ABSTRACT
Objective:To evaluate the effectiveness of hands-on training and video demonstration in training of forceps delivery for residents.Methods:Forty nine residents who were rotating in the obstetrics department of Peking Union Medical College Hospital from 2019 to 2021 were enrolled. The residents were randomly divided into two groups: the instructor group ( n=24) was taught by hands-on training of forceps delivery and the video group ( n=25) was instructed by watching video demonstration. All the trainees completed the self-confidence questionnaire survey, and were evaluated by written tests and objective structured assessment of technical skills scoring system. Results:The scores of self-confidence in each item after the simulation training were higher than those before training in both groups; and there were no significant differences between two groups in the increment of scores(mastering knowledge: 1.54±0.98 vs. 1.40±0.71, U=266.68, P=0.480;mastering operation skills: 1.42±0.93 vs.1.80±0.87, U=233.47, P=0.161; mastering forceps structure: 1.63±1.10 vs. 1.88±0.93, U=261.63, P=0.416; confidence in independent operation: 1.13±0.90 vs. 1.00±1.08, U=287.74, P=0.799; evaluation of simulation training: 0.21±0.51 vs. 0.16±0.55, U=288.27, P=0.776). In the written tests, the scores of the instructor group were significantly higher than those of the video group (83.00±7.18 vs.70.56±10.37; t=4.86, P<0.001). In the practical operation, the instructor group significantly outperformed the video group in items of “right blade placement” (0.71±0.46 vs. 0.20±0.41, U=147.54, P<0.001), “objective total score” (6.17±1.46 vs. 4.72±1.65, U=155.49, P=0.003) and “correct traction” (0.85±0.31 vs. 0.56±0.51, U=213.86, P=0.036). Conclusion:Training delivered via hands-on instruction and demonstration was generally more effective than that delivered via video, although both groups show a increased self-confidence in learning and performing forceps delivery.
ABSTRACT
Objective:To observe the application of case-based problem-based learning (PBL) teaching in the postgraduate education of radiography.Methods:A total of 48 postgraduates in the Batch 2019/2020 of professional masters majoring in radiography were selected as research objects, and they were divided into observation group ( n=24, Batch 2020) and control group ( n=24, Batch 2019). The students in the control group were taught by traditional teaching, and the students in the observation group were taught by case-based PBL teaching method. The differences in imaging diagnosis level and structured assessment scores of the two groups of students and their evaluation of the teaching process were analyzed. SPSS 20.0 was applied to perform the t test and chi-square test. Results:The imaging diagnosis ability of the students in the observation group (84.98±7.51) was significantly higher than that in the control group (78.21±6.96) , and the difference was statistically significant ( P<0.05). The students in the observation group had higher ability of imaging diagnosis skills and case analysis and diagnosis during the structured assessment ( P<0.05). The students in the observation group had higher overall satisfaction with the teaching process than those in the control group ( P<0.05). Conclusion:The case-based PBL teaching is of great help in improving the clinical thinking and imaging diagnosis ability of postgraduates majoring in radiography. In the application, it is necessary to continuously improve and supplement the teaching implementation plan according to the teaching evaluation and feedback.
ABSTRACT
Objective:To construct a pressure injury risk prediction model for critical patients and verify its prediction effect.Methods:A cohort study was conducted to collect relevant data of critical patients hospitalized in the Intensive Care Unit from February 2019 to September 2019. The occurrence of pressure injuries was used as a dependent variable to conduct a single factor and multiple factor analyses of relevant data and establish predictive models. The risk stratification and predictive effect tests were also performed.Results:There were 329 critical patients and 48 cases of pressure injuries. The single factor analysis of 11 factors showed that blood lactate, body temperature, ICU hospitalization days, Braden score, consciousness state, age and booster drug treatment were the suspicious factors of stress injury, and the difference was statistically significant ( Z value was 2.575-3.694, χ 2 values were 6.800, 30.510, 6.344, P<0.05 or 0.01); The results of the binary Logistic regression analysis showed that the independent influencing factors for the occurrence of pressure injuries included the patient′s body temperature within 24 hours after entering the ICU, the Braden score, state of consciousness, age and ICU hospitalization duration ( P<0.05 or 0.01). A prediction model was established. The likelihood ratio chi-square proved that the model was statistically significant and fitted well. The sensitivity was 66.7% and the specificity was 72.2%. The risk stratification of the model was performed. The difference between the high-risk group and the low-risk group was statistically significant ( t value was -33.371, P<0.01); the validation set was used to test the prediction effect, and the area under the ROC curve was 0.758. Conclusions:The constructed prediction model is a scientific combination of objective indicators of the clinical characteristics of critical patients, which is statistically significant; the model can predict critical patients’ risks of pressure injuries; it also has a good degree of discrimination, which can provide a theoretical basis for the risk management of critical patients with great clinical application value.
ABSTRACT
@#It has been absent from an accepted criteria for normalization and quality control of the thoracic surgery until now. The ideal assessing instrument which will be used to evaluate the technical skills and surgical procedures should present a few vital characterizations below: objectivity, speciality in the content, detailed structure, and quantifiability. Objective structured assessment of technical skills (OSATS) has developed as a reliable method of surgical skills measurement. This article focuses on the history of OSATS and its prospect in the thoracic surgery area by reviewing relevant literatures.