Survey of knowledge acquisition for blood transfusion of medical staff in Wuwei: an underdeveloped city in western China / 中国输血杂志

【Objective】 To investigate the knowledge acquisition status for blood transfusion of transfusion related medical staff in underdeveloped cities in western China and explore its influencing factors. 【Methods】 A questionnaire consisted of blood transfusion laws and regulations, clinical blood transfusion theory and blood transfusion technology was designed, randomly distributed to medical staff and blood transfusion departmenttechnicians of 17 secondary/tertiary hospitals in Wuwei and then collected on the spot. The knowledge acquisition of blood transfusion of each group was compared using statistical description method, and its influencing factors were analyzed by multivariate logistic regression analysis. 【Results】 A total of 507 questionnaires were issued, and 498 valid questionnaires (98.22%) were collected. The scores of transfusion related laws and regulations, blood transfusion theory and blood transfusion technology of doctor group(n=158), nurse group(n=239) and transfusion technician group(n=101)were 4.56-5.97(5.06±0.73)(P<0.01) vs 4.23-5.87(4.98±1.24)(P<0.01) vs 3.71-0.78 (4.15±1.34), 3.67-5.02(4.27±1.02) vs 3.76-5.12(4.06±0.75) vs 4.71-5.98(5.16±0.64)(P<0.01) and 3.41-5.76(3.82±0.56) vs 3.78-5.24(4.01±0.56) vs 3.77-5.46(3.82±0.59). Among the seven departments, blood transfusion department(n=51) won the highest score of above three types of knowledge [4.91-5.97(5.28±0.43) vs 5.03-5.92(5.36±0.59) vs 4.39-5.77(4.97±0.79)(P<0.01) ]. Univariate logistic regression analysis showed that age, occupation, professional titles, training times and hospital grade had an impact on the degree (score) of blood transfusion knowledge acquisition (P<0.05), and multivariate unconditional logistic regression analysis indicated that training times was an important influencing factor(P<0.01). 【Conclusion】 This survey revealed that the level of knowledge acquisition for blood transfusion among medical staff in Wuwei is generally low, and there is a significant difference between staff from hospitals of different grade and different departments. It is urgent to strengthen the training of blood transfusion for medical staff in western China.

Teste de Progresso como ferramenta de intervenção curricular na implementação de um curso de Medicina / Progress Test as a curricular interventional tool in the implementation of a medical course

Resumo: Introdução: O Teste de Progresso (TP) é uma modalidade de avaliação longitudinal composta por questões de múltipla escolha que permite a avaliação do estudante com realização do feedback individual e a análise do processo de ensino-aprendizagem institucional. O presente estudo relata a experiência do uso do TP como ferramenta de gestão e aprendizado na implementação de um curso de Medicina de currículo integrado e baseado em metodologias ativas. Relato de experiência: Desde 2014, o curso de Medicina de uma capital do país utiliza o TP como ferramenta de avaliação para estimular a autonomia do estudante, baseado em seu desempenho longitudinal, possibilitar ao docente a reflexão e ação adequadas ao processo de ensino-aprendizagem e fornecer elementos significativos para a tomada de decisão institucional relacionada à adequação curricular e à implementação do curso. Com diversas estratégias, como a formação de uma Comissão de Avaliação do Estudante e do Curso (Caec), oficinas com professores e estudantes e consórcios interinstitucionais, os atores que compõem o curso refletem seu papel na consolidação do conhecimento para o futuro profissional médico e se engajam nesse processo em diferentes momentos e de diferentes formas. Discussão: O TP é uma ferramenta com potenciais e limites que devem considerar a segurança, a confiabilidade e validade da avaliação, utilizando-se de estratégias qualificadoras, incluindo o ambiente virtual. O TP possibilita a autodeterminação e o autoaperfeiçoamento do estudante, do docente e do curso ao estabelecer comparações entre médias de desempenho longitudinais dos discentes em diversos estágios de aprendizado e instituições. Conclusão: A experiência demonstrou a importância do TP como ferramenta de avaliação e trouxe vantagens e benefícios na implantação do curso e orientação de intervenções para a melhoria do processo de ensino-aprendizagem.

Abstract Introduction: The Progress Test (PT) is a longitudinal assessment modality composed of multiple-choice questions and allows the assessment of the student with individual feedback and the analysis of the institutional teaching-learning process. The present study aims at reporting the experience of using the progress test as a management and learning tool in the implementation of a medical course with an integrated curriculum based on active methodologies. Experience report: Since 2014, a medical school in a capital of the country uses the PT as an assessment tool to stimulate student autonomy, based on their longitudinal performance, allowing the teacher to reflect on and take the appropriate actions aimed at the teaching and learning process and providing significant elements for institutional decision-making related to curricular adequacy and course implementation. Using several strategies, such as the formation of a student and course evaluation committee (CAEC), workshops with teachers and students and inter-institutional consortia, the actors that make up the course reflect on their role in consolidating knowledge for the future medical professional and engage in this process at different times and in different ways. Discussion: The progress test is a tool with potentials and limits that must consider the safety, reliability and validity of the evaluation, using qualifying strategies, including the virtual environment. The PT enables the students, the faculty and the course self-determination and self-improvement by establishing comparisons between longitudinal performance averages of students at different stages of learning and institutions. Conclusion: The experience demonstrated the importance of the PT as an evaluation tool, brought advantages and benefits in the course implementation and guidance on interventions aimed at improving the teaching-learning process.

Progress testing as a pattern of excellence for the assessment of medical students' knowledge - concepts, history, and perspective / Teste de progresso como padrão de excelência para avaliação de conhecimento dos alunos de medicina ­ conceitos, história e perspectivas

ABSTRACT: Progress test has been created with the necessity of an assessment method aligned with problem-based learning. Although it was specifically created to overcome the limitations of traditional assessment for problem-based learning, nowadays is used by different types of curricula. In this paper, we first present the basic assumptions, history, benefit and progress test challenges. Progress test overcomes many limitations of traditional assessment, such as validity and reliability. However, the implementation of a progress test is a logistical challenge. In addition, we discuss the limitation of progress tests when used as a summative assessment, which may not always be aligned with constructivist theory. When adding feedback and methods of analysis that consider multiple testing, progress test is then aligned with constructivist theory. Finally, the use of the progress test's sub scores may lack validity because of the low number of items; thus, pass/fail decision should not be based on the sub scores, but only on general scores. (AU)

RESUMO: O teste de progresso foi criado como um método de avalição alinhado a aprendizagem baseada em problemas. Apesar do teste de progresso ser criado especificamente para superar limitações da avaliação tradicional em currículos de aprendizagem baseada em problemas, hoje em dia, ele é utilizado em diferentes tipos de currículos. Nesse artigo, primeiro, apresentamos as premissas básicas, história, benefício e desafios do teste de progresso. O teste de progresso superou muitas limitações da avaliação tradicional, como os problemas de validade e confiabilidade. No entanto, a implementação do teste de progresso apresenta grandes desafios logísticos. Ademais, discutimos as limitações do teste de progresso quando utilizada de forma somativa, sendo que nem sempre é alinhada a teoria construtivista. Quando adicionado o feedback e métodos de análises que consideram múltiplos testes, o teste de progresso então se alinha a teoria construtivista. Finalmente, o uso das subcategorias do teste de progresso pode apresentar problemas de validade por causa do baixo número de item e consequentemente, decisões de aprovar ou reprovar não poderiam ser baseadas nas subcategorias, mas apenas na categoria geral (AU)

Valoración de las estudiantes emiratíes del uso de Blackboard como herramienta para la formación científica en Psicología / Emirati students' valuing of the use of Blackboard as a tool for scientific training in Psychology

Resumen Este estudio examina las valoraciones que tienen las estudiantes de Psicología de la Universidad de los Emiratos Árabes Unidos (UAEU) sobre el uso de Blackboard™ como herramienta para la formación científica profesional. Según los resultados de una encuesta aplicada a las estudiantes, tanto de pregrado como de posgrado, se identificaron algunas de las experiencias que afectan la adquisición de conocimientos y el desarrollo de habilidades científicas cuando se usa un Sistema de Gestión del Aprendizaje (SGA). El análisis cualitativo de las respuestas se abordó teniendo en cuenta las directrices de la teoría fundamentada. Las afirmaciones resultantes en la encuesta se clasificaron en tres dominios: el primero cubrió las experiencias previas (emocionales y cognitivas) de las estudiantes en el uso de Blackboard; el segundo comprendió las creencias de las estudiantes en el uso de Blackboard como herramienta para la gestión de aprendizaje, y el tercer dominio refirió las expectativas en el uso de Blackboard como herramienta para el entrenamiento en investigación. Los resultados del análisis indican que con Blackboard se desarrollan actitudes positivas para el aprendizaje en Psicología, pero que tales experiencias no les permiten inferir si Blackboard les servirá en su trabajo profesional desde una perspectiva científica. Las estudiantes consideran que Blackboard es muy eficaz para el aprendizaje de teorías y muy útil para compartir información, pero menos eficiente en el aprendizaje de métodos para investigar, interpretar y redactar informes. En general, Blackboard fue mejor valorado en aspectos administrativos que como herramienta para la formación académica, y mucho menos para el desarrollo de la investigación científica.

Abstract This study examines the appraisals of Psychology students at United Arab Emirates University (UAEU) in the use of Blackboard™, as a tool for professional scientific education. The objective of the research was to investigate the assessment that Psychology students have regarding the use of the Learning Management System, as well as to investigate their expectations about training, learning and the ease in transmitting and creating knowledge when they use Blackboard. Based on the results of a survey applied to both undergraduate and graduate students, some of the experiences that affect the acquisition of knowledge and the development of scientific skills when using a Learning Management Systems were identified. The survey focused on three areas: the self-assessment of the students of Psychology of the UAEU in the use of Blackboard in relation to their emotions, as well as the use of Blackboard to transmit and create knowledge, and finally, their general evaluations and attitudes about of research activities in a Learning Management System. The qualitative analysis of the answers was addressed taking in account the guidelines of the "grounded theory". The resulting statements in the survey were classified into three domains. The first one covered the previous experiences (emotional and cognitive), of the students in the use of Blackboard, the second one included the beliefs of the students in the use of Blackboard as a tool for learning management, and the third domain referred to expectations in the use of Blackboard as a tool for research training. The results of the analysis indicate that the use of Blackboard develops positive attitudes for learning in Psychology, but they also indicate that such experiences do not allow students to infer whether Blackboard serves them in their professional work from a scientific perspective. The results indicate a general convergence of the students' evaluations in most of the items, both in introductory and advanced undergraduate courses, as well as for postgraduate courses. The students' narratives of their learning experiences reflected some of the key themes of using Blackboard. The relationship between technology and learning is highlighted in the sentences of the students in a positive way, since most think that Blackboard is useful for learning, but they cannot perceive whether Blackboard serves to create knowledge or to develop research. The generally positive rating that the students gave to using Blackboard confirms initial assumptions about the use of the system in learning, which underscores the positive attitude of the students to work in a Learning Management Systems environment. However, feedback from graduate students indicates that learning can enhance with the use of a Learning Management Systems. Students consider that Blackboard is very effective for learning theories, and very useful for sharing information, but less efficient in leaning methods to investigate, interpret and write reports. In general, Blackboard was better valued in administrative aspects than as a tool for academic training, and even less so for the development of scientific research. As a general conclusion, students tend to consider Blackboard to be a tool that facilitates administrative processes, but they have not "discovered" the possible advantages that Learning Management Systems could have as a support to research.

Implementing healthcare professionals' training during COVID-19: a pre and post-test design for simulation training

ABSTRACT BACKGROUND: Coronavirus disease-19 (COVID-19) has imposed a new reality that presents several challenges for healthcare professionals. The main challenge has been the lack of proper training in relation to an unknown disease. OBJECTIVE: To investigate healthcare professionals' acquisition of knowledge of a new airway management protocol for COVID-19 through their participation in simulation training. DESIGN AND SETTING: Pre and post-test study with purpose sampling, carried out in a tertiary-level hospital in the city of Campinas, state of São Paulo, Brazil. METHODS: This was a cross-sectional pre and post-test intervention among healthcare professionals working in the intensive care unit and emergency department of a large hospital. The training was carried out using an in situ simulation scenario and the participants answered pre and post-tests consisting of a 20-item questionnaire about the new protocol. RESULTS: The paired-sample t test demonstrated that there was a significant increase in test score (t = −19.06; P < 0.001), from before the training (M = 8.62; standard deviation, SD = 3.53) to after the simulation training (M = 17.02; SD = 1.76). CONCLUSIONS: The simulated training had a positive impact on the healthcare professionals' acquisition of the COVID-19 protocol. We also demonstrated that in situ simulation training was an efficient tool for implementing new protocols, thus bringing benefits to healthcare systems, professionals and patients.

Development and validation of an instrument to assess Brazilian healthcare professional providers' knowledge on sickle cell disease

ABSTRACT Objective: To develop and validate DFConhecimento, an instrument to assess Brazilian healthcare professional providers' knowledge on sickle cell disease. Method: Study carried out in four stages: (1) instrument development; (2) content validation by an Expert Committee; (3) cultural adequacy check at pre-test; (4) instrument reliability analysis by healthcare professional providers supported by Intraclass Correlation Coefficient calculation. The data for content validation and reliability analyses were collected through the web tool eSurv and analyzed within the statistical software and environment R. Results: The instrument, consisting of 13 multiple-choice questions, showed acceptability, with an average Content Validity Index of 0.88. The reliability analysis showed moderate agreement (0.67) indicating that test-retest reproducibility is acceptable. Conclusion: The instrument DFConhecimento showed reliability and internal consistency, proving suitable for measuring Brazilian healthcare professional providers' acquisition of knowledge on sickle cell disease.

As diferenças sexuais podem fundamentar estereótipos de gênero: deixem jovens de baixa escolaridade responderem / Can sex differences support gender stereotypes: let young people with low education answer

Os estereótipos de gênero configuram-se por crenças sobre o que caracteriza homens e mulheres. Tais crenças podem refletir nuances em diferenças sexuais que tiveram importância adaptativa para espécie e estão disseminadas na cultura. Este estudo buscou caracterizar crenças sobre homens e mulheres em população com baixa escolaridade a fim de mapear o conteúdo de estereótipos de gênero. A partir de respostas a um questionário aberto sobre características definidoras de homens e mulheres, delinearam-se 45 categorias de análise. Verificaram-sediscrepâncias significativas nas frequências de atribuições de categorias a homens e mulheres, bem como associações entre categorias e o sexo dos participantes. Aos homens foram atribuídas atividades de liderança e busca pelo sustento, eles foram caracterizados como pouco responsáveis e empáticos; as mulheres foram descritas como afetuosas e cuidadoras dos outros e de si mesmas. São discutidas relações entre os conteúdos das crenças estereotípicas e o conhecimento científico sobre diferenças sexuais.

Gender stereotypes are configured by beliefs about what characterizes men and women. These beliefs may reflect nuances on sexual differences that mattered to our species and are disseminated in the culture. This study sought to characterize beliefs about men and women in a sample with low schooling in order to map the content of gender stereotypes. From responses to an open-questionnaire about characteristics of men and women, we outlined 45 categories of analysis. We found significant discrepancies in frequencies of attribution of categories to men and women, as well as associations between categories and the sex of the participants. Men were associated with leadership activities and search for sustenance, less responsible and empathetic; women were described as affectionate and caring for others and of themselves. We discussed relations among the contents of stereotypic beliefs and scientific knowledge about sex differences.

Acompanhamento terapêutico: história, clínica e saber / Therateutic accompaniment: history, clinic and knowledge / Acompañamiento terapéutico: historia, clinica y saber

Abordando o acompanhamento terapêutico (AT) de uma perspectiva histórica, o artigo tem como objetivo enfocar algumas transformações pelas quais essa modalidade de tratamento passou desde seu surgimento, mostrando sua relevância para a compreensão e o enfrentamento de alguns desafios com que se depara hoje. Destacando mudanças que concernem tanto a demanda por essa prática como os seus objetivos e o perfil daquele que a desempenha (AT), focalizamos a emergência e os desdobramentos de uma preocupação dos acompanhantes terapêuticos com o manejo do vínculo e da escuta. Tal preocupação os tem conduzido a um esforço de sistematização teórica do acompanhamento terapêutico que levanta importantes questões acerca da relação do AT com o saber que o credencia a praticar sua função....(AU)

Discussing therapeutic accompaniment (TA) from a historical perspective, the article`s objective is to focus on some transformations this treatment has undergone since its emergence, taking into consideration the relevance of this discussion to understand and confront the challenges faced by TA practices today. Emphasizing the changes that concern this kind of treatment, either the demand for this practice and its objectives or the profile of those who carry it out (TA), we focus on emergencies and on the subsequent developments that come from the concern of the TAS regarding the management of affective and significant exchanges between them and their patients. Such concern has conducted them to an effort of theoretical TA systematizing, with raises important questions about the relationship of TA with the knowledge about what accredits them to practice this function....(AU)

Abordando el acompañamiento terapéutico (AT) desde una perspectiva histórica, el artículo tiene como objetivo enfocar algunas transformaciones por las cuales esa modalidad de tratamiento pasó desde su surgimiento, mostrando su relevancia para la comprensión y el enfrentamiento de algunos desafíos con que se depara hoy. Destacando mudanzas que conciernen tanto a la demanda por esa práctica como sus objetivos y el perfil de aquél que la desempeña (AT), focalizamos la emergencia y los desdoblamientos de una preocupación de los acompañantes terapéuticos con el manejo del vínculo y de la escucha. Tal preocupación los ha conducido a un esfuerzo de sistematización teórica del acompañamiento terapéutico que levanta importantes cuestiones acerca de la relación del AT con el saber que lo credencia a practicar su función....(AU)

Trend prediction of chaotic time series / 药物分析学报

To predict the trend of chaotic time series in time series analysis and time series data mining fields, a novel predicting algorithm of chaotic time series trend is presented, and an on-line segmenting algorithm is proposed to convert a time series into a binary string according to ascending or descending trend of each subsequence. The on-line segmenting algorithm is independent of the prior knowledge about time series. The naive Bayesian algorithm is then employed to predict the trend of chaotic time series according to the binary string. The experimental results of three chaotic time series demonstrate that the proposed method predicts the ascending or descending trend of chaotic time series with few error.

Trend prediction of chaotic time series / 西安交通大学学报·英文版

To predict the trend of chaotic time series in time series analysis and time series data mining fields, a novel predicting algorithm of chaotic time series trend is presented, and an on-line segmenting algorithm is proposed to convert a time series into a binary string according to ascending or descending trend of each subsequence. The on-line segmenting algorithm is independent of the prior knowledge about time series. The naive Bayesian algorithm is then employed to predict the trend of chaotic time series according to the binary string. The experimental results of three chaotic time series demonstrate that the proposed method predicts the ascending or descending trend of chaotic time series with few error.

Development Environment for Automatic Generation of Clinical Data Acquisition System / 대한의료정보학회지

OBJECTIVE: This paper discusses the development environment that automatically generates software intended to execute arbitrarily defined functions. Software that we develop can be regarded as a kind of development environment or development platform, and its purpose is the automatic generation of the clinical data acquisition system that supports arbitrary clinical researches. METHODS: Basically, the clinical data acquisition system consists of the interface, the data storage and the clinical research protocols. Our development environment generates these components automatically according to the ontology written by the end user, e.g. a clinical researcher. A clinical data acquisition system is then generated. RESULTS: Our development environment consists of the interface generation module, the database generation module, the temporary data storage generation module for CDA (clinical document architecture), and the ontologies. Ontology is a method of expressing structured information and can be regarded as a knowledge base serialized by XML format. These ontologies are constructed by domain experts who want a clinical research support system. Ontology describes clinical data items, the interface design and the database schema of a clinical data acquisition system. The development environment parses these ontologies and secures the information on how to generate a clinical data acquisition system. CONCLUSION: This study can be utilized to develop the clinical data acquisition system in oriental medicine.