|必听|1月15日《新英格兰医学杂志》综述(语音版)及文章精选

全球医生组织 全球医生组织


[好文分享:www.tt44.com]


[好文分享:www.tt44.com]

医学生或民众卫生药学专业的学生天天听,每周对峙下来,一年后会有纷歧样的感受。

1月15日《英格兰医学杂志》[语音综述]

Jan. 15th, 2020 (摘要):

Featuring articles on anifrolumab for systemic lupus erythematosus, difelikefalin in hemodialysis patients with pruritus, a trial of erythropoietin in preterm infants, lowering lipoprotein(a), tamping down interferon signaling, and beta-blockers and tetralogy of Fallot; 

A review article on suicide; a case report of a man with fever and respiratory failure; and Perspective articles on dialogic praxis, on sounding the alarm on climate change, and on treating addiction as a terminal disease.





NEJM主编访谈:社会医学及剖析实践方式





Dr. Dominique Béhague from Vendibelt Univ.





NEJM出色文章速读



社会剖析概念:对话实践

对于青少年的心理障碍,稀奇是有抵制社会和危险行为的青少年,社会剖析和心理指点的方式至关主要。

由此也延申至分歧的医护人员和患者的关系,稀奇是具有潜在的危险行为,该当若何解决?


Social Analysis Concept: Dialogic Praxis

Dr. M. waseducated in the 1990s in an interdisciplinary curriculum encompassing medicine, social sciences, and psychodynamic principles. 

This approach encourages clinicians and patients to analyze symptoms such as anger, agitation, or anxiety not solely as internal problems but also as meaningful responses to external stressors. 

Therapeutic strategies encourage patients to explore their symptoms’ significance, which requires in-depth knowledge of their relationships and social environments. 

Clinicians sometimes work in schools, with families, and with community organizations to facilitate problem solving and learn more about their patients’ environments. 

Clinicians with furthertraining in social epidemiology and social medicine — specialties that, in Brazil,emphasize structural determinants of health — consider stressors associated with socioeconomic inequity and social conflict to be key.

The social theories underpinning clinicians’ training emphasize the importance of “dialogic praxis,” a theory of learning and social change developed by Brazilian educator and philosopher Paulo Freire. Freire decried what he called “banking” forms of pedagogy, in which students are treated like banks and teachers deposit knowledge for passive learning and later withdrawals. Dialogicpedagogy, by contrast, raises students’ and teachers’ critical awareness by creating conditions for learning through open, democratic dialogue. 

According to Freire, dialogic approaches must be praxis-oriented: students and teachers must act on their environments in order to produce new understandings of their social and personal realities, and they must transform those realities by means of further action and reflection.

provided by NEJM 

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