Mentorship experiences during registrar training: reflections of Black African specialists in the Western Cape

In order to meet the significant staffing challenges to health care provision in South Africa, the need to support the training and retention of Black medical specialists has been identified. This small qualitative study aimed to explore experiences of mentorship among a group of Black medical specialists in hopes of understanding the value and potential challenges that these relationships raise. Ten Black medical specialists were interviewed about their experiences of being mentored during their registrar training. The interview data was analysed using discourse analysis, and the results comprise of three main themes, namely: Difficulty accessing mentorship, a lack of Black and/or female role models and finally, experiences of feeling excluded from soft networks. The experiences explored in this study indicate the need for open dialogue within the mentorship dyad regarding certain taken-for-granted assumptions surrounding race, so as to aid the provision of more effective and satisfying mentorship outcomes.     

Ethical Numbers: Ethics Training in U.S. Graduate Statistics Programs, 2013–2014

As important members of research teams, statisticians bear an ethical responsibility to analyze, interpret, and report data honestly and objectively. One way of reinforcing ethical responsibilities is through required courses covering a variety of ethics-related topics at the graduate level. We assessed ethics requirements for graduate-level statistics training programs in the United States for the 2013–2014 academic year using the websites of 88 universities, examining 103 biostatistics programs, and 136 statistics degree programs. We categorized programs’ ethics training requirements as required or not required. Thirty-one (35.1%) universities required an ethics course for at least some degree students. Sixty-two (25.5%) degree programs required an ethics course for at least some students. The majority (77.4%) of required courses were worth 0 or 1 credit. Of the 177 programs without an ethics requirement, 19 (10.7%) listed an ethics elective. Although a single ethics course is insufficient for instilling an ethical approach to science, degree programs that model expectations through coursework point to the value of ethics in science. More training programs should prepare statisticians to consider the ethical dimensions of their work through required coursework. Supplementary materials for this article are available online.     

重大公共卫生事件中应如何作为:来自医学人类学哈佛学派的启示

聚焦人类学者在针对重大公共卫生事件的跨学科研究中应该有何作为这一议题,通过借鉴来自医学人类学哈佛学派的民族志洞见和研究经验,为当下2019新型冠状病毒疫情危机中所进行的田野观察和分析,以期获得灵感和启示,并探索有可行性和操作性的研究策略和方法。     

用科学发展观指导医学教育改革和创新

科学发展观为高等医学教育的改革和发展提供了全新的思路。以科学发展观为指导,根据医学教育事业的发展,按照国际医学教育标准,全方位推进医学教育的改革和创新,强化素质教育,构建新的教学体系、管理监控体系以及教学保障体系,对于提高医学教学质量,培养高层次医学人才,实现国际标准本土化,具有重要的意义。     

犯罪对象新议

传统刑法理论认为,犯罪对象也即行为对象,是指犯罪行为直接作用的具体的人或物。而从价值哲学的角度分析,犯罪对象和行为对象应是两个不同的概念。即:犯罪对象是指受犯罪行为侵犯而为犯罪构成所必备的能表现犯罪客体的事物,而行为对象则指犯罪行为直接作用或指向的说明行为完整性的自然存在的人或物。     

入世对党风廉政建设和反腐败斗争的影响

中国加入世贸组织 ,标志着我国对外开放进入了一个新阶段 ,对正处于急速发展中的我国经济、政治、文化、国际地位等诸多方面都将产生深刻的影响 ,同时也会影响到我们正在强化中的党风廉政建设和反腐败工作 ,我们应抓住入世的有利时机 ,进一步加大从源头上预防和治理腐败工作的力度 ,铲除腐败现象蔓延的土壤和条件     

我校医学影像专业实施素质教育的实践与探索

三峡大学医学院开办医学影像专业有 16年历史 ,经历了从专科向本科转型过度。在素质教育和创新意识培养方面经过了多年的探索实践。大专层次的教育为社会培养了一批临床应用型专业人才 ,缓解了市场需求的压力 ,但部分学生客观上存在着知识面较窄小 ,缺乏后劲的问题。实施本科教育全面提高学生的综合素质需要在多方面下工夫 :转变教育思想 ,更新教育观念 ;转变培养模式 ;优化组合构建新的课程体系 ;强化科研 ,以科研促教学 ;通才教育与专才教育并举。探索本科生素质教育 6年 ,取得了可喜成绩 ,积累了一些经验     

医学院校实施发展性德育的价值探析

主体的发展性是现代德育的本质属性。现从发展性德育的价值追求着手,阐述发展性德育对医德目标的实现、医德情感的培养和医学人才培养的指导作用和借鉴价值。     

农村居民看病难、看病贵原因实证分析

利用扩展的线性支出系统模型(ELES),采用最小二乘法估计计算了我国农村居民的短期医疗服务需求价格弹性。研究结果表明:农村居民的短期医疗服务需求价格缺乏弹性。由于农村居民的短期医疗服务需求价格缺乏弹性,加上我国目前医疗体制存在的以药养医和医疗机构的逐利行为以及医疗市场缺乏有效的监管等问题,导致农村居民看病难、看病贵。解决这个问题,需要国家增加对卫生领域的投入,降低农民看病时自费的比例,增强卫生市场的竞争性,适当使医疗卫生资源向农村地区倾斜,并逐渐把医疗机构办成非盈利机构。     

我国医疗社会保险的体系及存在问题

随着中国加入WTO ,社会保障事业开始与世界接轨。其中的一个重要问题就是社会医疗保险制度的改革及确立。在建立和完善社会医疗保险制度的过程中 ,遇到很多问题 ,还有很多内容需要从理论和实践两方面进行探索。