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find Author "危薇" 2 results
  • Attentive Function in Patients with Epilepsy

    【摘要】 目的 探讨癫痫患者注意功能受损的特点。 方法 2008年12月-2009年12月选取69例癫痫患者作为病例组,35例正常人作为对照组,分别用持续操作任务实验(continuous performance test,CPT)、斯特鲁普实验(Stroop)和双任务实验测查持续注意、选择注意和分散注意功能。 结果 与对照组相比,病例组CPT反应时延长,漏报率增加(Plt;0.05);Stroop实验冲突条件下反应时延长,冲突、一致和中性条件下错误率增加,冲突和中性条件下的反应时干扰量和错误率干扰量增加(Plt;0.05);双任务比单任务划销方格数目减少,字符串正确率减少,双任务减退程度增加(Plt;0.05)。 结论 癫痫患者的持续注意、选择注意和分散注意功能均受损。【Abstract】 Objective To observe the damages of attentive function in the patients with epilepsy.  Methods From December 2008 to December 2009, 69 patients with epilepsy and 35 healthy people were selected as the patients group and control group. All the selected ones underwent continuous performance test (CPT), Stroop test and dual task, respetviely, to assess their sustained attention, selected attention and divided attention. Results In CPT, the reaction time prolonged and the omission rate increased significantly in the patient group compared with those in the control group (Plt;0.05). In Stroop test, the reaction time in the patients group prolonged under incongruous condition, and error rate increased under incongruous, congruous and neutral conditions. The reaction time interfered effects and error interfered effects increased under incongruous and neutral conditions (Plt;0.05); the boxes crossed and right rate of digit strings decreased and decrement increased during dual task than single task in the patient group (Plt;0.05). Conclusion The sustained attention, selected attention and divided attention of patients with epilepsy are impaired.

    Release date:2016-09-08 09:25 Export PDF Favorites Scan
  • 翻转课堂联合微信的教学模式在脑电图实习带教中的应用研究

    目的 探索翻转课堂联合微信教学模式在脑电图实习中的应用效果价值。方法收集120名在脑电图室实习的研究生,分为研究组和对照组各60名。研究组采用翻转课堂联合微信教学模式4周,课前教师通过微信群发送学习资料,课堂上着重讲解知识的重、难点,课后通过微信群发布和批改作业。对照组采用传统教学4周,教学末日通过对学生考核和学生参与的问卷调查评估教学效果。结果 与对照组相比,研究组的平时表现(t=3.611,P=0.001)和实践技能(t=3.207,P=0.002)考核的得分明显较高,而两组理论知识考核无显著差异(P>0.05)。问卷调查表明研究组的教学参与度(t=3.125,P=0.003)、教学效率(t=11.322,P<0.001)、培养学生临床思维(t=2.682,P=0.009)、提升专业能力(t=2.860,P=0.006)和提升自主学习能力(t=9.123,P<0.001)均优于对照组。教学效率和提升自主学习能力的差异最为显著。结论 翻转课堂联合微信教学模式有利于学生主动学习、将理论与临床实践相结合,更好地掌握脑电图,适用于脑电图实习带教。

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