincial Medical College were retrospectively analyzed by one-factor analysis of variance, and 129 students who were selected randomly from the students in grade 2006 were investigated via a self-made questionnaire. Results The reasons of grading error were different assessment items and different invigilators. Conclusion Unifying the difficulty level and the standard of the assessment may decrease the grading errors in nursing basic technique examination.
It has been absent from an accepted criteria for normalization and quality control of the thoracic surgery until now. The ideal assessing instrument which will be used to evaluate the technical skills and surgical procedures should present a few vital characterizations below: objectivity, speciality in the content, detailed structure, and quantifiability. Objective structured assessment of technical skills (OSATS) has developed as a reliable method of surgical skills measurement. This article focuses on the history of OSATS and its prospect in the thoracic surgery area by reviewing relevant literatures.
ObjectiveTo explore a standardized model for cardiothoracic surgery resident training program based on a combined clinical and research oriented team approach. Methods We conducted this study in a nationally ranked Class AAA hospital among the eleven residents who were accepted into the program. Throughout their training periods, clinical surgical skills were taught by one-on-one mentoring by individually assigned doctoral degree advisors, other attending surgeons and doctoral degree candidates in the program. To foster their scientific curiosity and research skills, regular didactic lectures in basic science and statistical skills by the doctoral thesis advisors, supplemented by monthly journal clubs during which trainees were required to present and discuss a previously assigned topics based on recent clinical cases within the department, thus combining acquisition of clinical skills and theory/research at the same setting. ResultsEleven physicians were selected for this training path. With respect to clinical surgical skills, 4 residents were judged to be sufficient at the end of the first cycle. The other seven residents at the end of the second cycle. One trainee won the third prize in the Medical Skill Competition in the hospital. As for scientific research skills, the team produced 11 scientific articles, one of which was accepted by the annual national conference in cardiothoracic surgery and the first author was invited to present the article. The team submitted four research projects, one won funding at the provincial competition and three within the medical school. ConclusionOur proposed standardized model of cardiothoracic surgery resident training based on a combined clinical and research oriented approach appears to be practical with moderate success. Adaptation of this model by other cardiothoracic surgery training programs in the nation will further attest to its value and functionality.
Objective To evaluate the effect and significance of PBL in clinical skills experiment teaching center (CSETC). Methods A total of 60 undergraduates in major of clinical medicine were divided into two groups according to their student ID. The control group (n=30) was set in an ordinary small classroom, while the experimental group (n=30) was in CSETC for fully using the teaching resources there. Both groups were taught with PBL method by same teachers, and the integrated final examination and questionnaire were adopted to evaluate the teaching effect. SPSS was used for statistical analysis. Results All 8 participated teachers believed that carrying out PBL in CSETC could promote teachers’ professional development, alleviate the shortage of teachers and classroom, increase the utilization ratio of CSETC, and improve the teaching quality. The results of survey on students showed that, compared with the control group, information management ability and clinical skills of students were improved obviously (Plt;0.01). Although there was no difference in total score of final exam, the experimental group was markedly higher than the control group in the score of clinical skill subject (Plt;0.01). Conclusion Carrying out PBL in CSETC can improve teaching quality, and clinical skills and information management ability of students. It is helpful to alleviate the shortage of teachers and classroom, and promote the teaching standards of CSETC.