Autoejercitación del ejercicio físico en los estudiantes de Educación Física de la Educación Superior

La atención a la habilidad auto ejercitación del ejercicio físico constituye punto de referencia para el cumplimiento de los objetivos estratégicos planteados por las universidades cubanas, particularmente en la disciplina Educación Física del Plan de estudios E, como un contenido del currículo que favorece el protagonismo del estudiante en su propio proceso de aprendizaje, constituye una necesidad antes los cambios que se operan en el sistema de Educación Superior Cubano, dado fundamentalmente por condiciones que surgieron de aislamiento físico provocado por la COVID 19, unido a la falta de habilidades para realizar actividad física y por garantizar una educación inclusiva, equitativa y de calidad. El objetivo de este trabajo consiste en elaborar una estrategia didáctica para la formación de la habilidad auto ejercitación del ejercicio físico; en la investigación se emplean métodos cualitativos y cuantitativos. Se inicia con el diagnóstico, utilizándose diferentes métodos y técnicas, como la encuesta, la entrevista. Además, se aplica los test para evaluar la condición física y de las insuficiencias que presenta los estudiantes de Educación Física de la carrera de Medicina Veterinaria de la Universidad Agraria de La Habana. La sistematización y los fundamentos teóricos y metodológicos analizados permitieron diseñar una estrategia didáctica, la cual cuenta de cuatro etapas, cada una de ellas con su objetivo y sistema de acciones, las cuales se ofrecen como resultado para la formación de la habilidad auto ejercitación del ejercicio físico en los estudiantes objetos de estudio. La evidencia de los aprendizajes adquiridos por los estudiantes, la valoración de especialistas indica una mejora de los niveles de condición física, las acciones propuestas responden al propósito para el cual fue concebida la estrategia.

A atenção à habilidade de autoexercício do exercício físico constitui um ponto de referência para o cumprimento dos objetivos estratégicos traçados pelas universidades cubanas, particularmente na disciplina de Educação Física do Currículo E, como conteúdo do currículo que favorece o protagonismo do aluno. o seu próprio processo de aprendizagem, constitui uma necessidade face às mudanças que estão a ocorrer no sistema de ensino superior cubano, dadas fundamentalmente pelas condições que surgiram do isolamento físico causado pela COVID 19, juntamente com a falta de competências para a realização de actividade física e garantir uma educação inclusiva, equitativa e de qualidade. O objetivo deste trabalho é desenvolver uma estratégia didática para o treinamento da habilidade de autoexercício do exercício físico; Métodos qualitativos e quantitativos são utilizados na pesquisa. Começa com o diagnóstico, utilizando diferentes métodos e técnicas, como inquéritos e entrevistas. Além disso, são aplicados testes para avaliar a condição física e as insuficiências apresentadas pelos estudantes de Educação Física da carreira de Medicina Veterinária da Universidade Agrária de Havana. A sistematização e os fundamentos teóricos e metodológicos analisados permitiram o desenho de uma estratégia didática, que conta com quatro etapas, cada uma delas com seu objetivo e sistema de ações, que são oferecidas como resultado para a formação da habilidade de autoexercício do exercício físico nos alunos estudados. A evidência das aprendizagens adquiridas pelos alunos, a avaliação dos especialistas indica uma melhoria nos níveis de aptidão física, as ações propostas respondem ao propósito para o qual a estratégia foi concebida.

Attention to the self-exercise skill of physical exercise constitutes a point of reference for the fulfillment of the strategic objectives set by Cuban universities, particularly in the Physical Education discipline of Study Plan E, as a content of the curriculum that favors the student's protagonism in his/her own learning process, constitutes a necessity in the face of the changes that are taking place in the Cuban Higher Education system, given fundamentally by conditions that arose from physical isolation caused by COVID 19, coupled with the lack of skills to perform physical activity and to guarantee inclusive, equitable and quality education. The objective of this work is to develop a didactic strategy for the training of the self-exercise skill of physical exercise; qualitative and quantitative methods are used in the research. It begins with the diagnosis, using different methods and techniques, such as surveys and interviews. In addition, tests are applied to evaluate the physical condition and insufficiencies presented by Physical Education students of the Veterinary Medicine career at the Agrarian University of Havana. The systematization and the theoretical and methodological foundations analyzed allowed the design of a didactic strategy, which has four stages, each of them with its objective and system of actions, which are offered as a result for the formation of the self-exercise skill of the physical exercise in the students studied. The evidence of the learning acquired by the students, the assessment of specialists indicates an improvement in physical fitness levels, the proposed actions respond to the purpose for which the strategy was conceived.

Estrategias de afrontamiento al síndrome de burnout en médicos-docentes universitarios en postpandemia / Coping strategies to burnout syndrome in post-pandemic university physician-teachers / Estratégias de enfrentamento da síndrome de burnout em professores doutores de universidades pós-pandemia

Los médico-docentes han sufrido las secuelas de la pandemia y que sigue evidenciándose en la postpandemia como estrés laboral; por ello tuvieron que aprender estrategias de afrontamiento para superar este problema de salud mental. Objetivo. Analizar las características del Síndrome de burnout Académico de cuatro docentes-médicos universitarios y las estrategias de afrontamiento que utilizaron en un contexto de postpandemia. Metodología. Investigación cualitativa, fenomenológica, interpretativa, en la que se utilizó la entrevista en profundad a cuatro docentes-médicos (2 varones y 2 mujeres), permitió analizar y reflexionar acerca de las experiencias de los participantes de las secuelas que les dejó el SBA después de la pandemia generada por la COVID-19 y cómo realizaron el afrontamiento. Las categorías fueron SBA y afrontamiento. El trabajo se llevó a cabo en tres fases: (a) descriptiva, en ella se organizó y planificó el proceso metodológico y ético, (b) fase estructural, se elaboraron las guías de entrevista, la matriz para organizar la información, transcripción y codificación de la información y (c) fase de discusión, en la se confrontaron las experiencias discrepantes y semejantes que fueron contrastados con otros estudios. Hallazgos. La COVID-19 generó en los médico-docentes SBA, que se evidenciaron en problemas emocionales, cognitivos, conductuales-psicosomáticos y sociales. El afrontamiento integral con las técnicas cognitivo-conductuales, mindfulness, relajación y la religión permitieron revertir los efectos del SBA. A manera de conclusión. El integral de técnicas terapéuticas de afrontamiento a SBA postraumático mostraron ser eficientes.

Physician-teachers have suffered the after-effects of the pandemic, which continues to be evidenced in the post-pandemic as occupational stress; therefore, they had to learn coping strategies to overcome this mental health problem. Objective. To analyze the characteristics of Academic Burnout Syndrome of four university teacher-physicians and the coping strategies they used in a post-pandemic context. Methodology. Qualitative, phenomenological, interpretative research, using in-depth interviews with four physician-teachers (2 men and 2 women), made it possible to analyze and reflect on the participants' experiences of the after-effects of BMS after the pandemic generated by COVID-19 and how they coped. The categories were BMS and coping. The work was carried out in three phases: (a) descriptive, in which the methodological and ethical process was organized and planned, (b) structural phase, in which the interview guides, the matrix to organize the information, transcription and codification of the information were elaborated, and (c) discussion phase, in which the discrepant and similar experiences were compared and contrasted with other studies. Findings. The COVID-19 generated BMS in the physician-teachers, which were evidenced in emotional, cognitive, behavioral-psychosomatic and social problems. Integrated coping with cognitive-behavioral techniques, mindfulness, relaxation and religion allowed reversing the effects of BMS. By way of conclusion. The integrated therapeutic techniques of coping with posttraumatic BMS proved to be efficient.

Os professores de medicina sofreram os efeitos colaterais da pandemia, que ainda são evidentes no período pós-pandemia como estresse relacionado ao trabalho, e tiveram de aprender estratégias de enfrentamento para superar esse problema de saúde mental. Objetivo. Analisar as características da Síndrome de burnout acadêmico em quatro professores-médicos universitários e as estratégias de enfrentamento que eles usaram em um contexto pós-pandêmico. Metodologia. A pesquisa qualitativa, fenomenológica e interpretativa, por meio de entrevistas em profundidade com quatro professores-doutores (2 homens e 2 mulheres), nos permitiu analisar e refletir sobre as experiências dos participantes em relação às sequelas da SBM após a pandemia gerada pela COVID-19 e como eles lidaram com isso. As categorias foram BMS e enfrentamento. O trabalho foi realizado em três fases: (a) descritiva, na qual o processo metodológico e ético foi organizado e planejado; (b) fase estrutural, na qual foram elaborados os guias de entrevista, a matriz para organizar as informações, a transcrição e a codificação das informações; e (c) fase de discussão, na qual experiências discrepantes e semelhantes foram comparadas e contrastadas com outros estudos. Resultados. A COVID-19 gerou BMS nos médicos-professores, que foram evidenciados em problemas emocionais, cognitivos, comportamentais-psicossomáticos e sociais. O enfrentamento integrado com técnicas cognitivo-comportamentais, atenção plena, relaxamento e religião permitiu reverter os efeitos da SGB. À guisa de conclusão. As técnicas terapêuticas integradas de enfrentamento da SGB pós-traumática mostraram-se eficazes.

Managerial Decision-Making of Nurses in Hospitals: creation and validation of a simulation scenario / Tomada de Decisão Gerencial do Enfermeiro da Área Hospitalar: construção e validação de cenário de simulação / Toma de Decisiones Gerenciales del Enfermero en el Área Hospitalaria: construcción y validación de un escenario de simulación

Abstract Objective: to build and validate a clinical simulation scenario on hospital nurse managerial decision-making competence for undergraduate nursing students. Method: a descriptive and methodological study was carried out in a higher education institution, with the participation of 10 judges and five players. To do so, the conceptual simulation model proposed by Jeffries and standards of the International Nursing Association for Clinical Simulation and Learning were used to prepare the scenario and the checklist. Results: the scenario was called "Managerial decision-making of nurses in the face of adverse events in a hospital". The scenario script and checklist were built for validation. The checklist was face- and content-validated. Afterward, judges used the checklist to validate the scenario, which, in its final version, was composed of Prebriefing (seven items), Scenario in Action (18 items) and Debriefing (seven items). Conclusion: the scenario proved to be a teaching strategy that anticipates the reality of future nurses, bringing them the self-confidence to perform their activities and helping them to act critically and reflectively during decision-making processes.

Resumo Objetivo: construir e validar um cenário de simulação clínica sobre a competência tomada de decisão gerencial do enfermeiro hospitalar para estudantes de graduação em enfermagem. Método: estudo descritivo e metodológico realizado em uma instituição de ensino superior, com a participação de 10 juízes e cinco atores. Utilizou-se o modelo conceitual de simulação proposto por Jeffries e guias padronizadas da International Nursing Association for Clinical Simulation in Learning para a elaboração do cenário e do checklist. Resultados: o cenário ficou denominado como "Tomada de decisão gerencial do enfermeiro diante de eventos adversos no contexto hospitalar". Construiu-se o script do cenário e o checklist para a sua validação. Realizou-se validação de face e conteúdo do checklist. Posteriormente, juízes de posse do checklist, validaram o cenário que, em sua versão final, ficou composto por Prebriefing (sete itens), Cenário em Ação (18 itens) e Debriefing (sete itens). Conclusão: o cenário mostrou-se uma estratégia de ensino capaz de antecipar a realidade do futuro enfermeiro, trazendo autoconfiança na execução de suas atividades, contribuindo para agir de forma crítica e reflexiva durante o processo de tomada de decisão.

Resumen Objetivo: construir y validar un escenario de simulación clínica sobre la competencia en la toma de decisiones gerenciales del enfermero hospitalario para estudiantes del grado en enfermería. Método: estudio descriptivo y metodológico realizado en una institución de educación superior, con la participación de 10 jueces y cinco actores. Se utilizó el modelo conceptual de simulación propuesto por Jeffries y guías estandarizadas de la International Nursing Association for Clinical Simulation in Learning para la elaboración del escenario y del checklist. Resultados: el escenario se denominó "Toma de decisiones gerenciales del enfermero ante eventos adversos en el contexto hospitalario". Se construyó el script del escenario y el checklist para su validación. Se realizó la validez aparente y el contenido del checklist. Posteriormente, los jueces en posesión del checklist, validaron el escenario que, en su versión final, quedó compuesto por Prebriefing (siete ítems), Escenario en Acción (18 ítems) y Debriefing (siete ítems). Conclusión: el escenario demostró ser una estrategia de enseñanza capaz de anticipar la realidad del futuro enfermero, trayendo autoconfianza en la ejecución de sus actividades, contribuyendo para actuar de forma crítica y reflexiva durante el proceso de toma de decisiones.

Análisis de un taller sobre intervención policial en situaciones de emergencia: debate constructivo y dialógico sobre la violencia en las relaciones de pareja heterosexual / Analysis of a workshop on police intervention in emergency situations: constructive and dialogic debate on violence in heterosexual couples / Análise de um workshop sobre intervenção policial em emergências: debate construtivo e dialógico sobre violência entre casais heterossexuais

Presentamos a continuación el análisis de la experiencia llevada a cabo en el curso de experto universitario en "Prevención de Violencia de Género", curso realizado por la Universidad de Alicante en coordinación con la Generalitat Valenciana y el Instituto Valenciano de Seguridad Pública y Emergencias (IVASPE). Dirigido a las fuerzas y cuerpos de seguridad (FFCCS). El objetivo es mejorar las habilidades y técnicas de comunicación en las intervenciones de emergencia por violencia en parejas heterosexuales. Nuestra experiencia se enmarca dentro de un diseño de taller de formación especializada de 10 horas de duración en el marco de la asignatura "Habilidades y técnicas de comunicación", cuyo desarrollo se basa en la capacidad que la dialéctica constructiva tiene de afrontamiento y transformación social, así como en la concepción de la violencia contra las mujeres como un atentado contra los derechos humanos y la pertinencia de las habilidades y técnicas de comunicación efectiva en la intervención policial en este tipo de emergencias. Nuestros resultados muestran una buena estructuración de la intervención policial en tres fases (llegada, desarrollo y cierre) y la necesidad de profundizar en la intervención y protocolo a seguir con los agresores.

The following is an analysis of the experience in the university expert course on "Prevention of Gender Violence", a course carried out by the University of Alicante in coordination with the Generalitat Valenciana and the Valencian Institute of Public Safety and Emergencies (IVASPE) aimed at security forces and corps (FFCCS). The objective is to improve communication skills and techniques in emergency interventions for violence in heterosexual couples. Our experience is framed within a 10-hour specialised training workshop design within the framework of the subject "Communication skills and techniques", whose development is based on the capacity that constructive dialectics has for coping and social transformation, as well as on the conception of violence against women as an attack on human rights and the relevance of effective communication skills and techniques in police intervention in this type of emergency. Our results show a good structuring of police intervention in three phases (arrival, development and closure) and the need to deepen the intervention and protocol to observe with the aggressors.

A seguir, é apresentada uma análise da experiência realizada no curso de especialização em "Prevenção da violência de gênero", realizado pela Universidad de Alicante em coordenação com a Generalitat Valenciana e o Instituto Valenciano de Seguridad Pública y Emergencias (IVASPE). Destinado às forças e corpos de segurança (FFCCS). O objetivo é melhorar as habilidades e técnicas de comunicação em intervenções de emergência devido à violência em casais heterossexuais. Nossa experiência se enquadra em um projeto de oficina de treinamento especializado de 10 horas no âmbito da disciplina "Habilidades e técnicas de comunicação", cujo desenvolvimento se baseia na capacidade que a dialética construtiva tem de enfrentamento e transformação social, bem como na concepção da violência contra a mulher como um ataque aos direitos humanos e na relevância de habilidades e técnicas de comunicação eficazes na intervenção policial nesse tipo de emergência. Nossos resultados mostram uma boa estruturação da intervenção policial em três fases (chegada, desenvolvimento e encerramento) e a necessidade de aprofundar a intervenção e o protocolo a ser seguido com os agressores.

EFFECTIVENESS OF SIMULATION BASED TEACHING PROGRAM ON KNOWLEDGE AND SKILL REGARDING BASIC NEONATAL RESUSCITATION PROCEDURES AMONG FEMALE HEALTH WORKERS OF SELECTED AREAS: A STUDY PROTOCOL

Background Of The Study: Worldwide, 136 million babies are born annually. 10 million require some stimulation at birth to breathe, while 6 million require basic resuscitation with a bag and mask. Evidence shows that 1 million neonatal deaths occur yearly on the day of birth. Near about 2 million babies die in the rst week of life and 4 million die in the neonatal period, which accounts for 46% of under-ve mortality. This mortality is estimated to increase to 52% in 2030 unless strategic interventions are implemented. To assess the effect of a simulation-based teaching Objective: program on knowledge and skill regarding basic neonatal resuscitation procedures among female health workers of selected areas. Pre-experimental one group pre-test post-test research design will be used. The duration of the study will Methodology: be one month. 60 female health workers from selected primary health centres and sub-health centres of Nagpur district will be selected as a sample through the simple random sampling technique. The structured questionnaire and standardized observational checklist will be used to assess the knowledge and skill respectively. Validity and reliability of the tool will be determined with appropriate standardized methods. Enhance knowledge and skill after simulation-based Expected Result: teaching program. Female health workers working in primary health centres and sub-health centres of Nagpur Limitation: district will be included in this study. The study ndings will reect the need for simulation based education to Conclusion: enhance the knowledge and skill of female health workers to identify birth asphyxia and its potential complications leading to neonatal mortality during the rst few hours after birth.

Impact of an Assessment‑Based Training Module on Communication Skills in Phase I Indian Medical Undergraduates

Introduction:Good communication skills (CSs) are not only the crux of a good doctor–patient relationship but also the foundation over which any human relationship is based. The aim of this study was to assess the impact of training on CS in Phase I MBBS students in a Government Medical College in West Bengal, India. MaterialsandMethods: One hundred and eighty‑four Phase I medical students were trained on how to communicate properly with their peers, seniors, teachers, college authorities, department staff, patient relatives, and other health professionals. Each participant underwent a set of three assessments (presession, postsession, and late postsession) for both knowledge and skills in CS. After postsession assessment, feedback by the faculties and peers was provided and reflections were obtained from the participants. A prevalidated questionnaire and Gap‑Kalamazoo CS Assessment Form (with some modification) were used for knowledge and skill’s assessment, respectively. At the end of the module, feedback was collected from the participants. Data were tabulated and results were compared and interpreted. Results: Mean score and standard deviation for knowledge assessment were 5.29 ±1.35, 9 ±1.20 and 8.55 ±0.97 in T1, T2, and T3 and for skills’ score were 17.78 ±4.89, 26.32 ±5.04 and 30.77 ±3.66 in SA1, SA2, and SA3, respectively. Most participants showed improvement in T2 with mean improvement score (T2–T1) of 79.57 ±47.25 and mean retention score (T3–T1) of 71.9 ±47.84. About 52% of participants showed deterioration in T3 with late deterioration score (T3–T2) of−4.06±11.42. 33% showed no change in knowledge, i.e., they retained their improvements, whereas 15% showed further improvement. Fifty‑two percent of participants showed skills’ improvement by scores of 7–12, 43% showed retention by 13–18, and late deterioration was shown by 82%, their scores dropped by 0–6. Conclusion: The training module was successfully implemented, and participants appreciated this type of participant centric assessment‑based teaching learning module. They learned about the effective ways of communication in a fun manner and were determined to apply all that they have learned

Cataract surgery outcomes in pediatric patients with systemic comorbidities

Purpose: The aim of the study was to evaluate the outcomes of cataract surgery in patients of the pediatric age group with systemic comorbidities. Methods: Medical records of 54 eyes (30 patients) of the pediatric age group with systemic comorbidities who had undergone cataract surgery in a tertiary?care center were reviewed. The following parameters were recorded: systemic comorbidity; toxoplasmosis, rubella, cytomegalovirus, herpes simplex, HIV (TORCH) profile, best spectacle?corrected visual acuity (BSCVA), strabismus, nystagmus, and cataract morphology. Results: Thirty patients with a mean age of 55 months (9 months–14 years) were included. On average, every child was seen by three physicians, and the mean duration between the first visit to a physician and presentation to our center was 2.23 ± 0.67 years. The various causes for delay in referral include multiple referrals due to a lack of general anesthesia services in 78% of cases, a long waiting list at the referral hospital in 35% of cases, and a lack of awareness at the primary?care physician level in 50% of cases. The mean BSCVA at presentation was 1.4 logMAR (0.3 to 3 logMAR). The most common cataract morphology was that of zonular cataract (31.48%; 17/54). Strabismus and abnormal eye movements were observed in 27.7% (15/54) and 33.3% (18/54) of eyes, respectively. Various systemic associations were periventricular leukomalacia (12/30), Down’s syndrome (6/30), seizure disorder (6/30), cardiac valvular anomalies (6/30), Marfan’s syndrome (4/30), hypothyroidism (4/30), rubella (3/20), cytomegalovirus (3/20), cerebral palsy (2/30), nephrotic syndrome (2/30), Type 1 diabetes mellitus (1/30), microcephaly (1/30), cryptogenic West syndrome (1/30), congenital rubella syndrome (1/30), and Tourette syndrome (1/30). The mean postoperative corrected distance visual acuity (CDVA) at 2?year follow?up improved to 1.0 logMAR (0 to 3 logMAR). No postoperative complications were reported at the final follow?up. Around 70% of the parents reported improvement in their child’s psychomotor skills. Conclusion: Intellectually impaired pediatric patients with cataract should be operated upon whenever there is a presence of infrastructure, and unnecessary delay in surgery should be avoided by referring the patient to higher centers. Even though objective improvement in visual acuity was suboptimal, there was definitely an improvement in the psychomotor skills of the patients.

Effect Of Plyometric Training On Specific Soccer Skill And Playing Ability Of College Going Male Soccer Players

Background: - Football is one of the most popular games in the world. It has been played by most of the countries. Training programme plays an important role in the lives of human beings for developing their fitness and performances. Purpose: - The purpose of the study was to analyse the effect of six weeks plyometric training programmes on specific soccer skill and playing ability of college going soccer male players age ranging between 18– 22 years. Materials & Methods: - Total 32 subjects were taken for the study from baliapal college of physical education, baliapal, balasore, odisha. They were given the six weeks training programme in the college campus. The training schedule were fixed in the morning session as well as in the afternoon session minimum time duration 90-120 minutes per session with various types of physical exercise and training including warming up, warm down and resting time between and set of exercises. In this investigation, data was collected before and after the training period. The Independent Paired-'t' test was conducted for evaluate the data and the level of significance was fixed at 0.05 level of confidence. Results & Discussion: - The result of the study indicates that the six weeks training programmes were influenced the selected variables such as (i) Mc Donald Soccer Skill Test- Legal kicks within 30 seconds. (ii) Playing ability –It will be taken by the three expert coaches. In Mc Donald Soccer Skill Test, the post-test mean scores (12.40) were increased than the pre-test means (8.30) and there was significant difference found in the pre-test and post-test results. Similarly, post-test mean scores (20.50) in playing ability of the college going soccer players were developed than the pre-test means scores (14.44). The Calculated value of the soccer skill (3.86) and playing ability (4.34) both were better than the table value. So, the results were significant at 0.05 level of confidence. On the basis of the obtained result, it has been observed thatConclusion: - six weeks plyometric training programmes have been affected positively on both kicking performance and playing ability among the college going soccer players.

Visual Contribution to Motor Skill DCD Disorders & Walking Physiology Using Spatial Cognition and Linear Geometries as Landmark Coordination Cues

Problem: Awareness of children, who experience movement, particularly motor coordination difficulties, has increased dramatically over the last ten years. These motor coordination problems of children with Developmental Coordination Disorder (DCD) or/and Attention-Deficit / Hyperactivity Disorder (ADHD) have been frequently associated with poor visual and spatial eye-vision processing.Background: Motor control difficulties for DCD and ADHD children have been discussed in detail. However, just a little is known about the influence of the natural environment on these disorders. Even more, the built environment’s impact as a spatial cognition and coordination functionality has never been considered.Aim: This pilot and innovative study aim to identify the correlation between and evaluate the visual contribution of the so-called “spatial compound linear geometries” and DCD children’s motor/walking control.Methodology: Twenty children aged 5 to 8 years with DCD difficulties (two intervention groups, one with 10 boys and the other one with 10 girls) were assessed by a statistical structural evaluation in three built environments (two urban parks and one pocket park), under two conditions (rich or not in trees, flora, and PnP linear geometries), and different motor coordination control situations (static balance, dynamic balances, dark condition).Results: The worst performances (regarding movement disorders and motor coordination problems) were observed for both groups with DCD children playing in parks poor in or without trees, flora, and spatial compound linear geometries. Instead, a significant performance (strong statistical correlation) was found for the same intervention group (DCD children’s boys or girls) playing in parks rich in trees, flora, and vegetation (natural environment). The best performance (very strong statistical correlation) was detected in parks rich in a natural environment and linear geometries. Conclusions: While the natural environment contribution is bibliographically known, the best performance finding of the visual contribution of the spatial compound linear geometries, as spatial landmarks enriching the visual-spatial motor/walking functionalities for Children with DCD disorder, could provide new cognitive approaches towards an understanding of children’s Developmental Coordination Disorder and walking physiology. DCD children’s performance, scores, and cues were related to both the natural environment and the spatial compound linear geometries as spatial landmark motor coordination cues and spatio-temporal clues. The significant variability in sensory processing among children with DCD, ADHD, and co-occurring symptoms can contribute to understanding how neurological and social factors correlate across diagnoses. Also, derived observations for stepping errors, Gait analysis (variables), and spatio-temporal clues conclude that visual eye-based processing interrelates with motor coordination problems, performance, inattention, environmental conditions (dark), sex identity (boys, girls), and DCD hyperactivity. Applications: Development of interactive visual applications for (i) human spatial cognition and movement improvement; and (ii) children’s motor control and coordination refinement.

Application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges / 中华医学教育探索杂志

Objective:To explore the application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges.Methods:A total of 219 nursing students of Class 2020 were selected from a higher vocational college; they were randomly divided into control group (107 students) and experimental group (112 students), both of which were offered nursing training courses in the first semester. The control group was offered conventional teaching, while the experimental group was offered step-by-step mentorship combined with individualized assessment. The two groups were compared for post-training assessment scores of theoretical knowledge and practical skills and pre-training and post-training comprehensive nursing ability as well as their recognition of the teaching methods after training. The t-test and chi-square test were performed using SPSS 22.0. Results:The post-training assessment scores of theoretical knowledge and practical skills were significantly higher in both subitem score [(89.68±3.58) vs. (82.56±3.35)] and total score [(91.75±3.01) vs. (85.36±2.58)] in the experimental group than in the control group ( P<0.05). There were no significant differences in pre-training comprehensive nursing ability between the two groups, while the post-training comprehensive nursing ability scores were significantly higher in both subitem score and total score [(86.53±2.61) vs. (80.32±2.31)] in the experimental group than in the control group ( P<0.05). After the training, students in the experimental group showed increased recognition of the teaching methods in stimulating their learning interest and initiative, improving their self-learning ability, improving their comprehensive literacy, improving their ability to apply theoretical knowledge, and improving their clinical thinking ability compared with the control group ( P<0.05). Conclusion:The application of step-by-step mentorship combined with individualized assessment in practical nursing skill training in higher vocational colleges can improve students' academic performance and comprehensive nursing ability and increase their recognition of the teaching methods, thus making it worthwhile to be widely adopted.

Soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors / 中华医学教育探索杂志

Objective:To investigate the soft skills of nursing teachers in the department of gastroenterology and their impact on teaching behaviors.Methods:A total of 438 nursing teachers from the Department of Gastroenterology of 12 grade A tertiary hospitals in our province were selected as the subjects by cluster sampling. The general information questionnaire, nursing soft skill assessment scale, and clinical nursing mentors' behavior scale were used for a questionnaire survey. The scores for soft skills and teaching behaviors of nursing teachers were evaluated. A Pearson correlation analysis was conducted to discuss the correlation between soft skills and teaching behaviors. The independent sample t test and variance analysis were performed for univariate analysis of teaching behaviors. A multivariate analysis of teaching behaviors was performed by multiple linear regression analysis. Results:The total score of the nursing soft skill assessment scale was (164.75±18.49), and the average score of items was (3.43±0.49). The total score of the clinical nursing mentors' behavior scale was (94.26±8.48), and the average score of items was (4.10±0.46). The total score of nursing soft skills was positively correlated with the total score of teaching behaviors ( r=0.31, P<0.05). The total score of the behavior scale of nursing teachers varied significantly across different education backgrounds, professional titles, nursing ages, and teaching years ( P<0.05). The multiple linear regression analysis found that professional title, teaching years, and nursing soft skills were important factors affecting the teaching behavior level of nursing teachers, which could explain 39.50% of the teaching behavior level. Conclusion:Soft skills of nursing teachers in the Department of Gastroenterology are at a middle level. Professional title, teaching years, and soft skills are important factors affecting teaching behaviors. Improving soft skills of nursing teachers may help improve teaching behaviors.

Research on the application of Miller's pyramid theory combined with Bahrain's team activities in standardized residency training of burn surgeons / 中华医学教育探索杂志

Objective:To explore the application of Miller's pyramid theory combined with Bahrain's team activities in the standardized residency training (SRT) of burn surgeons.Methods:Seventy-four residents who were on the SRT program in the Department of Burns & Wound Care in The Second Affiliated Hospital of Zhejiang University were enrolled in the study. The students were divided into control group and observation group according to the teaching methods. Thirty-seven students in the control group were provided with conventional teaching, and 37 students in the observation group were provided with training based on Miller' pyramid theory combined with Bahrain's team activities. The two groups were evaluated for teaching effectiveness and doctor-patient communication skills. SPSS22.0 was used for the chi-square test and t test. Results:The evaluation outcome of teaching effectiveness in the observation group was better than that in the control group ( t=3.01, 3.47, 3.49, 3.32, and 2.54; P=0.004, 0.001, 0.001, 0.001, and 0.013). After the training, the scores of Set Elicit Give Understand End scale in the two groups increased, with significantly higher scores achieved in the observation group than in the control group ( t=3.23, 2.99, 2.07, 3.62, 3.00, and 7.89; P=0.002, 0.004, 0.042, 0.001, 0.004, and <0.001). Conclusion:The application of Miller's pyramid theory and Bahrain's team activities in the SRT of burn surgeons can improve students' evaluation of teaching effectiveness and improve their doctor-patient communication skills.

Effect of oral skill competition on the practice teaching quality of stomatology / 中华医学教育探索杂志

With reference to the experience of School of Stomatology, Inner Mongolia Medical University, in participating in oral skill competitions, this article analyzes and summarizes the teaching issues reflected in skill competitions and refines the teaching strategies of consolidating theoretical foundation and cultivating clinical thinking as the basis, implementing the sterile concept and maintaining standard body position and posture as the key, and standardizing operating standards and strengthening hand skills as the important points. Participating in skill competitions can help to improve the emphasis on practical skill teaching of stomatology among students and establish innovative teaching models. Meanwhile, humanistic quality education is taken seriously to improve the comprehensive qualities of students through multiple channels.

Construction of a skill training practice system for port health quarantine / 中华医学教育探索杂志

Based on cognitive psychology, the business attributes of port health quarantine, the requirements for team building, the current status of skill training. This article proposes to strengthen the training of port health quarantine skills. Under the guidance of medical licensing examination for public health, it is recommended to enhance the construction of a standardized skill training practice system, establish a basic skill training center and a field operation training site, develop new skill training courses, innovate skills training and teaching methods, and build a team of high-quality skill training teachers, thereby constructing a standardized skill training and practice system for port health quarantine. The preliminary establishment of the skill training system for port health quarantine at Huangpu Customs shows the feasibility and effectiveness of the construction of skill training and practice system.

Application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology / 中华医学教育探索杂志

Objective:To investigate the application of debate-based immersive experiential teaching in the nursing practice teaching of stomatology.Methods:A total of 82 nursing interns of stomatology in Beijing Tongren Hospital, Capital Medical University, were selected as research subjects and were then divided into control group and observation group using the lottery method, with 41 interns in each group. The interns in the control group received traditional teaching, while those in the observation group received debate-based immersive experiential teaching. The two groups were compared in terms of the scores of comprehensive evaluation indices, nursing thinking ability, empathy ability, and recognition of teaching. SPSS 22.0 was used to perform the chi-square test and the t-test. Results:Compared with the control group, the observation group had significant increases in the scores of theoretical examination, operation examination, nursing medical record writing, reading report writing, basic nursing, communication ability, and comprehensive performance and the total score of these dimensions ( P<0.05). Compared with the control group, the observation group also had significant increases in the scores of nursing thinking ability and empathy ability ( P<0.05). The observation group had a significantly higher degree of recognition of teaching than the control group ( P<0.05). Conclusion:In the nursing practice teaching of stomatology, debate-based immersive experiential teaching can improve the comprehensive ability, nursing thinking ability, and empathy ability of interns, with a relatively high degree of recognition of teaching.

Application of virtual intelligent system in bronchoscopy theory and operation training for PCCM physicians / 中华医学教育探索杂志

Objective:To evaluate the role of virtual bronchoscopy intelligent system in improving the theory and operation level of bronchoscopy in pulmonary and critical care medicine (PCCM) teaching for standardized training specialists.Methods:A total of 50 PCCM physicians who had participated in virtual bronchoscopy training in Xijing Hospital, Air Force Medical University from 2018 to 2021 were selected as research subjects. In this study, self-controlled method was adopted to evaluate the change of assessment indicators after 1 week and 2 weeks of training. Questionnaire survey was also used to evaluate the training effect. SPSS 23.0 software was used for paired t-test and Chi-square test. Results:All the 50 PCCM physicians successfully completed the training of virtual bronchoscopy operation. The theoretical score was significantly improved after the training [(80.0±5.2) points vs. (92.4±3.8) points]. The basic operation time [(1 050.9±103.3) s vs. (386.4±47.7) s], and the number of hitting the bronchial wall [(88.3±12.7) times vs. (27.0±5.3) times] were significantly reduced. The recovery rate of alveolar lavage fluid [(27.6±7.4)% vs. (58.0±8.2)%] and the positive rate of biopsy [(19.2±13.1)% vs. (86.8±10.8)%] were significantly increased. The learning curve of the final score indicated that the score improved more rapidly in the first week of training, and the score improved more slowly in the second week of training. Questionnaires before and after the training indicated that virtual intelligent training could significantly improve the confidence and proficiency of students in bronchoscopy.Conclusion:Through the systematic training of virtual bronchoscopy intelligent system, the PCCM physicians have significantly improved their theoretical knowledge and operational proficiency. Therefore, the virtual bronchoscopy training system has practical significance for improving the overall training effect of clinical bronchoscopy for PCCM trainees, which is worthy of promotion.

Application of Mini-Clinical Evaluation Exercise combined with direct observation of procedural skills in standardized training of emergency medicine guided by professional physician qualification examination / 中华医学教育探索杂志

Objective:To investigate the application effect of Mini-Clinical Evaluation Exercise (Mini-CEX) combined with direct observation of procedural skills (DOPS) in standardized training of emergency medicine guided by professional physician qualification examination.Methods:Based on the time of emergency medicine teaching reform in Ruikang Hospital Affiliated to Guangxi University of Chinese Medicine, 32 standardized training residents in Emergency Department before September 2020 were included as control group and were given traditional teaching, and 32 standardized training residents after September 2020 were included as observation group and were given Mini-CEX combined with DOPS teaching under the guidance of professional physician qualification examination. The two groups were compared in terms of Mini-CEX score, DOPS score, assessment score of comprehensive emergency skills, pass rate of professional physician qualification examination, and comprehensive teaching quality. SPSS 25.00 was used to perform the t-test and the chi-square test. Results:Compared with the control group after training, the observation group had significantly higher scores of Mini-CEX, DOPS, and comprehensive emergency skill assessment ( P<0.05). There were no significant differences between the two groups in the pass rates of theoretical and practical examinations in professional physician qualification examination, and the observation group had a significantly higher total pass rate than the control group ( P<0.05). The observation group had significantly higher comprehensive teaching quality scores than the control group ( P<0.05). Conclusion:Mini-CEX combined with DOPS guided by professional physician qualification examination can help to improve the teaching effectiveness of standardized training residents in emergency, enhance their comprehensive skills and emergency professional skills, achieve a relatively high pass rate of professional physician qualification examination, and improve their post competency, and thus it holds promise for clinical application.

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.

Quality issues in reviews written by medical postgraduate students: investigation and countermeasures / 中华医学教育探索杂志

Objective:To investigate the quality issues in medical reviews written by medical postgraduate students, and to provide a reference for improving the quality of medical reviews written by such students.Methods:A total of 141 medical reviews written by the medical postgraduate students from various affiliated hospitals of Shanghai Jiao Tong University School of Medicine from 2018 to 2022 were collected, and the quality of these medical reviews was evaluated in terms of topic selection and writing expression skills. As for topic selection, a self-designed innovative questionnaire (hereinafter referred to as topic questionnaire) was used to collect the evaluation of external experts, and as for writing expression, the reviews were assessed based on the criteria in relevant literature from the aspects of the outline of the review, the timeliness of references, analysis and evaluation, and the quality of the text. EPIDATA 3.2 was used to input data, and SPSS 20.0 was used for the chi-square test.Results:A total of 135 (96%, 135/141) valid questionnaires were collected in this study, and the results showed that 70% (94/135) of the review topics lacked novelty. The assessment of writing skills showed that 95% (128/135) of the reviews had outdated references, and 68% (92/135) lacked focus, hierarchy or logic in outline, which accounted for a higher proportion than the reviews with analysis and evaluation issues (59%, 80/135) and text quality issues (61%, 83/135) ( P<0.05). Conclusion:There are many quality issues in the medical reviews written by medical postgraduate students, such as a lack of novelty in topic selection and low overall quality of outlines. In order to improve the abilities of scientific research among medical postgraduate students, universities and supervisors should strengthen the guidance of innovative thinking in topic selection and enhance the training of writing expression skills, such as scientific analysis and logic.

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.