postgraduate student的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列股價、配息、目標價等股票新聞資訊

Methods of Clinical Epidemiology

為了解決postgraduate student的問題，作者 這樣論述：

This book provides an introduction to the common research methodology specific to clinical epidemiology for both students and researchers. The goal of the book is to fill the gap left by texts that concentrate on public health epidemiology and focuses on what is not covered well in such publications

. The four sections of the book cover methods that have not previously been brought together in one volume and serve as a second level textbook of clinical epidemiology methods. Some of the most important topics included in this volume are: clinical agreement in quantitative measurements, interpreta

tion of diagnostic tests, sample size considerations, modelling time-to-event data and meta-analysis. The book will be useful for clinical researchers as well as for postgraduate students in clinical epidemiology. In this second edition, sections related to modeling of binary outcomes and research s

ynthesis methods have been extensively updated. Suhail Doi is associate professor of clinical epidemiology at the University of Queensland. He is involved in teaching, student supervision, curriculum development and research. He has published widely and his interest lies in research that addresse

s unanswered questions in patient care as well as questions related to methods of research design and analysis used in medicine. Thus his research focuses on patient care topics such as epidemiology, prognosis and treatments of disease as well as methodology especially that related to meta-analysis.

He is the co-author of the Doi-Thalib method for meta-analysis which was introduced in 2008 as an alternative to the random effects model. Gail Williams is professor of international health statistics at the University of Queensland. She has had long involvement in curriculum development and teachi

ng in graduate programs in biostatistics and epidemiology, as well as consulting in clinical medicine and public health. Her specific areas of expertise include design and analysis of longitudinal studies, clinical and field intervention trials, survey design, and mathematical modelling. The focus o

f her applied research has been maternal and child health, a range of infectious diseases, and skin cancer. Her methodological areas of interest lie in statistical and mathematical modelling and approaches to dealing with attrition in longitudinal studies.

postgraduate student進入發燒排行的影片

團隊導向學習對加護病房護理人員在葉克膜學習成效探討

為了解決postgraduate student的問題，作者黃如敏 這樣論述：

背景：體外膜氧合(Extracorporeal membrane oxygenation, ECMO)俗稱葉克膜，是一種體外人工心肺輔助裝置，主要暫時性提供給心肺衰竭病人。近期葉克膜臨床功能角色多元，因此需求量與日俱增，護理人員對ECMO知識、技術學習培訓需求量增加，國內目前葉克膜教育訓練多以傳統授課方式，缺乏多元化創新的學習途徑。希望導入新穎的教學方法提升加護病房護理人員對葉克膜臨床應變的知識，確保葉克膜裝置、照顧與危機處理是安全的。目的：團隊導向學習(Team-based learning, TBL)對加護病房護理人員葉克膜臨床應變相關教育之認知學習成效。探討TBL介入加護病房護理人員葉

克膜臨床應變相關教育對自我導向學習能力、臨床推理能力、學習滿意與團體參與之間相關性因素。方法：本研究採類實驗設計及方便取樣，研究對象為南部某區域教學醫院的加護病房護理師及專科護理師，分為實驗組56人、對照組47人，共103人。接受「葉克膜臨床應變相關認知量表」前後測，以團隊導向學習教學法介入實驗組，傳統課室教學法介入對照組為設計，並於課前、課後立即與課後兩週後分別進行認知測試。資料以IBM SPSS Statistics 25 中文版套裝軟體進行描述性統計、t test、Paired t-test、Pearson’s correlation、ANOVA及Repeated Measure等推論性

統計分析。結果：1.TBL教學法比傳統教學法，對提升加護病房護理人員葉克膜臨床應變相關教育課程認知成績、自我導向學習能力與臨床推理能力皆具顯著成效。2.TBL教學法介入後，加護病房護理人員葉克膜臨床應變相關教育課程的認知程度、自我導向學習能力與臨床推理能力前後皆具顯著成效。3.TBL教學法介入分別在自我導向學習與臨床推理、學習滿意度、團隊參與顯著正相關。4.傳統教學法對加護病房護理人員葉克膜臨床應變相關教育課程認知成績與臨床推理能力皆具顯著成效。5.加護病房護理人員人口屬性在教育程度與照顧經驗對學習課程認知程度有顯著成效，而對自我導向學習與臨床推理能力皆無顯著差異性。結論：本研究在加護病房護理

人員對葉克膜臨床應變認知前測結果明顯不足，利用TBL創新/翻轉教育課前的預習準備與課程中小組討論，能提升並激發自主學習動機，刺激臨床思辨能力，有助於提升課程內容的瞭解及學習滿意度。

Osces Made Easy: A Guide for Medical Students and Junior Doctors

為了解決postgraduate student的問題，作者Kapp, Joshua Rainer,Moeckli, Beat,Kaser, Samuel 這樣論述：

＂OSCEs Made Easy is tailored for undergraduate medical students and postgraduate medical trainees. It is a practical guide on how to prepare rigorously and systematically for OSCEs, and to secure yourself a high scoring result. A compilation of personal revision notes, combined with stories about

what worked well, the objective of this book is to provide every final year medical student with the information we wish we had known going into OSCE revision. For what it is worth, all of us contributing to this book passed the OSCEs with distinctions! This book is not just an exam crammer. It is

also an excellent resource for the first years on the clinical wards challenged by a complex patient on the cardiology ward, or for those who forgot how to properly examine a patient with a neurological complaint in the emergency room. The reader of this book will be provided with the resources to t

ake a focused history, perform a proper examination, prescribe and do basic procedures＂--

健康倡議及藥學倡議之教學：概念分析及學習成效評估

為了解決postgraduate student的問題，作者張鈞婷 這樣論述：

健康倡議被認為是醫療專業人員的社會責任，然而健康倡議的定義在不同醫事職類的研究中有所不同，目前對於如何教導學生健康倡議亦沒有共識。因此，本研究旨在了解文獻中健康倡議的特徵、了解學生對於健康倡議和藥學倡議的認知、了解藥學生學習健康倡議的學習歷程並評估在社區藥局課程前後，學生對於健康倡議的態度和自我效能的變化。本研究由概念分析、質性研究和量性研究三個部分組成。首先，收集教導醫藥衛生學生健康倡議之研究，並使用Rodgers 進化式循環分析法探討健康倡議在文獻中的屬性、因素、結果、替代詞及相關概念，以了解健康倡議在各醫療領域之概念。再者，使用主題分析法分析導入健康倡議之社區藥學課程中藥學生的反思作業

內容，以了解學生對於健康倡議概念的認知、學生學習歷程以及比較學生認知與文獻中健康倡議特徵之差異。最後，在隔年的社區藥學課程以問卷評測學生對於健康倡議之態度及自我效能前後測之差異。研究結果顯示，在概念分析中，健康倡議包含九個屬性，分別為（1）立法：參與立法活動並為政策改變採取行動、（2）溝通：人際溝通或通過媒體進行溝通、（3）合作：與其他醫療專業人員合作、（4）領導：領導一群人、（5）支持：支持個人、社區或公眾、（6）專業：利用知識及專業知識、（7）代表：代表人群的聲音、（8）意識：提高社會正義的意識及（9）獲取：確保資源和資訊的獲取。在質性研究中，學生表示他們學習倡議以發揮專業並改變現狀。此外

，他們認為在課程結束後他們的倡議能力、知識和態度都有所提升。在學生的反思作業中，發現其中部分學生對於辯論議題的反思程度變化大於其他學生，而此變化可能受到學生所分配到的辯論議題以及每位學生個人反思能力所影響。在量性研究中，問卷前後測的結果在三個構念—自我效能（Δ：6.460，p