Impact of learning effect on reliability factors and global indices in visual field testing by standard automated perimetry in normal healthy subjects and primary open-angle glaucoma patients to obtain an accurate baseline perimetry chart

Purpose: To record and evaluate the reliability parameters (fixation loss (FL) %, false positive (FP) %) and global indices (mean sensitivity (MS), mean deviation (MD), pattern standard deviation in dB) in three visual field test sessions within two weeks to assess the learning effect in normal healthy subjects and POAG patients and comparison of learning effect gender wise and age wise in primary open?angle glaucoma (POAG) patients. Methods: This study was a prospective observational study. An oculus visual field testing was done and analyzed in 30 eyes of POAG patients and 30 eyes of normal healthy subjects in three visits. Results: There were 16 (53.3%) males and 14 (46.6%) females in the POAG group and 16 (53.33%) males and 14 (46.66%) females in the normal healthy subject group. A significant difference in data change between each visit in FL, FP, MD, MS was found though the difference was more pronounced in the second visit than in the third visit. The pattern standard deviation does not change significantly in subsequent visits in both groups. Gender wise and age wise no significant difference was found in the POAG group. Conclusion: Significant improvement in reliability parameters and global indices with each subsequent visit in both the POAG group and normal patients signifies the importance of learning effect on these parameters and the need to perform at least three tests to get the baseline perimetry chart, especially in POAG patients, while in normal subjects, second perimetric result can be accepted. It was also concluded that the learning effect is not influenced by age and gender.

Application of context-input-process-product model combined with integrated teaching in standardized training of medical oncology / 中华医学教育探索杂志

Objective:To investigate the application of the decision-oriented context-input-process-product (CIPP) model combined with integrated teaching in standardized training of medical oncology.Methods:A total of 98 standardized training residents who participated in standardized training in Department of Oncology, Jiangsu Cancer Hospital, were enrolled as subjects, and they were divided into control group and observation group using a simple random number table, with 49 residents in each group. The residents in the control group received routine teaching, and those in the observation group received CIPP model combined with integrated teaching. The two groups were compared in terms of department examination score and assessment of subjective learning effect, and the observation group was assessed in terms of critical thinking ability before and after training. SPSS 22.0 was used for the t-test. Results:Compared with the control group, the observation group had significant increases in theoretical examination score ( t=2.95, P=0.004), practical operation score ( t=17.04, P<0.001), and total score ( t=3.55, P=0.001). After training, the observation group had significant increases in the scores of each dimension of critical thinking ability and the total score of critical thinking ability ( t=2.89, 3.55, 3.37, 3.20, 3.13, 2.67, 3.06, 3.13; P=0.005, 0.001, 0.001, 0.002, 0.002, 0.009, 0.003, 0.002). The observation group had significantly higher assessment scores of subjective learning effect than the control group ( t=3.46, 3.56, 2.83, 2.85, 2.57, 3.07; P=0.001, 0.001, 0.006, 0.005, 0.012, 0.003). Conclusion:The CIPP model combined with integrated teaching can improve the department examination score and critical thinking ability of standardized training residents in medical oncology, with good assessment results of subjective learning effect.

Evaluation of hierarchical teaching model in advanced training of therapeutic blood component apheresis / 中国输血杂志

【Objective】 To explore the efficiency of hierarchical teaching model in advanced training of therapeutic blood component apheresis. 【Methods】 A total of 76 students who participated in the advanced training(≥3 months) of therapeutic blood component apheresis in Blood Transfusion Department of our hospital from January 2016 to December 2021 were taken as subjects. They were divided into observation group(hierarchical teaching mode, n=46) and control group (traditional teaching mode, n=30) using random number table method. The assessment scores of the two groups in terms of theoretical knowledge and experimental operation ability before and after the advanced traning were compared, and the satisfaction of students for the teaching models were collected by questionnaires. 【Results】 After training, the average score of the observation group and control group in terms of theoretical knowledge and experimental operation ability were 52.57±2.17 vs 51.00±2.73, 34.74±1.99 vs 33.40±2.42, respectively (P<0.05), and the training satisfaction was 95.35% (41/43) vs 78.57% (22/28) (P<0.05). 【Conclusion】 Compared to traditional teaching mode, hierarchical teaching mode in advanced training of therapeutic blood component apheresis has better effect on the trainees to master relevant theoretical knowledge and operational skills.

Outcome Evaluation of a Nationwide Education Program for Primary Palliative Care

Background: In Japan, a nation-wide education program for primary palliative care (the Palliative care Emphasis program on symptom management and Assessment for Continuous medical Education: PEACE) was established in 2008. In 2018, this program was revised from a two-day workshop to a hybrid program combining e-learning with a one-day workshop. This study aimed to assess the changes in participant knowledge and difficulties after having completed the revised education program. Methods: The subjects of this study were all participants who completed the revised program from April 2018 to March 2019. We conducted a pre-post survey via the e-learning system, and measured scores on the palliative care knowledge questionnaire to evaluate PEACE (PEACE-Q) and Palliative Care Difficulties Scale (PCDS). Results: A total of 11,124 participants completed the revised program from June 2018 to March 2019. Participants’ knowledge improved significantly according to the PEACE-Q with a total score of 24.1 and 30.0 (p<0.0001), and difficulties diminished as indicated by the PCDS with a total score of 45.2 and 39.2 (p<0.0001). Participants in different professions obtained similar results. Conclusion: Participants’ knowledge and difficulties improved after the revised nationwide primary palliative care education program. Similar results were obtained by participants in different professions.

Retrospection of the new trend in nuclear events influences the learning effect of radiation medicine / 中华医学教育探索杂志

Radiation Medicine is a required subject for the students in the military medical univer-sity at present. However, some of those students are short of a deep understanding of the importance of this curriculum, which results in the changes of their learning attitudes, the lack of the proper attention on this subject, as well as the poor teaching results because of the out-dated teaching contents, the lack of the clini-cal cases, and the compression of this course, etc. Notably, the impact of the nuclear threat on the world is deepening, and the use of nuclear energy in all fields is increasing. Therefore, it is quite necessary to carry out the medical rescue after suffering from the sudden nuclear accident or nuclear threat, especially to cope with the radiation injuries well in the future battlefield by learning this course well. Based on the new trend of the nuclear threats, the nuclear accidents and the nuclear terrorism at present, we discussed how to im-prove the enthusiasm of the students in learning this course, and to enhance their learning effect.

Exploration of online learning mode for refresher doctors prehospital training and evaluation of learning effect in Peking Union Medical College Hospital / 基础医学与临床

Objective Carry out the reform of the online learning mode of prehospital training for refresher doctors , and evaluate the effect of reform in Peking Union Medical College Hospital .Methods An exploration was carried out on the refresher doctors prehospital training mode from traditional classroom teaching to online learning , Estab-lished the online learning system .Evaluated the effect of online learning by the way of questionnaire investigation andreexaminationamong289refresherdoctors.Results 289refresherdoctorshavecompletedthestructuredon-line courses of prehospital training , and the average pass rate of the first test was 42.2%.The questionnaire and retest was conducted , A total of 262 doctors completed the work , The recovery rate was 90.7%, and the average pass rate of retest was 74.9%, showing improvement by 32.7%.Conclusions Online learning mode is an effec-tive tool for knowledge dissemination , and has a better learning effect .

Evaluation of the effect of learning on the full extent of inspiratory and expiratory pressure in healthy adults / Avaliação do efeito de aprendizado na mensuração das pressões inspiratória e expiratória máximas em adultos saudáveis

BACKGROUND: Measurements of maximal inspiratory and expiratory pressure are used to assess the pressure developed by the respiratory muscles and the passive elastic recoil of the pulmonary system. Such measurements are also used as criteria for weaning from mechanical ventilation, to determine the functional consequences of several systemic diseases and the development of lung diseases and neuromuscular disorders. The test in na outpatient setting is easy to perform, well tolerated and has predictive value OBJECTIVE: To verify the presence of a learning effect in measurements of maximal inspiratory and expiratory pressures. METHODS: We performed 15 sequential measurements of Maximal Inspiratory Pressure and 15 of Maximal Expiratory Pressure in 71 individuals. Results for both series were compared throughout each series. RESULTS: The comparison between the first and the other measurements showed no statistically significant differences. (p > 0.05). CONCLUSIONS: There was no learning effect with 15 repeated measurements of Maximal Inspiratory or Expiratory Pressure in healthy adults.

INTRODUÇÃO: Medidas de pressão inspiratória máxima e pressão expiratória máxima são usados para avaliar a força desenvolvida pelos músculos respiratórios. Tais medidas são também utilizadas como critérios para o desmame da ventilação mecânica, para determinar as consequências funcionais de várias doenças sistêmicas e do desenvolvimento de doenças pulmonares e neuromusculares. OBJETIVO: Verificar a presença do efeito de aprendizado nas mensurações de pressão inspiratória e expiratória máximas. MÉTODO: Foram realizadas 15 medições sequenciais de pressão inspiratória máxima e 15 de pressão expiratória máxima em 71 indivíduos. Os resultados para ambas as séries foram comparados ao longo de cada série RESULTADOS: As comparações entre a primeira e as demais medidas não apresentaram diferenças estatisticamente significativas (p > 0,05). CONCLUSÃO: Não houve efeito aprendizado em 15 medidas repetidas de pressão inspiratória máxima ou pressão expiratória máxima em adultos saudáveis.

Research learning evaluation system and indicators connotation of problem-based in small-group teaching model / 中国实用护理杂志

Objective To build learning evaluation system and indicators connotation of problem-based in small-group teaching model.Methods Delphi technique was used to build learning evaluation system of problem-based for course of nursing education through a two-round expert consultation among 30 experts in Zhejiang province.Results The experts' authority coefficient was 0.89,determination coefficient was 0.90,and familiar confficient was 0.88.The finally learning evaluation system of problem-based for course of nursing education consisted of 3 first-level indicators,14t second-level indicators and 41 third-level indicators.The coordination coefficients of first-level indicators and second-level indicators were 0.37 and 0.31,respectively,there was significant difference,P＜0.01.Conclusion This project has a rigorous and reliable construction process with strong theoretical and practical significance,and could be used as a guidance and reference for problem-based in small-group teaching for course of nursing education.

Strengthen teachers' development appraisal help to improve quality of medical education / 中华医学教育探索杂志

Development appraisal of teachers is different from summative appraisal.It pays attention to teachers' initiative while improving the quality of education.It fits to the improvement of students' learning effect in some aspects,such as people-centered concept,reflective thinking,improving teaching effect and making good atmosphere and so on.We should increase research in and propaganda for development appraisal of teachers,including making theoretical innovation,updating and enriching contents,being scientific and operable in form,establishing and consummating the mechanism.

A study of the impact of classroom psychological environment on English learning effect / 中华医学教育探索杂志

Correlation analysis shows that the total scores of the psychological environment of English classrooms correlate significantly with the scores of the final exams,indicating that classroom psychological environment can produce significant impact on English learning effect. Both correlation analysis and independency analysis of the component factors of classroom psychological environment and the final exams show that students'study behavior can produce significant impact on their English learning effect,while classroom interpersonal relationships,classroom atmosphere,teachers'teaching behavior and students'individual psychological experience have no significant impact on the English learning effect.

The Effect of Web-based Multimedia Contents for a Course of Physical Examination and Health Assessment / 간호학회지

PURPOSE: This study was to test the effectiveness of Web-based multimedia contents for Physical Examination and Health Assessment on learning achievement. METHOD: Multimedia contents based on Jung's teaching and learning structure model were used to enhance learning achievement. Learning achievement was measured by the knowledge of Physical Examination and Health Assessment. The participants of this study were students in a BSN and RN-BSN program in a university located in Seoul. 59 students in the experimental group received lectures using web-based multimedia contents and 75 students in the control group received regular lectures. RESULTS: The mean score of the degree of educational achievement in the experimental group(mean=31.09) was significantly higher than in the control group(mean=25.55)(t=-3.883, p=.000). CONCLUSION: These web-based multimedia contents were found to maximizethe effectiveness of the teaching process when used as a teaching aid, and yet kept the strength of a face to face teaching learning method. This program is recommended as part of a main text, vital teaching aid or cyber lecture materials in nursing schools and in health care educational institutions.

Learning Effects of Computer-aided Anatomy Laboratory / 한국의학교육

To determine whether computer aided sessions can effectively replace some of the labor intensive laboratories in human gross anatomy, second-year medical students at the College of Medicine, Chung-Ang University were randomly assigned to either a traditional cadaver-dissection or self-learning using intensive computer programs of gross anatomy covering the same materials. After finishing the six-week anatomy course covering the upper and lower extremities, two groups of students were tested in written and practical examinations. Even though they were tested on an actual cadaver, in a statistical analysis, the performance of thirty students in the computer-lab were not significantly different from sixty-five students group in the dissecting lab. It strongly suggestes that part of traditional gross anatomy laboratory can be replaced to a digitalized laboratory.