Communication skills are of central importance within daily medical life providing effective treatment. In the modern high-tech field of medicine, trustful conversations play a prominent role. In order to help students of the Heidelberg Medical Faculty to be ready for their highly responsible role as communication partner, training is carried out in the framework of HeiCuMed (short for Heidelberger Curriculum Medicinale) using specially trained simulation patients. The communication and interaction training program (referred to as Medi-KIT) enables to practice conducting conversations with challenging communication partners and grave conversational content in difficult situations. Feedback from the standardized patients, as well as from peers and tutors represents a central didactic element.In order to secure knowledge transfer into daily clinic life and as well to build a relation to cognitive knowledge transfer, all medical students are assigned, alongside Medi-KIT lessons, to a ward, and training units are coordinated in terms of content to correspond with symptom-oriented lectures and parallel POL-groups (problem-oriented learning groups). In addition, communication learning objectives are examined at the end of the semester in the form of a clinical practical exam (OSCE: Objective Structured Clinical Examination) and at patient’s bedside (Mini-CEX: Mini Clinical Examination). The goal in imparting communication skills within medical education is that the longitudinal communication curriculum be maintained and continued in subsequent medical specialization studies. 相似文献
In this study the attitude towards the new nationality law in Germany is explained by a value/expectancy theory of attitude. 215 standardized face-to-face-interviews were performed with a quota sample. The results of this survey show that the value and expectancy theory of attitude is extremely successful in explaining the attitude towards the new nationality law. Models explaining the predictor variable of the attitude theory and a feedback-model were tested. 相似文献
Polynomial-time data reduction is a classical approach to hard graph problems. Typically, particular small subgraphs are replaced
by smaller gadgets. We generalize this approach to handle any small subgraph that has a small separator connecting it to the
rest of the graph. The problem we study is the NP-hard Balanced Subgraph problem, which asks for a 2-coloring of a graph that minimizes the inconsistencies with given edge labels. It has applications
in social networks, systems biology, and integrated circuit design. The data reduction scheme unifies and generalizes a number
of previously known data reductions, and can be applied to a large number of graph problems where a coloring or a subset of
the vertices is sought. To solve the instances that remain after reduction, we use a fixed-parameter algorithm based on iterative
compression with a very effective heuristic speedup. Our implementation can solve biological real-world instances exactly
for which previously only approximations were known. In addition, we present experimental results for financial networks and
random networks. 相似文献
Filtering economic time series can be justified if variations within a certain frequency interval are relevant for the problem at hand. It is shown here that exponential smoothing of seasonal differences provides a simple means of damping short oscillations, including seasonal ones. 相似文献
Two individuals who sustained traumatic brain injuries from motorcycle accidents were taught several verbal responses by using tact, mand, and intraverbal training procedures. The rate of acquisition for each operant and the transfer to untrained verbal operants involving the same response topography were measured. The results showed that tacts and intraverbals were acquired quickest, and training on the tact produced the greatest amount of transfer to the untrained verbal operants. Intraverbal training also resulted in transfer for both subjects, but to varying degrees. Direct mand training proved to be the least efficient way to generate a mand repertoire, and when acquired showed least amount of transfer to the untrained operants. These results seem to be in contrast with the findings of similar research with developmentally disabled individuals, and may have implications for methods of language instruction for the brain injured population.