Challenging the future: impact of information technology on dietetics practice, education, and research

PURPOSE: We retrospectively evaluated balloon angioplasty with intraluminal stenting to define applicability, early results, cost, and length of stay. METHODS: Seventy-three patients underwent 94 aorto-iliac angioplasties with intraluminal stents from October 1991 through July 1993. All had disabling claudication or rest ischemia. RESULTS: Mean follow-up was 10.2 months and was 90.4% complete. Ninety percent of procedures were immediately successful. There were no deaths within 30 days of surgery. Complications occurred in 13%. The ankle:brachial indices improved in all groups. Functional class improved in all groups. In class 4, limb salvage or a benefit on level of amputation was universal. Length of stay ranged 33% to 82% less than when aorto-iliac or aortofemoral bypass were undertaken (diagnosis-related group 39.25). Hospital charges for stent procedures ranged 25% to 66% less than for aorto-iliac or aortofemoral bypass (diagnosis-related group 39.25). CONCLUSION: The procedure is widely applicable, with an apparent initial advantage in mortality, morbidity, charges, and length of stay. Durability is unproven.     

高职教育高等数学教学的改革

随着高职教育的迅速发展，本文针对高职数学教学现状，结合实际分别对教学思想、教学内容、教学方法和教学手段、教学形式以及考试方式等方面的改革进行了探讨。     

Teaching, graduate education and training in psychotherapy

Basic skills in the field of psychosocial-psychotherapeutic medicine are necessary for medical students and residents. Psychotherapy as a special discipline goes far beyond this knowledge. The most important guidelines for training in Austria, BRD and Switzerland are presented.     

Graduate education in school psychology: Teaching is more than a performing art.

Discusses how learning the practice of teaching is important in its own right, and stresses that those who teach students in school psychology need to know the complexity of teaching. Traditional views of teaching are presented and teaching strategies (e.g., teaching that involves behavior analysis) are examined that could lead to improvement in graduate education. Areas in which help is needed from researchers are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching medical faculty how to apply continuous quality improvement to medical education

BACKGROUND: An eight-hour workshop was conducted at a professional meeting in 1996 to introduce medical faculty to the principles of continuous quality improvement (CQI) as they relate to change in medical education and to provide participants with opportunities to use specific tools for applications to education. Four two-hour sessions focused on an introduction to CQI, understanding and mapping processes, identifying change ideas, and testing a change for improvement. TESTING A CHANGE FOR IMPROVEMENT: The goals of the final session were to plan a pilot test of an improvement, identify the steps of the plan-do-study-act (PDSA) cycle, and consider change for improvement in the context of one's own organization. Working in small groups, participants chose a specific change one might try in the following example: improving student performance in a neuroscience course. POSTSESSION EVALUATION AND FOLLOW-UP: Immediately following the workshop sessions, participants represented by administrators in medical education and clinical and basic science teaching faculty completed evaluations on the usefulness and likelihood of their using CQI tools. One year later, of the 32 workshop registrants who were mailed surveys, 15 respondents rated their change in understanding of CQI and their use of CQI techniques. More than 60% of the respondents reported application of CQI principles at their organizations. CQI methods used most frequently included structured team meetings, prioritizing opportunities, and brainstorming. CONCLUSION: The significant application of CQI principles and methods reported by participants one year after a brief intervention supports a need and utility for CQI principles and tools in medical education.     

家庭教育在实施素质教育中的作用

家庭是社会的基本单位,是社会的细胞,它和整个社会有着密切的关系.社会的发展,人的社会化都是从家庭开始的.家庭除了它基本功能外,教育是一个重要功能.家庭又是对儿童进行教育的最基本、最重要的场所,家庭教育在少年儿童的成长过程中占有重要的位置,起着很大的作用.     

高职教育应加强职业道德教育

一、高职教育必须加强职业道德教育 (一)高职教育加强职业道德教育是高等职业技术教育的性质决定的 教育部部长周济指出:"职业教育就是就业教育","根据经济和社会发展要求,培养多层次、多样化的技能型人才,造就数以千万计的高技能人才和数以亿计的高素质劳动者,这是职业教育的根本任务."职业教育作为一种目的在于从事职业的准备教育,一种以学习为将来职业生活所需的知识和技能为目的的教育,就要求高职学校在开展素质教育时应突出职业道德这一重点.因此,高职学校的学生作为准高技能人才和劳动者,他们不仅需要适应专业的知识和技能的学习,也需要适应社会的专业的道德素质的培养.所以,偏重一头的做法,是不能培养出合格的劳动者,也就不符合职业教育的目标.