目的探讨基于案例的协作学习(Case Based Collaborative Learning,CBCL)结合唯物辩证法在医学检验形态学教学中的应用效果。方法采用实验对照方法,以36名医学检验技术专业本科实习生为研究对象,分为实验组和对照组。对照组采用传统实习...目的探讨基于案例的协作学习(Case Based Collaborative Learning,CBCL)结合唯物辩证法在医学检验形态学教学中的应用效果。方法采用实验对照方法,以36名医学检验技术专业本科实习生为研究对象,分为实验组和对照组。对照组采用传统实习教学模式,实验组在对照组的基础上采用CBCL结合唯物辩证法教学。教学结束后,采用形态学相关知识和技能考核、批判性思维能力问卷调查、教学满意度问卷调查方式进行评价。结果实验组形态学图像识别、病例分析、实践技能考核成绩均高于对照组(P<0.001);除认知成熟度维度之外,实验组CTDI-CV问卷总分和其余各维度得分均高于对照组(P<0.05);实验组对本组所采用的教学法的整体满意度及对激发学习兴趣、促进自主学习、促进团队合作、培养临床思维和端正工作态度的评价得分均高于对照组(P<0.05)。结论CBCL结合唯物辩证法融知识传授与科学辩证思维培养于一体,有助于医学检验专业本科实习生掌握形态学相关知识和技能,提高其批判性思维能力和教学满意度,值得推广应用。展开更多
Aims: To examine the informativeness of the Child Behavior Checklist (CBCL) as a screening tool to identify comorbid and non-comorbid cases of attention deficit hyperactivity disorder (ADHD) in a paediatrically referr...Aims: To examine the informativeness of the Child Behavior Checklist (CBCL) as a screening tool to identify comorbid and non-comorbid cases of attention deficit hyperactivity disorder (ADHD) in a paediatrically referred population. It was hypothesised that specific scales of the CBCL would help identify specific comorbidities within ADHD cases in the primary care setting. Methods: The sample consisted of children and adolescents 6-17 years old of both genders with ADHD (n = 121). A receiver operating curve (ROC) approach was used to determine which CBCL scales best differentiated between ADHD cases with and without its comorbidities with conduct, anxiety, and mood disorders. Results: ROC analysis showed that the CBCL Delinquent Behavior and Aggressive Behavior scales predicted the structured interview derived diagnoses of conduct and bipolar disorder, the Anxious/Depressed and Aggressive Behavior scales predicted major depression, and the Anxious/Depressed and Attention problems scales predicted anxiety disorders. Conclusions: These results extend to a paediatrically referred population with previously reported findings in psychiatric samples documenting good convergence between structured interview diagnoses and syndrome congruent CBCL scales. These findings support the utility of the CBCL as a screening tool for the identification of psychiatric comorbidity in ADHD youth in the primary care setting.展开更多
This study examined the positive changes that water-based nail treatments can bring to emotions and behavior in children who do not attend school and use a place for school-refusing children.Children who do not attend...This study examined the positive changes that water-based nail treatments can bring to emotions and behavior in children who do not attend school and use a place for school-refusing children.Children who do not attend school and use a place for school-refusing children were given water-based nail treatments about once a week for three months.In addition,the parents of these children were asked to respond to questions about their children’s daily activities.The results showed that natural communication through nail treatments significantly increased positive emotions.However,continued nail treatments did not reduce the children’s problem behaviors.Some children returned to school,while others continued not attending school.Increased frequency of visits and number of treatments confirmed the promotion of communication.It was suggested that building positive relationships with family and supporters is important for achieving sustained effects from nail treatments.This study showed that nail treatments are a useful tool for promoting positive emotions,self-acceptance,and social skills,and may contribute to the emotional growth and social interest of children who do not attend school.展开更多
文摘目的探讨基于案例的协作学习(Case Based Collaborative Learning,CBCL)结合唯物辩证法在医学检验形态学教学中的应用效果。方法采用实验对照方法,以36名医学检验技术专业本科实习生为研究对象,分为实验组和对照组。对照组采用传统实习教学模式,实验组在对照组的基础上采用CBCL结合唯物辩证法教学。教学结束后,采用形态学相关知识和技能考核、批判性思维能力问卷调查、教学满意度问卷调查方式进行评价。结果实验组形态学图像识别、病例分析、实践技能考核成绩均高于对照组(P<0.001);除认知成熟度维度之外,实验组CTDI-CV问卷总分和其余各维度得分均高于对照组(P<0.05);实验组对本组所采用的教学法的整体满意度及对激发学习兴趣、促进自主学习、促进团队合作、培养临床思维和端正工作态度的评价得分均高于对照组(P<0.05)。结论CBCL结合唯物辩证法融知识传授与科学辩证思维培养于一体,有助于医学检验专业本科实习生掌握形态学相关知识和技能,提高其批判性思维能力和教学满意度,值得推广应用。
文摘Aims: To examine the informativeness of the Child Behavior Checklist (CBCL) as a screening tool to identify comorbid and non-comorbid cases of attention deficit hyperactivity disorder (ADHD) in a paediatrically referred population. It was hypothesised that specific scales of the CBCL would help identify specific comorbidities within ADHD cases in the primary care setting. Methods: The sample consisted of children and adolescents 6-17 years old of both genders with ADHD (n = 121). A receiver operating curve (ROC) approach was used to determine which CBCL scales best differentiated between ADHD cases with and without its comorbidities with conduct, anxiety, and mood disorders. Results: ROC analysis showed that the CBCL Delinquent Behavior and Aggressive Behavior scales predicted the structured interview derived diagnoses of conduct and bipolar disorder, the Anxious/Depressed and Aggressive Behavior scales predicted major depression, and the Anxious/Depressed and Attention problems scales predicted anxiety disorders. Conclusions: These results extend to a paediatrically referred population with previously reported findings in psychiatric samples documenting good convergence between structured interview diagnoses and syndrome congruent CBCL scales. These findings support the utility of the CBCL as a screening tool for the identification of psychiatric comorbidity in ADHD youth in the primary care setting.
基金supported by a research grant from the Hoyu Science Foundation in 2023.
文摘This study examined the positive changes that water-based nail treatments can bring to emotions and behavior in children who do not attend school and use a place for school-refusing children.Children who do not attend school and use a place for school-refusing children were given water-based nail treatments about once a week for three months.In addition,the parents of these children were asked to respond to questions about their children’s daily activities.The results showed that natural communication through nail treatments significantly increased positive emotions.However,continued nail treatments did not reduce the children’s problem behaviors.Some children returned to school,while others continued not attending school.Increased frequency of visits and number of treatments confirmed the promotion of communication.It was suggested that building positive relationships with family and supporters is important for achieving sustained effects from nail treatments.This study showed that nail treatments are a useful tool for promoting positive emotions,self-acceptance,and social skills,and may contribute to the emotional growth and social interest of children who do not attend school.
