Construction of multi-level medical training platform system in clinical skills simulation training center / 中华医学教育探索杂志

This study mainly introduces the exploration of the construction and management of multi-level medical training platform in clinical skills center of the Affiliated Hospital of Yangzhou University. Through the construction of a multi-level clinical skills training platform, a reasonable hierarchical training program is formulated by taking the clinical basic skills training platform and the clinical specialist skills training platform as the basic core teaching content. This program adopts various ways to improve the teaching quality, effectively promote students' ability of clinical practice step by step, meet the needs of different levels of medical personnel in different stages, scientifically and effectively cultivate the high-quality medical personals, and give full play to the role of hospital clinical skills center in medical education, which lays a good foundation for the continuous improvement of teaching quality in hospitals.

Practical research of diversified laboratory open training to improve clinical skills of medical students / 中华医学教育探索杂志

Objective:To improve the clinical skills of medical students, and explore the implementation plan and effect of diversified laboratory open training.Methods:A total of 808 undergraduate students of clinical medicine in Batch 2015 were selected for diversified laboratory open training in the 5th, 6th and 7th semesters. Multiple reservation methods were adopted including: personal independent network reservation, written reservation, "registered" network reservation; diversified open model: students practice independently, "workshop" special operation training, team make-up lessons; diversified practice modules: basic skills, specialist skills, and comprehensive skills. The results of the questionnaire survey on the two stages of students' diversified laboratory open training and the end of the internship were analyzed; and the Batch 2015 and Batch 2014 graduation skills test scores were compared. SPSS 20.0 software was used for t-test. Results:After the opening of the diversified laboratory: 92.61% (664/717) of the students were satisfied with the open model; 93.58% (671/717) of the students were satisfied with the reservation method; 94.42% (677/717) of the students thought that it could promote learning motivation; 97.35% (698/717) of the students thought that it could stimulate learning interest; 96.51% (692/717) of the students thought that it could help knowledge and skills grasp. After the internship and the return to the school, the questionnaire showed that 98.02% (741/756) of the students thought it could improve clinical skills; 92.33% (698/756) of the students thought it could cultivate clinical thinking; 95.63% (723/756) of the students thought it could enhance self-confidence in the internship; 94.18% (712/756) of the students thought it could increase a sense of professional belonging. The students' graduation skills (90.33±5.59) and single skill exam scores of Batch 2015 were better than Batch 2014 (82.22±7.19), with a statistically significant difference ( P<0.001). Conclusion:The opening of diversified laboratory could stimulate the interest and motivation of learning, help to improve clinical skills and clinical thinking, and enhance confidence in internship and sense of professional belonging.

Application of modified DOPS as formative assessment in clinical skills training for professional graduate students / 中华医学教育探索杂志

Objective:To explore the application effect of modified direct observation of procedural skills (DOPS) as a formative assessment tool in clinical skills training of professional graduate students.Methods:A total of 130 professional graduate students of Batch 2019 were selected as the experimental group, and 127 graduate students of Batch 2018 were selected as the control group. Two groups of students received clinical general skills training after enrollment, the control group adopted the traditional skills teaching method, and the experimental group added DOPS as formative assessment on the basis of traditional teaching. The teaching effect of DOPS was evaluated by means of scores analysis and student self-assessment. SPSS 23.0 was used for t-test. Results:The score of the experimental group (84.35±3.41) was higher than that of the control group (77.58±2.68), which showed a statistically significant difference ( t=2.63, P<0.05). The scores of "skill operation ability" and "communication ability" were the lowest single indexes in the assessment of DOPS. The results of self-assessment showed that the scores of autonomous learning ability, clinical thinking ability, clinical practice ability and professional accomplishment of students in the experimental group were all higher than those in the control group ( P<0.05). Conclusion:Modified DOPS is helpful to improve clinical core ability, which is worth promoting for application.

Evidence-Based Teaching (EBT) in medical education: Addressing the challenges of bridging didactic knowledge to clinical application

@#Although evidence-based teaching has been adopted in various learning disciplines, its adoption in medical education remains challenging. To graduate a full-fledged well-rounded physician equipped to face the real-world challenges of diagnosis and treating diseases is the ultimate goal of every medical institution. Medical students’ clinical competence is anchored on the approach of facilitators’ acquired teaching expertise and how they apply learned techniques to connect basic knowledge to clinical skill enhancement. Are these approaches within the realm of evidence-based teaching? The subsequent discussion will elaborate on proven effective strategies [Problem-Based Learning (PBL), Outcome-Based Education (OBE)] and how a strategic teaching and learning tool [Target-Oriented Clinical Skill Enhancement (TOCSE)] has proven to address the issue.

Estratégias de ensino do raciocínio clínico nos cursos de Medicina do Brasil - revisão integrativa / Teaching strategies for clinical reasoning in Brazilian medical schools - an integrative review

Resumo: Introdução: O raciocínio clínico é considerado uma das principais habilidades que devem ser desenvolvidas pelos estudantes de Medicina, porque permite a elaboração de hipóteses diagnósticas e orienta estratégias investigativas e diagnósticas de forma racional. Embora os educadores tradicionalmente foquem o ensino no modelo hipotético-dedutivo ou analítico, muitos professores de medicina enfrentam no seu dia a dia o desafio de encontrar novas estratégias para ajudar seus estudantes a desenvolver o raciocínio clínico. Objetivo: Este estudo realizou uma revisão integrativa da literatura para identificar as estratégias utilizadas no processo ensino-aprendizagem do raciocínio clínico, nas escolas médicas brasileiras. Método: A metodologia utilizada consistiu em seis etapas: 1. elaboração da pergunta da pesquisa; 2. definição dos critérios de inclusão e exclusão; 3. elenco das informações a serem extraídas; 4. avaliação dos estudos incluídos; 5. interpretação dos resultados; e 6. apresentação da revisão. Resultado: A maioria dos trabalhos apontam que o ensino do raciocínio clínico é realizado por meio de discussões de casos clínicos, de maneira incidental, em diversas disciplinas ou por meio do uso de metodologias ativas, como PBL, TBL e CBL. Apenas três trabalhos apresentados em congressos demonstraram experiências relacionadas à implantação de uma disciplina curricular obrigatória voltada especificamente ao ensino do raciocínio clínico. O ensino do raciocínio clínico é priorizado no internato em relação às fases clínicas e pré-clínicas. Conclusão: Poucos são os estudos que analisam a maneira como se dá o processo ensino-aprendizagem do raciocínio clínico nas escolas médicas brasileiras. Embora mais estudos sejam necessários, podemos verificar a falta de conhecimento teórico sobre raciocínio clínico como uma das principais causas de dificuldade para o desenvolvimento dessa competência pelos estudantes.

Abstract: Introduction: Clinical reasoning is considered one of the main skills that must be developed by medical students, as it allows the establishment of diagnostic hypotheses and directs investigative and diagnostic strategies using a rational approach. Although educators have traditionally focused the teaching method on the analytical model, many medical professors face the challenge in their daily lives of finding new strategies to help their students develop clinical reasoning. Objective: To carry out an integrative literature review to identify the strategies used in the teaching-learning process of clinical reasoning in Brazilian medical schools. Method: The methodology used consists of six steps: 1. creation of the research question; 2. definition of inclusion and exclusion criteria; 3. list of information to be extracted; 4. evaluation of included studies; 5. interpretation of results and 6. presentation of the review. Results: Most studies indicate that the teaching of clinical reasoning is carried out through discussions of clinical cases, incidentally, in different disciplines or through the use of active methodologies such as PBL, TBL and CBL. Only three studies presented at conferences disclosed experiences related to the implementation of a mandatory curricular discipline specifically aimed at teaching clinical reasoning. The teaching of clinical reasoning is prioritized in internships in relation to the clinical and pre-clinical phases. Final considerations: There are few studies that analyze how clinical reasoning is taught to medical students in Brazilian medical schools. Although more studies are needed, we can observe the lack of theoretical knowledge about clinical reasoning as one of the main causes of the students' difficulty in developing clinical reasoning.

Can medical residency keep young specialists in the place where they graduate? Cross-sectional and exploratory study of the first seven years after implementation of medical residency programs in the State of Tocantins, Brazil

ABSTRACT BACKGROUND: New medical schools and new medical residencies in Brazil, mainly in its interior, were opened under the justification of collaborating towards distribution of these healthcare professionals and specialist doctors across the national territory. However, this proposal did not guarantee that medical practitioners would become established in the place where they graduated and specialized. OBJECTIVE: To calculate, through interviews, how many specialists who graduated in the state of Tocantins stayed there after finishing their medical residency; and to analyze the factors that made them stay or leave the place. DESIGN AND SETTING: Cross-sectional exploratory study conducted at a Brazilian federal public higher education institution. METHODS: All graduates from medical residencies in Tocantins, who graduated between 2013 and 2019, were contacted by telephone and, after obtaining consent, an interview was conducted. The interviews took place between June 2020 and January 2021. RESULTS: The permanence of medical residency graduates in the state increased from 50% in an earlier study to 55.8% in the current study, thus showing a situation of stability. In addition, we detected some reasons for staying or not. In a multivariate analysis, only working in the state capital was related to staying in the state of Tocantins, showing a 5.6 times greater chance. CONCLUSIONS: The percentage of those who remained was just over 50%, even some years after implementation of the first programs. Most specialists remained working for the state health department, with a smaller proportion in municipal health departments, and were concentrated in the state capital.

Estimulación del aprendizaje del razonamiento clínico mediante ludificación / Stimulation of the learning of clinical reasoning through gamification

Durante la última década las escuelas de medicina han incorporado herramientas de educación a distancia, existiendo numerosas áreas de intervención. El razonamiento clínico es un área que requiere una ejercitación continua y una retroalimentación efectiva. Dado esto se plantea la interrogante de la recepción de una herramienta de aprendizaje lúdico del razonamiento clínico médico que entregue la retroalimentación efectiva con fines de estimulación del aprendizaje. Para ello se desarrolló una herramienta multiplataforma compatible con dispositivos de escritorio y móviles basada en Ren'Py, la cual fue distribuida a estudiantes de cuarto y quinto año. Posteriormente, se aplicó una encuesta de percepción para evaluar la recepción de la herramienta. Dentro de los puntos evaluados destaca ser una forma motivante de reforzar los estudios, con entrega de información atingente y facilidad de uso. Permite además reconocer debilidades y es considerada un aporte a la formación por parte de los estudiantes. A raíz de esta implementación se pudo confirmar utilidad de la retroalimentación efectiva entregada de forma instantánea dentro de casos clínicos estructurados, abriendo nuevas posibilidades al abanico de herramientas disponibles en educación superior.

Over the last decade, medical schools have incorporated distance learning tools, with numerous intervention areas available. Clinical reasoning is an area that requires continuous training and effective feedback. Given this, arises the question about the reception of a gamified learning tool for medical clinical reasoning that delivers effective feedback intended for the stimulation of learning. For this, a multiplatform tool compatible with desktop and mobile devices was developed based on Ren'Py, which was distributed to fourth and fifth year students. Subsequently, a perception survey was applied to evaluate the reception of the tool. Among the points evaluated, it stands out to be a motivating way of reinforcing the studies, with delivery of pertinent information and ease of use. It also allows the recognition of weaknesses and is considered a contribution to training by the students. As a result of this implementation, it was possible to confirm the usefulness of the effective feedback delivered instantly within structured clinical cases, opening new possibilities to the range of tools available in higher education.

Target-Oriented Clinical Skill Enhancement (TOCSE) builds up confidence of fourth-year medical students during first-time patient encounter: An effective bridging tool after online didactic undergraduate classes during the COVID-19 pandemic

@#<jats:p>Background and Objective: Teaching clinical skills to undergraduate medical students has brought significant challenges during the COVID-19 pandemic. Patient discussion utilized hypothetical cases from history taking to diagnosis and management. Further, everything was delivered online. Target-Oriented Clinical Skill Enhancement (TOCSE) is a teaching and learning tool that integrates the basic medical sciences, such as anatomy, physiology, pathology, microbiology, and pharmacology, at the clinical level. TOCSE has been proven to improve the clinical performance of fourth-year medical students. However, clinical confidence remains an issue, especially for medical students on pure online mode of learning during the pandemic. Therefore, this study was undertaken to determine if TOCSE also facilitates the development of confidence in the clinical performance of 4th-year medical students during the first-time patient encounter after online undergraduate classes. Methods: Eight-item Clinical Performance Confidence Scale survey was performed at three (3) time points of fourth-year medical student’s rotation in the Department of Medicine: (1) prior to the deployment to the outpatient department (Pre-OPD), (2) after the first-time patient encounter without TOCSE workshop (Post-OPD no TOCSE), and (3) after the patient encounter with TOCSE workshop (Post-OPD with TOCSE). Mean and standard deviations were used to summarize the confidence level of the 4th-year medical students, based on the 10-point differential scale being 0 as not confident at all and 10 as very confident. Wilcoxon Signed Rank assessed improvements of confidence level from Pre-OPD to Post-OPD. Effect sizes were also calculated to compare the improvement in the items. All statistical tests were performed in SPSS version 26.0. P-values less than 0.05 indicate a significant increase in the confidence level of 4th-year medical students. Results: There is a significant increase in the clinical confidence of 4th-year medical students from Pre-OPD to Post-OPD no TOCSE (mean ± SD: 6.32 ± 1.02 to 7.06 ± 0.95, p<0.001). Comparing the eight items between Pre-OPD and Post-OPD with no TOCSE, performing a complete physical examination has the most remarkable improvement. Further, there is a significant increase in the clinical confidence of 4th-year medical students from Post-OPD no TOCSE to Post-OPD with TOCSE (mean ± SD: 7.06 ± 0.95 to 7.51 ± 0.89, p<0.001). The performance of a complete history-taking has the most considerable improvement (7.29 + 1.03 to 7.89 + 1.01, p<0.001). Correspondingly, the most significant increase in the clinical confidence of 4th-year medical students was seen among the Post-OPD with TOCSE compared to their Pre- OPD confidence scores (mean ± SD: 6.32 ± 1.02 to 7.51 ± 0.89, p<0.001). Among the eight items between Pre-OPD and Post-OPD with TOCSE confidence scores, the item on performing a complete physical examination has the most remarkable improvement (5.67 ± 1.37 to 7.20 ± 1.22, p<0.001), closely followed by performing a complete history-taking (6.53 ± 1.19 to 7.89 ± 1.01, p<0.001). The most significant improvements in clinical confidence were seen in all the items in the Post-OPD with TOCSE than in the Post-OPD with no TOCSE versus Pre-OPD confidence scores. In addition, with TOCSE, the number of medical students who scored 7.50 and above was amplified more than 3 times (17.4% to 58.7%, p<0.001, Pre-OPD vs. Post-OPD with TOCSE, respectively). Conclusion: Target-Oriented Clinical Skill Enhancement (TOCSE) effectively builds up confidence during first-time patient encounters among fourth-year medical students taught online with hypothetical cases during their undergraduate classes. Key words: Target-Oriented Clinical Skill Enhancement, clinical confidence, clinical skill, fourth-year medical students, medical undergraduate challenge, online teaching in COVID-19 pandemic</jats:p>

Application of flipped classroom based on "micro-course" in clinical skill training of endotracheal intubation for medical students / 中华医学教育探索杂志

Objective:To combine micro-course and flipped classroom, integrate the application of online WeChat group and teaching video, build a new teaching framework, and seek the application of flipped classroom based on "micro-course" in clinical skills training of general anesthesia and tracheal intubation for medical students.Methods:A total of 82 clinical medicine intern students of Batch 2015 and 2016 from Nnajing Drum Tower Hospital were selected as the research subjects to complete the internship (for two weeks). The teaching reform group (44 people) adopted the flipped classroom based on "micro-course"; the traditional group (38 people) adopted traditional teaching. Organized by the undergraduate teaching and research department, the number of tracheal intubation cases and the number of excellent scores were recorded during the two-week internship in anesthesia. After the rotation, a questionnaire survey was conducted to evaluate the mastery of endotracheal intubation operation and satisfaction with the teaching and training arranged by the department. SPSS 23.0 was used to conduct t test and non-parametric test. Results:The number of outstanding cases of tracheal intubation in the teaching reform group was higher than that in the traditional group, and the number of outstanding cases of tracheal intubation in girls was higher than that in boys, and the difference was statistically significant ( P<0.05). The self-assessed scores of the students' mastery of tracheal intubation and the satisfaction with clinical practice training in the teaching reform group were higher than those in the traditional group, and the difference was statistically significant ( P<0.05). Conclusion:Compared with traditional teaching, the flipped classroom based on "micro-course" has more advantages in the clinical skills training of medical tracheal intubation.

Analysis of the results of clinical skills completion assessment for standardized residency training of radiology in Liaoning province in 2020 / 中华医学教育探索杂志

Objective:To improve training quality and to standardize the assessment procedures of radiology standardized residency training by analyzing the results of the clinical skills completion assessment for radiology standardized residency training in Liaoning Province in 2020.Methods:Totally 186 trainees participated the assessment with 6 exams in 3 days, including "Man-Machine interview" and "oral interview". Reliability and validity of the test were analyzed first. The accuracy were compared among the three parts of radiology, ultrasound and nuclear medicine, and also among the three portions of imaging description, diagnosis and relative question. Trainees of different type, gender and from different regions were further compared respectively. Scores of different examiners were also compared. SPSS 20.0 software was used for t-test and one-way ANOVA. Results:The Cronbach's α coefficient ranged from 0.65 to 0.87, and KMO values were nearly or higher than 0.7. Scores of both "Man-Machine interview" and "oral interview" parts were better relative to the total scores (relativity coefficient 0.698-0.969). The accuracy of radiology was relatively higher and more stable (nearly 80%), nuclear medicine had the lowest accuracy (nearly 50%), and that of ultrasound fluctuated obviously (56.2%-88.8%). The accuracy was the highest for imaging description, followed by diagnosis, and the lowest for relative question portion. There were significant differences between male and female residents in "Man-Machine interview" portion ( P=0.028), while there was not in "oral interview" ( P=0.050). There were significantly statistical differences in trainees' scores between different regions ( P=0.009 for "Man-Machine interview" and P<0.001 for "oral interview"). Trainees from Shenyang and Dalian got almost the same scores, which were significantly higher than those from other cities. Trainees with master's degree were scored higher than others trainees that were not (all P<0.001). Significant score differences were found between the two examiners in only one examiner group (1/18) ( P=0.011). Conclusion:By the analysis of test results, we find the shortage of both training and assessment process, which is beneficial to adjusting the training process, improving the training quality, and promoting the further standardization and development of the assessment system of radiology standardized residency training.

Application research on the combination of simulation and PBL teaching in clinical practice teaching of internal medicine / 中华医学教育探索杂志

Objective:To observe the effect of simulation combined with problem-based learning (PBL) in the clinical practice teaching of internal medicine.Methods:A total of 41 internal medicine interns accepted from January 2019 to August 2019 in The Third Hospital of Hubei Medical University were selected as the control group, and the traditional clinical teaching was adopted. Another 43 internal medicine interns received from September 2019 to August 2020 were selected as the experimental group, and the simulation combined with PBL teaching was adopted. The clinical skill knowledge and practical operation skills were compared between the two groups in the examination results, the changes in clinical ability before and after the internship, and the recognition of the teaching. SPSS 25.0 was used for t-test, Chi-square test, and rank sum test. Results:The clinical skill knowledge and practical operation skills of interns in the experimental group [(94.51±4.49), (91.05±7.66)] were higher than those in the control group [(89.20±9.23), (85.63±11.57)] ( P<0.05). There was no significant difference in various scores and total scores of clinical competences (including medical interview skills, physical examination skills, humanistic care skills, clinical judgment skills, communication skills, organizational effectiveness, and overall clinical competence) between the two groups before internship. After the internship, the above scores and total scores of the two groups were higher than those before the internship, and the experimental group was higher than the control group ( P < 0.05). The total recognition of the teaching by interns in the experimental group was 95.35% (41/43), which was significantly higher than 78.05% (32/41) in the control group. Conclusion:Simulation combined with PBL teaching can significantly improve the clinical skill knowledge, practical operation level, clinical ability, and recognition of teaching of medical interns.

Application of structured guided feedback in the clinical practice of cardiology nursing students / 中华医学教育探索杂志

Objective:To explore the value of structured guided feedback in improving the clinical skills and teaching effect of the cardiology practice nursing students.Methods:A total of 60 nursing students of Batch 2018 in the Department of Cardiology were selected as the control group, and guided feedback methods were used. Another 60 nursing students of Batch 2019 were collected as the research group, using structured guided feedback methods. After the clinical teaching of the intern nurses, the clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and the teaching effect were evaluated by theoretical assessment and case scenario simulation exercise assessment scores and self-assessment scales. SPSS 22.0 was performed for t test. Results:The theoretical assessment and scenario simulation exercise assessment scores of the research group were significantly higher than those of the control group [(91.30±2.42) vs. (94.62±2.28); (89.06±3.35) vs. (93.11±3.40)] ( P<0.05). The clinical skills (nursing operation skills, communication skills, condition observation and handling, emergency response ability, team collaboration and clinical decision-making) and teaching effect scores of the nursing students in the study group were significantly better than those of the control group ( P<0.05). Conclusion:The application of problem-based learning combined with scenario simulation teaching under the structured guided feedback in the nursing teaching of cardiology practice nurses can further promote the clinical skills of the practice nurses and improve the teaching effect.

Application of video-assisted feedback in clinical skill teaching for undergraduate classes / 中华医学教育探索杂志

Objective:To explore the role of video-assisted feedback in clinical skill teaching in undergraduate classes and its application effect.Methods:The experimental control method was adopted in the study. A total of 185 students from Eight-year program of clinical medicine of Batch 2014 and Five-year program of clinical medicine of Batch 2016 in Tongji Medical College of Huazhong University of Science and Technology were collected as the experimental group, and another 166 students from Eight-year program of clinical medicine of Batch 2013 and Five-year program of clinical medicine of Batch 2015 as the control group. The experimental group adopted the teaching mode of video-assisted feedback and the control group received the traditional teaching mode. By the end of training sessions, the differences between the two groups in both the skill assessments and the theories were compared. A satisfaction survey about the video-assisted feedback was made in the experimental group. GraphPad Prism 5 was used for t test. Results:In the students from Five-year program of clinical medicine, the scores of theoretical assessment in the experimental group were (87.64±0.94) points and the scores of skill assessments were (84.78±0.54) points; the scores of theoretical assessment in the control group were (85.14±0.80) points and the scores of skill assessments were (83.10±0.53) points. In the students from Five-year program of clinical medicine, the difference of both the theoretical and the skill assessment scores between the experimental group and the control group was statistically significant ( P<0.05). In the students from Eight-year program of clinical medicine, the scores of theoretical assessment in the experimental group were (86.46±0.66) points and the scores of skill assessments were (86.38±0.73) points; the scores of theoretical assessment in the control group were (84.90±1.21) points and the scores of skill assessments were (83.79±0.64) points. The difference of the skill assessment scores between the experimental group and the control group was statistically significant ( P<0.05), and no significant difference was found in the theoretical assessment. The questionnaire survey in the experimental group based on video-assisted feedback teaching method showed that 93.3% (168/180) of students said that they would not take the initiative to practice after class if there was no video shooting session; 87.8% (158/180) of the students thought the video-assisted feedback teaching method improved their ability of independent learning; 82.8% (149/180) of students thought this method significantly increased their learning efficiency and confidence in clinic; 71.1% (128/180) of the students felt that after-class video shooting, their self-confidence was improved when they faced the corresponding operation clinically. Conclusion:The application of video-assisted feedback has significantly improved the outcome of clinical skill training for students, as compared to the traditional teaching mode.

Application of an innovational hybrid simulation-based education of bone traction with co-Debriefer for medical students / 中华医学教育探索杂志

Objective:To develop an innovational hybrid simulation-based education of bone traction with co-Debriefer for medical students and to evaluate its effectiveness.Methods:This study was designed as a cross-controlled study. From June 2018 to June 2019, 28 medical students were randomized into two groups. The two groups adopted simulation-based education and traditional teaching method respectively. In the second week of internship, the teaching methods of the two groups exchanged. Scores rating of the skill were used to assess the students' performance in the end of each teaching methods. SPSS 23.0 software was used to analyze the collected data.Results:In the first weekend of orthopedic-internship, students in the experimental group scored significantly higher than the control group, with an average score of 85.07 points versus 67.92 points. In the second weekend of practice, there was no obvious change in the skill score of the experimental group, but the score of the control group was significantly improved, and there was no obvious difference with the experimental group.Conclusion:The hybrid simulation-based education with co-debriefing is a reliable teaching method for medical interns to learn skills of bone traction, which can effectively help improve students' skills, reduce their errors, and ensure patient's safety.

Practice of competitive teaching in clinical skill teaching of knee puncture / 中华医学教育探索杂志

Objective:To explore effect of competitive teaching on clinical skill teaching of knee puncture and improve students' clinical skills.Methods:Students participated knee puncture course in September 2020 were randomly divided into experimental group (competitive teaching group) and control group (traditional teaching group). One month after the class, 90 students were randomly selected to participate knee puncture examination, including 39 in experimental group and 51 in control group, and their examination results were recorded and analyzed. The statistical analysis was conducted by t test and chi-square test. Results:The mean scores in experimental group were (84.18±7.21) points, which were statistically higher than these in the control group (80.17±10.51) points, P=0.044. On the other hand, there was no statistical difference between experimental and control group in the aspect of score distribution in each score section. Conclusion:Competitive teaching is beneficial for the improvement of students' overall grades and clinical skills.

Analysis of knowledge and clinical skill competition results in general practitioners attending grass-roots health post training / 中华全科医师杂志

The knowledge and clinical skill competition scores of 331 general practitioners (GPs),who attended the grassroots health posts training in Sichuan Province and Chengdu Municipality in 2016 and 2017,were documented.The factors influencing the competition results were analyzed.The mean knowledge test score of 331 participants were higher than the clinical skill score [(76.89±6.56) vs.(54.13±10.91),P＜0.01].The mean operational score in the clinical skill competition was higher than that of medical history collection,physical examination and clinical interview abilities [(32.31 ±3.28) vs.(21.82±5.09),P＜0.01].There were significant differences in knowledge and clinical skill scores among doctors from different regions or with different professional ranks (P＞0.05).The levels of clinical skills of general practitioners at the grass-roots level need to be further improved,according to relevant influencing factors.

Avaliação de competências individuais e interprofissionais de profissionais de saúde em atividades clínicas simuladas: scoping review / Assessment of individual and interprofessional skills of health professionals in simulated clinical activities: a scoping review / Evaluación de competencias individuales e interprofesionales de profesionales de salud en actividades clínicas simuladas: scoping review

Objetivo: identificar junto à literatura como tem sido realizada a avaliação de competências individuais e interprofissionais em atividades clínicas simuladas na formação e capacitação de profissionais da área de Saúde. Método: estudo realizado por meio de Scoping Review, conforme Joanna Briggs Institute. As buscas foram realizadas entre dezembro de 2015 a fevereiro de 2016 nas bases de dados eletrônicas estabelecidas, por intermédio dos descritores e sinônimos. Resultados: Foram analisados 20 estudos que atenderam aos critérios de inclusão estabelecidos; os itens avaliados com maior frequência em todas as categorias profissionais foram as habilidades procedimentais e de comunicação; os dhecklists foram os instrumentos mais frequentes para avaliar competências. Conclusão: o desenvolvimento e a avaliação de competências profissionais e interprofissionais em simulação clínica têm sido realizadod com o apoio de instrumentos e métodos variados, todavia, o conteúdo e utilização destes podem limitar e direcionar o processo avaliativo.(AU)

Objective: to identify in the literature how the assessment of individual and interprofessional skills in simulated clinical activities in the training and qualification of health professionals has been performed. Method: study conducted through a scoping review according to the Joanna Briggs Institute. The searches were conducted between December 2015 and February 2016 in the established electronic databases through descriptors and synonyms. Results: Twenty studies that were in line with the established inclusion criteria were analyzed; communication and procedural skills were the most frequently assessed items in all professional categories, and checklists were the most frequently used instruments to assess the skills. Conclusion: the development and assessment of professional and interprofessional skills in clinical simulation have been carried out with the support of different instruments and methods, however their content and use may limit and direct the assessment process.(AU)

Objetivo: identificar en la literatura cómo se ha realizado la evaluación de competencias individuales e interprofesionales en actividades clínicas simuladas en la formación y capacitación de profesionales del área de la salud. Método: estudio realizado por medio de Scoping Review, conforme el Joanna Briggs Institute. Las búsquedas se realizaron entre diciembre de 2015 y febrero de 2016 en las bases de datos electrónicas establecidas, por medio de los descriptores y sinónimos. Resultados: Se analizaron 20 estudios que atendieron los criterios de inclusión establecidos, los ítems evaluados con mayor frecuencia en todas las categorías profesionales fueron las habilidades procedimentales y de comunicación; las checklists fueron los instrumentos más frecuentes para evaluar competencias. Conclusión: el desarrollo y evaluación de competencias profesionales e interprofesionales en simulación clínica se han realizado con el apoyo de instrumentos y métodos variados; no obstante, el contenido y la utilización de los mismos pueden limitar y direccionar el proceso de evaluación.(AU)

Microsurgery skills training strategy: part one—non-living animal models training / 中华整形外科杂志

Microsurgery techniques have allowed the development of many new therapeutic methods in plastic surgery, but are difficult to master without hard training. It is very important to set up a standardized microsurgery curriculum and training system for broadening surgical skills training and investigating the plastic surgery specialist training strategy. In our experiences, a series of training models are needed, like non-animal models, non- living animal models, live animal models and so on. This paper shows the training strategy for the primary stage of microsurgery training, non-animal model and non-living animal model training.

Microsurgery skills training strategy: part one—non-living animal models training / 中华整形外科杂志

Microsurgery techniques have allowed the development of many new therapeutic methods in plastic surgery, but are difficult to master without hard training. It is very important to set up a standardized microsurgery curriculum and training system for broadening surgical skills training and investigating the plastic surgery specialist training strategy. In our experiences, a series of training models are needed, like non-animal models, non- living animal models, live animal models and so on. This paper shows the training strategy for the primary stage of microsurgery training, non-animal model and non-living animal model training.

Microsurgery skills training strategy: part one—non-living animal models training / 中华整形外科杂志

Microsurgery techniques have allowed the development of many new therapeutic methods in plastic surgery, but are difficult to master without hard training. It is very important to set up a standardized microsurgery curriculum and training system for broadening surgical skills training and investigating the plastic surgery specialist training strategy. In our experiences, a series of training models are needed, like non-animal models, non- living animal models, live animal models and so on. This paper shows the training strategy for the primary stage of microsurgery training, non-animal model and non-living animal model training.