Evidence-based psychotherapy is an idea and performance reform in the clinical practice of psychology which is influenced by evidence-based medicine. It proposes to integrate the best available evidence provided by researchers, the clinical expertise of practitioners, and the patient’s characteristics, cultures and preferences, so as to achieve the best treatment. The development of evidence-based psychotherapy can be divided into two stages: empirically supported treatments and evidence-based practice. This paper reviews existing problems as well as developing tendencies.
Objective To systematically review the effects of the early childhood physical activity program (ECPAP) on gross motor skill (GMS) in preschool children. Methods We searched Web of Science, PubMed, Cochrane Library, EBSCO SPORTDiscus with Full Text, CNKI, WanFangData and VIP databases to collect randomized controlled trails (RCT) about ECPAP for improving GMS in preschool children from the establishment of the database to August 8, 2022. Two reviewers independently screened the literature, extracted data, and assessed the risk of bias of the included studies. Meta-analysis was then performed using RevMan 5.4.1 and Stata 15.0 software. Results A total of 18 studies including 1 141 children in experimental group and 1 135 children in control group were included. The results of meta-analysis showed that after ECPAP, the GMS (SMD=1.96, 95%CI 1.44 to 2.49), locomotor skills (SMD=1.15, 95%CI 0.83 to 1.46) and manipulative skills (SMD=1.25, 95%CI 0.84 to 1.65) of the experimental group were significantly better than those of the control group (P<0.05). Conclusion ECPAC is considered to significantly promote the GMS of preschool children. Due to the limited quantity and quality of the included studies, more high-quality studies are needed to verify the above conclusion.
Objective To evaluate the effect and significance of PBL in clinical skills experiment teaching center (CSETC). Methods A total of 60 undergraduates in major of clinical medicine were divided into two groups according to their student ID. The control group (n=30) was set in an ordinary small classroom, while the experimental group (n=30) was in CSETC for fully using the teaching resources there. Both groups were taught with PBL method by same teachers, and the integrated final examination and questionnaire were adopted to evaluate the teaching effect. SPSS was used for statistical analysis. Results All 8 participated teachers believed that carrying out PBL in CSETC could promote teachers’ professional development, alleviate the shortage of teachers and classroom, increase the utilization ratio of CSETC, and improve the teaching quality. The results of survey on students showed that, compared with the control group, information management ability and clinical skills of students were improved obviously (Plt;0.01). Although there was no difference in total score of final exam, the experimental group was markedly higher than the control group in the score of clinical skill subject (Plt;0.01). Conclusion Carrying out PBL in CSETC can improve teaching quality, and clinical skills and information management ability of students. It is helpful to alleviate the shortage of teachers and classroom, and promote the teaching standards of CSETC.
【摘要】 目的 分析護理基本技能考核評分誤差產生的原因。 方法 使用單因素方差分析法對我校高中起點三年制護理專業2006級440名學生及2007年某校護理專業高中起點三年制護理專業2006級281名學生的護理基本技能考核成績進行分析，并從2006級440名學生中隨機抽取129名學生利用自制問卷進行調查。 結果 考核項目和監考教師不同是造成學生護理基本技能考核成績評分存在誤差的主要原因。 結論 監考教師應統一并細化考核標準及制定護理基本技能考核項目難度系數。【Abstract】 Objective To analyze the reasons of grading error in nursing basic technique examination. Methods The results of nursing basic technique examination of 440 three-year-college students in grade 2006 majored in nursing in Cangzhou Medical College and 281 three-year-college students in grade 2007 majored in nursing in Hebei Provincial Medical College were retrospectively analyzed by one-factor analysis of variance, and 129 students who were selected randomly from the students in grade 2006 were investigated via a self-made questionnaire. Results The reasons of grading error were different assessment items and different invigilators. Conclusion Unifying the difficulty level and the standard of the assessment may decrease the grading errors in nursing basic technique examination.