Parasitology Education 2001

DENNIS J. RICHARDSON; JULIE L. GAirraiER; JILL S. KoRmco

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Parasitology Education 2001

机译：寄生虫学教育2001

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An electronic survey of 728 members of the American Society of Parasitologists (ASP) was conducted to determine perceptions about parasitology education and to gain insight into the current state of academic parasitology. Two hundred and seventy-five ASP members responded for a return rate of 37.7%. Most respondents perceived that fewer parasitology courses were being offered at the undergraduate and graduate levels. When asked about their perceptions concerning changes in the overall quality of instruction in parasitology, 27.4% indicated a decrease, 19.9% indicated an increase, and 25.5% indicated no change There has been an apparent steady increase in the number of female parasitologists. In the >60 age group, women comprised 8.2% of respondents, whereas in the 30 yr or younger age group, women comprised 54.5%, Thirty-eight and 16 ASP members actively involved in undergraduate and graduate teaching, respectively, requested specific surveys addressing parasitology education. These surveys revealed no significant differences in the number of parasitology courses taught in 1980, 1990, and 2001 at both the undergraduate and graduate levels. Survey responses of 12 of the 20 veterinary schools in the United States and Canada revealed that 61..4 contact hours in parasitology are required of veterinary students. This reflects no significant change from 1990. Of 41 medical schools responding to a survey, 51.3% do not require a course in parasitology and 35.6% offer no parasitology course. The average 12.3 contact hours in parasitology required for graduation from medical school is significantly lower than the average 14.5 hr required in 1990.

机译：对美国寄生虫学会（ASP）的728名成员进行了电子调查，以确定对寄生虫学教育的看法，并了解当前的学术寄生虫学状况。 275名ASP成员的回报率为37.7％。大多数受访者认为，本科和研究生阶段开设的寄生虫学课程较少。当被问及他们对寄生虫学整体教学质量变化的看法时，有27.4％的受访者表示减少，有19.9％的受访者表示增加，有25.5％的受访者表示没有变化。女性寄生虫学家的人数明显稳定增加。在60岁以上的年龄段中，女性占受访者的8.2％，而在30岁以下的年龄段中，女性占54.5％，积极参与本科生和研究生教学的38位和16位ASP成员要求进行针对性的调查寄生虫学教育。这些调查显示，1980年，1990年和2001年在本科和研究生两级教授的寄生虫学课程数量没有显着差异。在美国和加拿大的20所兽医学校中，有12所的调查结果表明，兽医学生需要61..4个小时的寄生虫学接触时间。与1990年相比，这没有太大变化。在接受调查的41所医学院中，有51.3％的学校不需要寄生虫学课程，而35.6％的学校没有提供寄生虫学课程。从医学院毕业所需的寄生虫学平均接触时间为12.3小时，大大低于1990年的平均14.5小时。

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《Comparative parasitology》 |2004年第1期|共8页
作者
DENNIS J. RICHARDSON; JULIE L. GAirraiER; JILL S. KoRmco;
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正文语种 eng
中图分类医学寄生虫学;
关键词
parasitology education; medical school curriculum; veterinary school curriculum.;

机译：寄生虫学教育;医学院课程;兽医课程。;

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1. Parasitology Education 2001 [J] . DENNIS J. RICHARDSON, JULIE L. GAirraiER, JILL S. KoRmco Comparative parasitology . 2004,第1期

机译：寄生虫学教育2001
2. Tropical medicine and parasitology, 5th edition Edited by Wallace Peters and Geoffrey Pasvol. Mosby 2001, ISBN 0723431914, Paperback, 353 pages, illustrated, ￡39.95 [J] . T.J.Evans International journal of infectious diseases : . 2003,第2期

机译：《热带医学与寄生虫学》，第5版，由华莱士·彼得斯（Wallace Peters）和杰弗里·帕斯沃尔（Geoffrey Pasvol）编辑。 Mosby 2001，ISBN 0723431914，平装本，353页，插图，￡ 39.95
3. Diagnostic Parasitology Course, Uniformed Service University of the Health Sciences, Bethesda, MD, July 30–August 10, 2001 [J] . Journal of Parasitology . 2001,第2期

机译：卫生科学统一服务大学诊断寄生虫学课程，马里兰州贝塞斯达，2001年7月30日至8月10日
4. Research on Journal Papers supported by National Education Sciences Planning Projects - Quantitative Analysis on CSSCI Journal Papers in 2001 - 2012 [C] . Congyu Duan, Wen Yu International Conference on Education, Economics and Social Science . 2019

机译：国家教育科学策划项目支持的杂志研究 - 2001 - 2012年CSSCI杂志数量分析
5. U.S. Immigration Reform: A Policy Analysis of the Development, Relief, and Education for Alien Minors (DREAM) Act Between 2001 and 2012 [D] . Elliott, Nickola 2019

机译：美国移民改革：2001年至2012年间《外国人未成年人的发展，救济和教育（DREAM）法案》的政策分析
6. Emerging Need for Parasitology Education: Training to Identify and Diagnose Parasitic Infections [O] . James R. Palmieri, Shaadi F. Elswaifi, Karen K. Fried 2011

机译：对寄生虫学教育的新需求：识别和诊断寄生虫感染的培训
7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. KKT is a science wing that tries to solve human problems with a wider perspective aimed at solving problematic human behaviors (Plumb, Stewart, Dahl and Lundgren, 2009). It is seen that there is very little research about the new approach of ACT approach when the aiming country of our country is screened and it is thought that our country will contribute to the field of psychological counseling with the work done. In the scope of the research, experimental and control groups and preliminary test, post-test and follow-up measurements of 2x3 experimental design were used. The study's study group consists of a total of 24 (12 experimental and 12 control groups) university students studying in different departments and levels, continuing their education in the academic year of 2015-2016 in Ağrı province and İbrahim Chechen University in 2015-2016 academic year. The average age of participants in the experiment and control group is 20. There were 12 participants in the experimental group, 7 female and 5 male, and 12 participants, 7 female and 5 male in the control group. Personal Information Form and Decision Making Style Scale prepared by the researcher were used in the research. In order to decide on the tests to be used in the course of analyzing the data, the scores of the participant's Decision Styles Scale pre-test, which are placed primarily in the experimental and control groups, it was analyzed whether the basic expectations of parametric tests were answered. As a result of the analysis made, the scores, skewness and kurtosis coefficients obtained from the Decision Making Styles Scale were given to the experimental and control groups. It was determined that the distribution was normal in the result of Shapiro-Wilk test, in which the skewness and kurtosis coefficients of each sub-scale were ranked between -1 and +1. Participants in the experimental and control groups; homogeneity test results for decision-style pre-test measurements indicate that the data are homogeneous. According to the results of the Mauchly Globalness Test, it has been determined that working supports the hypothesis. It was determined that there was no significant difference between the pre-test scores obtained from dependent decision-making style of experiment and control groups, but the test group showed lower mean scores at the significant level within the scores of post-test and follow-up tests. Therefore, it can be said that the ACT-oriented psychoeducation program applied to the experimental group reduces the dependent decision-making style scores from the decision style sub-dimensions and the psychoeducation program has a lasting effect. It was determined that there was no significant difference between pre-test, post-test and follow-up scores obtained from the Spontaneous-Instant Decision Style of experiment and control groups. Thus, it can be said that this situation does not cause a significant difference in the Spontaneous-Decision-Making Style scores from the decision style sub-dimensions of the ACT-oriented psychoeducation program applied to the experimental group. The ACT -oriented psychoeducation program had a decline in the intuitive decision-making styles of the individuals, but this decrease did not create significant differences. Thus, it can be said that this situation does not make a meaningful difference in the intuitive decision style scores from the decision style sub-dimensions of the KKT oriented psychoeducation program applied to the experimental group. The pre-test scores obtained from the rational decision-making style of the experimental and control groups showed that there was a difference between the post-test and the follow-up scores, but this difference was not significant. As a result of the analysis, it was determined that the test group had higher levels of rational decision style than the pre - test scores in the post test and follow - up scores, whereas the post test and follow - up test scores in the control group rational decision style showed a decrease compared to the pre - test scores. the pre - test scores. Decision-making Styles Scale Avoidant Decision Making As a result of the analysis of the mean scores of the subscale scores of pre-test, post-test and follow-up measures, the group effect was found to be insignificant. It was determined that the experimental and control groups differed significantly from the pre-test scores obtained from the avoidant decision-making style but did not show any significant change within the scores of the post-test and follow-up tests. [O] . mustafa ercengiz, ali haydar şar 2018

机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

Parasitology Education 2001

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