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Abstract Objective This study analyzes the role of clinical simulation in internal medical residency programs (IMRP) in Obstetrics and Gynecology (OB/GYN), attributed by the supervisors, in the training of residents in the city of São Paulo (SP). Methods Cross-sectional descriptive, qualitative, and exploratory approach. Semi-structured interviews were performed with ten supervisors of Medical Residency programs in Obstetrics and Gynecology. Interviews were analyzed by means of content analysis under the thematic modality, starting with the core the role of clinical simulation in Obstetrics and Gynecology Medical Residency Programs. Results Supervisors view Clinical simulation as: a complementary tool for the teaching and learning process, a possibility of a safe teaching and learning environment, an opportunity to learn from mistakes, a support for professional practice committed to patient safety, a learning scenario for teamwork, a scenario for reflection on the work process in Obstetrics and Gynecology, a scenario for evaluative processes in the medical residency. Still according to supervisors, Clinical Simulation favors decision-making and encourages the resident participation in activities. Conclusion Supervisors recognize Clinical Simulation as a powerful pedagogical tool in the learning process of resident doctors in Obstetrics and Gynecology Residency Programs.
Resumo Objetivo O presente estudo analisa o papel da Simulação Clínica em programas de Residência Médica (PRM) de Obstetrícia e Ginecologia, atribuído pelos supervisores, na formação do residente no município de São Paulo (SP). Métodos Abordagem qualitativa, transversal, de natureza exploratória e descritiva. Foram realizadas entrevistas semiestruturadas com dez supervisores de programas de Residência Médica de Obstetrícia e Ginecologia. Para análise das entrevistas foi realizada análise de conteúdo na modalidade temática partindo do seguinte núcleo: o papel da simulação clínica nos Programas de Residência Médica de Obstetrícia e Ginecologia. Resultados A Simulação Clínica, na visão dos supervisores, emerge como: ferramenta complementar para o processo de ensino e aprendizagem; possibilidade de um ambiente de ensino e aprendizagem seguro; possibilidade de aprendizagem a partir do erro; suporte para prática profissional comprometida com a segurança do paciente; cenário de aprendizagem para o trabalho de equipe; cenário de reflexão sobre o processo de trabalho em Obstetrícia e Ginecologia; favorecimento na tomada de decisão; cenários de processos avaliativos na residência; e, por fim, estímulo à participação dos residentes nas atividades. Conclusão Os supervisores reconhecem a Simulação Clínica como uma ferramenta pedagógica potente no aprendizado dos médicos residentes em Obstetrícia e Ginecologia.
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Humans , Obstetrics and Gynecology Department, Hospital , Health Human Resource Training , Patient Safety , Simulation Training , Internship and ResidencyABSTRACT
Under the new situation of rapid development of medical science and technology, how to effectively cultivate medical students’ humanistic spirit and comprehensively improve medical quality is an important responsibility of medical college teachers. Blend-learning can guide students to immersive learning in multiple dimensions and forms. Obstetrics and Gynecology is one of the main compulsory courses for clinical medical students, which is faced more sensitive and vulnerable female patients, and required higher humanistic quality training for medical students. Through the construction of the blend-learning platform, medical humanities can be better integrated into the content and teaching design of medical education, and students can be more appropriately imperceptibly trained in medical humanities in obstetrics and gynecology teaching, so as to enhance medical students’ medical humanities quality in the process of obstetrics and gynecology diagnosis and treatment, and improve doctor-patient relationship.
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Objective:Bibliometric analysis of SCI papers in Shanghai tertiary obstetrics and gynecology specialized hospitals from 2017 to 2021 was conducted to provide reference for further improving management measures and optimizing the quality of SCI papers in specialized hospitals.Methods:The Web of Science database was used to retrieve SCI papers published by tertiary obstetrics and gynecology specialized hospitals in Shanghai from 2017 to 2021. Based on bibliometric methods VOSviwer 1.6.17 and Scimago Graphica 1.0.23 was adopted to analyze the number, journals, domestic and international cooperation, and hot research areas.Results:2 721 papers were published by Shanghai Tertiary A obstetrics and Gynecology hospitals from 2017 to 2021. These papers published in 765 journals. The number of papers published and publication journals increased year by year. The number of papers and journals with an impact factor of 3~5 is the largest, accounting for 37.96% and 35.95% of the total number of papers and journals respectively. However, papers and journals with more than 10 points accounted for only 7.98% and 10.20% respectively. Scientific Reports, a comprehensive journal, published the largest number of papers. International cooperation is concentrated in the United States. Domestic cooperation is concentrated in universities and research institutions in Jiangsu, Zhejiang and Shanghai. The hot research areas focused on Oncology, Obstetrics & Gynecology, Genetics, Reproductive Biology and other basic medical fields.Conclusions:The number of papers published by Shanghai's tertiary obstetrics and gynecology specialized hospitals has increased year by year, but there are fewer highly influential journals. Domestic and international scientific research cooperation is limited to several institutions. The achievements in the field of basic research are far more than those in clinical research.
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Objective:The cluster analysis method was applied to evaluate the scientific research performance evaluation index system of departments in an obstetrics and gynecology hospital, and analyze the weaknesses of scientific research work of various departments, to provide a basis for the improvement of scientific research strength of departments.Methods:On the basis of the scientific research performance evaluation index system of departments in the obstetrics and gynecology hospital, the indicators and weights of the system were optimized through expert consultation, and the scientific research values from 2019 to 2021 were brought into the optimized scientific research performance evaluation index system to calculate the scientific research scores of each department, and then the cluster analysis method was applied to evaluate the index system.Results:Before and after the optimization of the scientific research performance evaluation index system of departments, the conformity with the discipline classification was 76.00% and 96.67% respectively ( P=0.039). In total of 30 departments were clustered into 4 categories: excellent (7), good (7), medium (4), and concerned (12). The average score of the total scientific research performance evaluation indicators of the 4 categories of departments was 15.022. The highest average score was for papers and monographs, and the lowest was for awards. Conclusions:This study applied the cluster analysis method to evaluate the scientific research performance evaluation index system of departments in the obstetrics and gynecology hospital and replaced quantitative indicators with quality indicators. It will optimize and improve the hospital hierarchical management methods, provide data support and classified guidance for the scientific research development of different categories of departments, and provide a reference basis for hospitals to formulate scientific research management policies such as achievement transformation, award, industry standard guidelines, etc.
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Targeted to the junior nursing students in our university, we applied experiential teaching in the course of Obstetrics and Gynecology Nursing to carry out humanistic care infiltration education, which mainly included three parts: aesthetic activities in theoretical class, experiential activities in experimental class and enlightenment after class. After class, compared with the nursing students who were educated by traditional teaching methods, the quality of humanistic care of nursing students who accepted experiential teaching was improved more obviously. It is suggested that the application of experiential teaching is effective in infiltrating humanistic care education in nursing professional courses, which is also in line with the development of nursing discipline.
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In view of the problems existing in the probation teaching of obstetrics and gynecology, such as patients' non-cooperation, few cases and few practical opportunities. This study discusses the application effect of case teaching based on "Rain Classroom" and standardized patients in the obstetrics and gynecology probation course. The teaching is carried out by carefully selecting cases, refining pre-class preparation, adopting various teaching forms, and carrying out evaluation after class. In order to evaluate the teaching effect, an anonymous survey was carried out among 330 undergraduate interns majoring in clinical medicine, prevention, and forensic medicine in Batch 2015. The results showed that 210 (93.8%) of 224 (67.9%) students who participated in the survey believed that this method could promote learning enthusiasm and 200 students (89.3%) thought it could activate classroom atmosphere more than traditional teaching; most students thought it improved students' communication ability (163, 72.8%), clinical practice ability (189, 84.4%), and ability to analyze and solve problems (171, 76.3%) and deepening the understanding, mastery and application of knowledge (158, 70.5%). It shows that this method can improve the teaching effect of obstetrics and gynecology probation course to a certain extent.
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Background: After any kind of surgery, many drugs are prescribed for prevention of infection, analgesic purpose, nausea, vomiting, gastritis and to maintain the hemodynamic status. Drug utilization studies are conducted for a variety of reasons, including consumption, off-label use, medication errors, misuse, and treatment dynamics. It is done to identify the problems associated and help the prescribers to optimize resource allocation and utilization. Aim and Objectives: This study was conducted with the objective to reconnoiter the utilization pattern of various medications in obstetrics and gynecological post-operative cases for assessment of various medications prescribed, their route of administration, their duration of use, and the World Health Organization (WHO) core drug indicators. Materials and Methods: This was a Prospective Observational study conducted after obtaining approval from the Institutional Ethics Committee. Data were collected from patients case sheets during the period of April 2019 to June 2019, in the post-operative wards of obstetrics and gynecology department using a structured pro forma. Results: A total of 100 patients were prescribed with different medications such as antimicrobials, analgesics antacids, with an average of 7.48 drugs per encounter. Injectable drug encounters was up to 92 %. Antimicrobials were prescribed upto 88 %) and the most common being metronidazole which was prescribed to 80% of patients. The most common analgesic prescribed was diclofenac for 73% of patients. Out of 41 different types of drugs prescribed, 45 (45%) were prescribed by their generic name and 91 (91%) were from the Essential Medicines WHO Model List (2021). Conclusions: The present study provides a valuable insight about the overall pattern of drugs prescribed in postoperative patients in the obstetrics and gynecology unit of a tertiary care hospital. Though only one half of the medications prescribed were by the generic name, a very good proportion of medications were prescribed from the Essential Medicine List. This report is mainly intended to be a step in the wider assessment of safety and efficacy of drugs prescribed in post-operative wards.
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Background: After any surgery, drugs are prescribed for analgesia, prevention of infection, nausea, vomiting, and to maintain the hemodynamic status. Drug utilization studies identify the associated problems and aid prescribers to optimize resource allocation and utilization. Aim and Objectives: This study was done to explore the utilization pattern of medications in obstetrics and gynecology post-operative cases for assessment of the following: (1) Various medications prescribed, (2) their route of administration, (3) duration of usage, and (4) the World Health Organization (WHO) core drug indicators. Materials and Methods: A retrospective observational case-sheet based study was conducted after obtaining approval from the Institutional Ethics Committee. Data were collected from case sheets dated May 1, 2018, to October 31, 2018, in the obstetrics and gynecology department using a structured pro format. Results: A total of 240 patients (247 encounters) were prescribed antimicrobials, analgesics, antacids, and intravenous (IV) fluids with an average of 7.25 drugs per encounter. Injectable drug was prescribed to 222 (89.88%) patients. Antimicrobials were prescribed to 168 patients (68.01%); most common being metronidazole which was prescribed to 120 patients (48.58%). Diclofenac was prescribed to 232 patients (93.93%) and Ranitidine to 239 patients (96.76%); these were the most commonly prescribed analgesic and antacid, respectively. Out of 68 different types of drugs prescribed, 16 (23.53%) were prescribed by their generic name and 51 (75%) were from the Essential Medicines WHO Model List (EML) (2015). Conclusions: Antimicrobials were moderately used in management of post-operative cases. Although only about a quarter of medications were prescribed by generic name, nearly three-fourths were from EML.
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SUMMARY OBJECTIVE: This study aimed to evaluate the knowledge of the obstetricians and gynecologists in the care of women victims of violence in the public health system and the existence of institutional mechanisms to support them. METHODS: A cross-sectional and observational study was conducted with an electronic questionnaire by physicians who provided care in the obstetrics and gynecology emergency unit of the public health system. This study aimed to identify the care for victims of violence who received the institutional mechanisms of support, the difficulties encountered in determining the appropriate care, and estimates of the prevalence of violence against women. RESULTS: Notably, 92 physicians responded to the questionnaire. Of these, 85% had already provided care in one or more cases of violence, and 60% believed that <20% of the women received adequate care in these cases, mainly due to the short-time frame of the consultation, lack of team preparation, and lack of institutional resources. A total of 61% of the participants believed that they were not prepared to provide adequate care in those cases. CONCLUSIONS: Most of the physicians interviewed, although reported to have sufficient knowledge to adequately treat victims of violence, did not provide such care due to lack of institutional support.
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This paper introduces the historical development, training contents, the inspection mechanism and management regulations of obstetrics and gynecology residents training in Taiwan region, China. Drawing lessons from the experience and ideas of the standardized residency training system of obstetrics and gynecology in Taiwan region, combined with the present situation and deficiencies of the training system in the mainland China, this paper puts forward constructive suggestions for the standardized residency training of obstetrics and gynecology, so as to obtain more efficient and satisfactory training results and provide ideas for cultivating excellent obstetrics and gynecology specialists in mainland China.
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Resumo: Introdução: O Teste de Progresso (TP) é uma avaliação cognitiva abrangente e longitudinal com vantagens para o aprendiz, os programas educacionais e a sociedade. No Brasil, embora seja amplamente utilizado na graduação, existe pouca experiência do seu uso na residência médica. Este estudo visa retratar a experiência da Federação Brasileira das Associações de Ginecologia e Obstetrícia (Febrasgo) nos quatro primeiros anos de implementação do TP Individual do Residente em Ginecologia e Obstetrícia (TPI-GO). Relato da experiência: O TPI-GO foi implementado em 2018, sendo oferecido anualmente aos residentes brasileiros. Nos dois últimos anos, o TPI-GO passou a ser oferecido no formato on-line. Para incentivar a participação, estabeleceram-se critérios que possibilitam dispensa ou bonificação na prova teórica para a obtenção do Título de Especialista em Ginecologia e Obstetrícia (Tego) para os candidatos com melhor desempenho. Os resultados são fornecidos de maneira sigilosa a cada candidato. Os resultados do desempenho dos residentes de um mesmo serviço são fornecidos ao supervisor do programa sem a identificação dos seus residentes, de modo a oferecer subsídios para autoavaliação da qualidade e indicar pontos de melhoria. Discussão: Desde a implementação do TP, verificou-se um número crescente de candidatos inscritos com elevada taxa de aderência à prova. As medianas de desempenho do grupo de residentes evidenciaram evolução cognitiva entre os iniciantes (R1) e os concluintes (R3) dos programas. Conclusão: A implementação do TP na residência é factível e aceitável, apresentando vantagens e benefícios. No entanto, requer preparo e envolvimento da equipe organizadora, além de apoio logístico e financeiro. O sigilo na divulgação dos resultados é recomendável e preserva o candidato. A possibilidade de bonificação e dispensa na prova teórica do Tego é um grande atrativo para a adesão e aderência dos médicos residentes ao TP. A aplicação da prova em ambiente on-line amplia o acesso, com níveis aceitáveis de segurança.
Abstract: Introduction: The Progress Test (PT) is a comprehensive, longitudinal cognitive assessment with benefits for the learner, educational programs, and society. Although it is widely used in undergraduate courses in Brazil, there is little experience regarding its use in medical residency. This study aims to portray Febrasgo's experience in the first four years of implementing the Resident's Individual PT in ObGyn (TPI-GO). Experience report: The TPI-GO was implemented in 2018, being offered annually to Brazilian residents. In the last two years, the TPI-GO has been provided online. Febrasgo established criteria that allow for exemption or bonus in the theoretical test to encourage the trainees' participation in the TPI-GO to obtain the Specialist Certification in Gynecology and Obstetrics (TEGO). Results are provided confidentially to candidates and allow self-assessment. The results of the residents' performance from the same service are provided to the program supervisor, offering subsidies for self-assessment of quality and indicating points for improvement. Discussion: Since it was implemented, there has been an increasing number of candidates enrolled in the TPI-GO and a high adherence rate. The medians of performance of the two cohorts of residents studied showed cognitive evolution between beginners (R1) and graduates (R3), with differences attributed in part to the adverse effects of the Pandemic on training. Conclusion: The implementation of the PT in medical residency is feasible, acceptable, and shows advantages and benefits, but it requires the commitment of the organizing team, besides logistical and financial support. The results confidentiality is recommended and preserves the candidate. The possibility of granting bonuses and exemptions in the TEGO theoretical test is an excellent attraction aiming at the adhesion and adherence of residents to the PT. The TPI-GO online increases access with acceptable levels of security.
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Objective:To observe the application effect of standard management-flexible teaching-pay attention to comprehensive quality improvement-correct evaluation (SFPC) teaching on the internship teaching of nursing students in department of obstetrics and gynecology.Methods:Forty-five nursing students who interned in the department of obstetrics and gynecology from July to December 2019 were classified as the control group, and the traditional teaching was adopted. Another 47 nursing students who interned from January to June 2020 were taken as research group, and SFPC was applied. The rotation assessment scores, clinical communication ability and comprehensive ability before and after the internship, and satisfaction with teaching of these nursing students were compared between the two groups. SPSS 23.0 was used for t test, chi-square test and rank sum test. Results:The results of theoretical and operational assessment of obstetrics and gynecology in the research group were significantly higher than those in the control group[(94.28±5.77) vs. (83.91±5.19); (91.85±5.27) vs. (81.07±5.24)]. The scores of building harmonious relationship, identifying patients' problems, keen listening, passing effective information, joint participation and verification of feelings after the teaching were significantly higher than those before teaching ( P<0.05). The scores of ideological quality, teaching activities, ability evaluation and other activities in the comprehensive ability assessment were significantly higher than those before teaching ( P<0.05), and those of research group were significantly higher than those of the control group ( P<0.05). The were significant differences in the grade distribution of teaching satisfaction between the two groups ( P<0.05), and the total satisfaction rate of nursing students in the study group was higher than that in the control group (95.74% vs. 80.00%). Conclusion:The application of SFPC teaching in the clinical teaching of nursing students in department of obstetrics and gynecology can significantly improve the performances of nursing students, clinical communication ability, comprehensive ability and nursing students' satisfaction with teaching.
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Objective:To evaluate the standardized residency training of obstetrics and gynaecology in Shengjing Hospital of China Medical University with Milestones evaluation system of obstetrics and gynecology, and to evaluate the feedback effect of the system.Methods:An improved Milestones evaluation form was developed to evaluate the self-evaluation and clinical tutor's scores, collect the results and make a statistical analysis of the 1-3 years standardized training residents of the Shengjing Hospital of China Medical University in September 2019. GraphPad Prism 8 software was used for data collection and statistical analysis, and Box-Plots software was used for drawing analysist. Descriptive statistics method was used for the general situation of the research objects. After the students' self-evaluation and tutor's scores passed the normal distribution and variance homogeneity test, paired t test was performed, and the scores of residents from different sources were analyzed by variance analysis. Results:A total of 164 residents of obstetrics and gynaecology were evaluated, and there were significant differences between self-evaluation and teacher's evaluation in medical knowledge, learning ability and system work ( P<0.05). The competency scores of the first year residents ranged from 3.003 to 4.556, and at the end of the course they increased to 4.921 to 5.974, showing statistically significant differences in each item compared with the first year ( P<0.001). After three years of training, residents from different sources showed significant improvement ( P<0.001). Conclusion:The Milestones evaluation system of the obstetrics and gynecology can be used for the training assessment and feedback of the residents in obstetrics and gynecology specialty. The self-assessment of residents helps to understand the level of self-assessment, and the teacher's evaluation helps to correct the bias generated by self-assessment. The systematic and staged Milestones evaluation system can instruct the clinical tutors to instruct the residents in accordance with their aptitude, and give feedback on the training effect of the residency training base.
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This paper discussed the guiding significance of "disease-syndrome-symptom" mode in FU Qing-zhu's Obstetrics and Gynecology(FU Qing-zhu Nyu Ke) for dealing with ovulation disorder infertility caused by hyperprolactinemia(HPRL). FU Qing-zhu's Obstetrics and Gynecology(FU Qing-zhu Nyu Ke) concentrates on the disease entities, main symptoms, pathogenesis, and syndrome differentiation, based on which the prescriptions are prescribed. This reflects the "disease-syndrome-symptom" mode, with the core lying in the "combination of disease with syndrome". The contained Discussion on Menstruation Regulation(Tiao Jing Pian) and Discussion on Getting Pregnant(Zhong Zi Pian) have important reference significance for later doctors in the diagnosis and treatment of inferti-lity, and many prescriptions are still in use due to good effects. It is believed in traditional Chinese medicine(TCM) that HPRL results from kidney deficiency and liver depression, among which kidney deficiency is the main cause. Liver depression accelerates the onset of HPRL, so the kidney-tonifying and liver-soothing herbs were mainly selected. The "disease-syndrome-symptom" mode in FU Qing-zhu's Obstetrics and Gynecology(FU Qing-zhu Nyu Ke) sheds enlightenment on the diagnosis and treatment of ovulation infertility caused by HPRL, in that it is not confined to disease entity and syndrome type. The integration of "disease-syndrome-symptom" highlights the main complaint of patients and emphasizes the main pathogenesis, thus giving full play to the overall advantage of syndrome differentiation. For multiple diseases in FU Qing-zhu's Obstetrics and Gynecology(FU Qing-zhu Nyu Ke) such as infertility due to liver depression, infertility due to obesity, delayed menstruation, and irregular menstruation, although the typical lactation symptom of HPRL is not mentioned, the medication can still be determined according to the chief complaint, syndrome type, and symptoms and signs, making up for the defects of excessive reliance on serum biochemical indicators in modern Chinese medicine. We should learn its diagnosis and treatment thoughts of paying attention to liver, spleen, kidney, and heart, holism, and strengthening body resistance to eliminate pathogenic factors.
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Female , Humans , Pregnancy , Gynecology , Hyperprolactinemia/drug therapy , Infertility , Obstetrics , OvulationABSTRACT
RESUMEN La docencia en obstetricia y cirugía en el Perú empezó a principios del siglo XIX, por iniciativa de Hipólito Unanue. Cayetano Heredia y otros la estructuraron académicamente al crearse la Facultad de Medicina de la Universidad Nacional Mayorde San Marcos, en 1856. La cátedra de clínica ginecológica fue creada finalizando el siglo XIX, nombrándose como catedrático a Constantino T. Carvallo. En 1947 se fundó la Sociedad Peruana de Obstetricia y Ginecología (SPOG), con la finalidad de desarrollar la ciencia y la capacitación continua de especialistas en ginecología y obstetricia. Desde 1955, la Revista Peruana de Ginecología y Obstetricia es el medio de comunicación científica de la SPOG, que publica experiencias e investigaciones en la especialidad. El residentado en Obstetricia data de 1958 en la Maternidad de Lima y, entre 1961 y 1962, Abraham Ludmir comenzó el residentado escolarizado de obstetricia y ginecología en el Hospital Materno Infantil San Bartolomé. El continuo y rápido avance dado por la investigación científica, información y modernización de la tecnología en la especialidad ha ocasionado la aparición de varios capítulos relacionados a la patología de la mujer y el perinato, integradas en instituciones médicas que avanzan a diferente velocidad e importancia. La actual pandemia del coronavirus SARS-CoV-2 ha puesto en evidencia los problemas en la atención de salud nacional, ocasionando congestión hospitalaria, insuficiencia de equipos, medicamentos y recursos humanos, indicadores desfavorables de vigilancia, infecciones y muertes, lo que requerirá girar la gestión en salud. La docencia en medicina también se vio afectada, con conversión de la educación presencial a virtual, prohibición de atención presencial de estudiantes y docentes mayores, que recién retornarán a los hospitales. La educación médica, los avances científicos y tecnológicos y la visión de un mundo rápidamente cambiante deben originar nuevos planes curriculares para los estudiantes de medicina y residentes en la especialidad, para una apropiada atención en salud.
ABSTRACT The teaching of obstetrics and surgery in Peru began at the beginning of the 19th century, at the initiative of Hipólito Unanue. Cayetano Heredia and others structured it academically when the Faculty of Medicine of the Universidad Nacional Mayor de San Marcos was created in 1856. The chair of clinical gynecology was created at the end of the 19th century, appointing Constantino T. Carvallo as professor. In 1947, the Peruvian Society of Obstetrics and Gynecology (SPOG) was founded with the purpose of developing the science and continuous training of specialists in gynecology and obstetrics. Since 1955, The Peruvian Journal of Gynecology and Obstetrics is the scientific communication media of the SPOG, which publishes experiences and research in the specialty. The residency in Obstetrics dates back to 1958 at the Maternity Hospital of Lima and, between 1961 and 1962, Abraham Ludmir began the schooled residency in obstetrics and gynecology at the Hospital Materno Infantil San Bartolomé. The continuous and rapid progress given by scientific research, information and modernization of technology in the specialty has caused the emergence of several branches related to the pathology of women and perinates, integrated in medical institutions that advance at different speed and importance. The current SARS-CoV-2 coronavirus pandemic has highlighted the problems in national health care, resulting in hospital congestion, insufficient equipment, drugs and human resources, unfavorable indicators of surveillance, infections and deaths, which will require a change in health management. Teaching in medicine was also affected, with the conversion from classroom to virtual education, prohibition of on site care for students and senior teachers, who will be returning to the hospitals. Medical education, scientific and technological advances and the vision of a rapidly changing world must give rise to new curricular plans for medical students and residents in the specialty, for appropriate health care.
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Taking the Department of Obstetrics and Gynecology as an example, this paper expounds a series of practices of online education, in the process from pre-course training, platform selection, curriculum design, to student evaluation, etc. From that, we can provide a reference for carrying out online teaching in response to the epidemic for clinical medical colleges which have not been exposed to the online course. Furthermore, it is a new attempt to explore a way to make a change of the traditional teaching method and deepen the reform of clinical teaching in our hospital after the epidemic, not only in professional medical education, but also in the popularization of medical knowledge.
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Objective:To explore the application effect of SBAR (situation, background, assessment and recommendation) standard communication mode in the training of morning shift handover ability of nursing interns in gynecology and obstetrics, so as to provide reference for improving the ability of morning shift handover of nursing interns.Methods:This study included in 30 nursing interns in Xuanwu Hospital in 2018 who were selected as the observation group, and 31 nursing interns in 2017 who were selected as the control group. The control group was trained in the traditional way of teaching, while the observation group was trained with SBAR standard communication mode on the basis of traditional teaching. After one month's teaching, the evaluation standard of nursing morning shift handover formulated by our hospital was used as the evaluation index to observe the effectiveness of SBAR mode in improving the morning shift handover ability of nursing interns in obstetrics and gynecology. The scores of morning shift handover of the nursing interns in two groups were compared by independent sample t test. Results:The total average score of nursing interns in the observation group was higher than that of the control group, with statistical significance ( P<0.05). Among them, the scores of shift handover environment, complete content, reasonable process and reasonable time control were higher and the difference was statistically significant ( P<0.05), but there was no significant difference in the scores of emphasis, specialty characteristics and language fluency ( P>0.05). The total average score of bedside handover ability in the observation group was significantly higher than that in the control group, with significant difference ( P<0.05). The scores of shift handover environment, complete content, outlining key points, reflecting specialty characteristics, reasonable process, material preparation and humanistic care were higher than those of the control group, with statistical significance ( P<0.05). Conclusion:SBAR mode can improve the bedside and collective shift handover ability of obstetrics and gynecology nursing interns, and nursing managers can use SBAR mode to cultivate nursing interns' ability of morning shift handover.
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Under the combination of postgraduate education and standardized medical residents training, via exploring current situation, we put forward the limitations of routine rotation training, disconnection of theory and practice, inefficient of scientific ability. We arouse a new model by improving teaching model, enriching teaching content, optimizing teaching method, making better arrangement of rotations and cultivating scientific ability to provide references for enhancing the ability of clinical thinking, practice, scientific research and communication.
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Objective:To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology.Methods:A total of 181 students from Batch 2016 of Clinical Medicine (experimental group) were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode. The teaching results were evaluated by formative evaluation scores and questionnaire, compared with 195 students from Batch 2015 (control group). The statistical analysis was performed with SPSS 21.0.Results:Scores of formative evaluation in experimental group [(88.66±5.92) points] was higher than those in control group [(81.11±7.36) points], with statistically significant differences ( P<0.05). Satisfaction of students for teaching flexibility, teaching innovation, learning interest and clinical thinking in experimental group was greater than that of students in control group ( P<0.05). Meanwhile, compared with the control group, teachers from experimental group were more satisfied with teaching flexibility, teaching integration, students' participation and activity in classroom and cultivation of the clinical thinking ability and post competences ( P<0.05). Conclusion:The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system, cultivate their clinical thinking ability and establish a holistic view of disease.
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Standardized specialist training is key to postgraduate medical education. China is introducing the specialist training programs, yet without covering specialist training in obstetrics and gynecology(O&G). Shanghai took the lead in 2003 to pilot O&G specialists training programs within the region. This study introduced the specialist training programs in O&G in the US, and compared them with those in Shanghai, and recommending on launching O&G specialist training nationwide based on China′s specifics.