ABSTRACT
Introduction: Addition of fentanyl to bupivacaine orropivacaine in epidural space will increase duration andquality of analgesia with similar safety profile. Study aimed tocompare epidural Inj. Bupivacaine 0.1% + Inj. Fentanyl andInj. Ropivacaine 0.1% + Inj. Fentanyl for onset, effectivenessand duration of analgesia, to study motor blockade intensity,to study hemodynamic parameters, to study technical anddrug related complications in mother and baby and to studyacceptability of technique by patient.Material and methods: A prospective interventional studywas conducted on 50 adult females with primigravida /multigravida full term pregnancy for epidural analgesia underASA 1 & 2. Unpaired Student t test was used to interpret theresults.Results: Patients got more pain relief and satisfaction withropivacaine+fentanyl as compare to bupivacaine+fentanyl.Conclusions: Addition of fentanyl to bupivacaine orropivacaine in epidural space increase duration and qualityof analgesia with similar safety profile and reduce therequirement of local anesthetic drugs during labour. It didnot hamper ambulation and bearing down of patient and hadsimilar incidence of maternal and fetal outcome, with goodpatient satisfaction.
ABSTRACT
Objective To explore the differences of curricula setting of medical students in China and the United States,and the enlightenment for medical education in China.Methods The curriculum of the 8-year students in Grade 2010 of Peking University was compared with the schedule of medical students in the same grade at the Pittsburgh University,specifically for the number of courses,the distribution of courses,the training of innovative abilities,and the doctor-patient communication courses.All the data were analyzed by SPSS 20.0,and t test and chi-square test were used for statistical analysis.Results The total number of courses in the two medical schools was similar.The number of study weeks per year for Peking University was (41.6 ± 8.7) weeks while that of Pittsburgh University was (39.6 ± 8.5)weeks,without statistically significant difference (t =1.414,P=0.200).Courses of both universities were distributed from comprehensive courses to medical courses and from basic courses to clinical courses,and the professional courses were similar.Innovative ability training and doctor-patient communication education were reflected in the curriculum of both universities,but the training courses of the University of Pittsburgh began earlier and the form was more flexible.Among them,there was a total of 47 learning hours of the doctor-patient communication lecture in Peking University while the number of Pittsburgh University was 140 learning hours,including lectures and communication with standard patients and real patients.The difference was statistically significant (~=67.45,P=0.000).Conclusion After more than 20 years of medical education reform,the curricula of medical students in China have basically reached the level of developed countries.Professional courses are similar to those of medical schools in developed countries.However,it is still necessary to strengthen the cultivation of innovative ability and medical humanities education.