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OBJECTIVE： To provide reference for perioperative prophylactic use of antibiotics in urinary surgery department. METHODS： In response to irrational perioperative prophylactic use of antibiotics in urinary surgery department， taking type Ⅱ incision surgery and special diagnosis and treatment and preventive drug use as an example， the management and control mode for perioperative prophylactic use of antibiotics was established and intervened in urinary surgery department so as to intervene in antibiotics use through formulating surgical type risk classification system， forming perioperative medication clinical pathways such as type Ⅱ incision surgery and urinary calculi surgery with different infection risk， establishing tracking and supervision mechanism. The rationality indexes of perioperative prophylactic medication such as the rate of prophylactic antibiotics use were compared among related medical records collected from urinary surgery department within 3 months before and after intervention （186 records before intervention， 179 records after intervention）. Antibiotics use density （AUD） and amount of antibiotics in urinary surgery department were compared within 3 months before and after intervention to evaluate management and control effect. RESULTS： Among surveyed medical records， compared with before intervention， the rate of prophylactic antibiotics use was decreased from 97.3％ （181/186） to 91.6％ （164/179）； the rate of rational drug selection was increased from 17.7％ （32/181） to 71.3％ （117/164）； correct rate of medication timing was increased from 9.9％ （18/181） to 32.3％ （53/164）； the rate of rational post-operative prevention course was increased from 17.1％ （31/181） to 37.2％ （61/164）， with statistical significance （P＜0.05 or P＜0.01）. Average AUD was deceased from 83 DDD to 70 DDD within 3 months after intervention， and the amount of antibiotics was decreased from 689 669.23 yuan to 531 040.11 yuan. CONCLUSIONS： Established management and control mode for perioperative prophylactic use of antibiotics in type Ⅱ incision surgery and special diagnosis and treatment and preventive drug use can effectively reduce the rate of prophylactic antibiotics， AUD and amount of antibiotics in urinary surgery department， and promote rational use of antibiotics during perioperative period.
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Objective To explore the effectiveness of applying minimally invasive simulation training in urologic clinical teaching .Methods Interns, training clinicians and junior doctors in our hospital, each group of six people, participating in the newthree-step teaching model of "theory learning +simulation training +clinical practice".The score before and after training on their theoretical knowledge , simulation training skills and clinical practice were assessed and the results were analyzed .Results The test scores of minimal invasive techniques theoretical knowl-edge and clinical practice assessment were significantly enhanced before training and after training ( P<0.05 ) .We have established a standardized minimally invasive simulation training in urologic clinical teaching .Conclusions Minimally invasive simulation training provides an effective and safe learning cultivation method for clinician and medical students , which could improve the clinical practice skills of young doctors in minimally invasive surgery as well as shorten the learning curve .
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The genitofemoral nerve (GFN) has its unique anatomic characteristics of location, run and function in the male urinary system and its relationship with the ureter, deferens and inguinal region is apt to be ignored in clinical anatomic application. Clinical studies show that GFN is closely correlated with postoperative ureteral complications and pain in the inguinal region after spermatic cord or hernia repair. GFN transplantation can be used in the management of erectile dysfunction caused by cavernous nerve injury. Therefore, GFN played an important role in the clinical application of uroandrology. This review summarizes the advances in the studies of GFN in relation to different diseases in uroandrology.
Subject(s)
Humans , Male , Erectile Dysfunction , General Surgery , Hernia, Inguinal , General Surgery , Inguinal Canal , Lumbosacral Plexus , Wounds and Injuries , Pain, Postoperative , Peripheral Nerves , Transplantation , Postoperative Complications , General Surgery , Ureter , General Surgery , Urogenital System , Vas DeferensABSTRACT
Objective To explore the effects of the internet-assisted platform combined with case-based learning(CBL)in teaching of urinary surgical nursing.Methods Eighty-seven students from the same grade were divided into experiment group(n=44) and control group(n=43)according to their natural class. Internet-assisted platform combined with CBL was used in the experiment group,while the traditional teaching mode was used in the control group during the teaching of urinary surgical nursing. The results of examination on the nursing theory in the two groups were compared. A questionnaire survey was conducted on the test group.Results The score on nursing theory in the test group was significant higher than that in the control group(P<0.05). More than 86.36%students were positive about the internet-assisted platform combined with CBL in the experiment group.Conclusions The internet-assisted CBL can make the teaching more vivid and interesting.It cultivates the students’critical thinking,improves the students’ability of autonomous learning,which as a result of improving teaching effects.
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Objective To evaluate the teaching effect of seminar method in clinical teaching of department of urinary surgery.Methods A total of 30 clinical medical students were randomly divided into two equal groups:test group with seminar teaching method and control group with traditional teaching method.Results Were evaluated by scores of theoretic test,operating skill and survey after 3 months.Results Scores of theoretic test and operating skill in test group were significantly higher than those in control group(P ＜0.05).There were significant differences in scores of survey between two groups(P ＜ 0.05).Conclusions Seminar teaching method could effectively improve student learning initiatives and teaching effect,and is worth further exploration.
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OBJECTIVE:To investigate the utilization of antibiotics in urinary surgery patients in our hospital.METHODS:The problems lie in the perioperative use of antibiotics in a total of 600 patients with ureter stones,kidney stones,bladder stones and(or)benign prostatic hyperplasia(BPH)undergoing urinary surgery from Jan.to June in 2006 and from Jan.to June in 2007 were analyzed in accordance with the Guiding Principles of Clinical Application of Antibacterials and the related regulations of antibiotics in our hospital.RESULTS:The rate of rational use of antibiotics rose from 12.5% before intervention to 88.2% after intervention.The problems of improper selection of antibiotics,irrational timing and too long duration of drug use were improved to a great extent.CONCLUSION:The intervention on the rational perioperative use of antibiotics is effective and it greatly enhanced the rationality in the perioperative use of antibiotics in urinary surgery patients.
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The clinical practice is a bridge between theoretical learning and clinic practice.The learning interests of medical students can be enhanced and the teaching effects be improved by using multimedia teaching in the clinical practice of urology.
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For adapting the demands of modern society to medical talents,we applied problem-based learning pattern to urology practice teaching.By breaking the limits of subjects,we enable students to acquire more knowledge of science and problem-solving skills and self-learning skills in the limited time available.The role of teacher shifts from imparting knowledge to leaders.
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The author summed up how to improve the urologic practice teaching quality from the following seven aspects: To give students a full understanding of urology clinical practice;To pay attention to the professional quality of teachers;To emphasize the training of interns agility;To organize intern participated in case discussion;To pay attention to the important role of writing medical record in clinical practice teaching;Properly handle the relationship between clinical practice and taking part in the entrance exams for postgraduate schools and employment options;To enhance the quality of medical humanities education in clinical teaching.