Videoconferencias para residentes de Histología en la Universidad de Ciencias Médicas de Sancti Spíritus / Videoconferences to Histology residents at the Sancti Spíritus University of Medical Sciences

Fundamento: No se conoce cómo aceptan los residentes de Histología la inclusión de un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano en su estrategia de autoaprendizaje. Objetivo: Explorar en profundidad la experiencia de los residentes de Histología de la Universidad de Ciencias Médicas de Sancti Spíritus que utilizaron un sistema de videoconferencias para su formación profesional. Metodología: Estudio cualitativo en el que se realizó una entrevista a profundidad con los especialistas y residentes de Histología que han utilizado el sistema de videoconferencias en la Universidad de Ciencias Médicas de Sancti Spíritus. Se transcribieron las entrevistas, se codificaron y se seleccionaron los principales temas abordados. Resultados: Se entrevistaron 5 usuarios del sistema de videoconferencias; de la entrevista surgieron 5 temas: 1) Como los residentes insertan las videoconferencias en su estrategia de autoaprendizaje, 2) Preferencia de las videoconferencias sobre los libros de texto, 3) Aciertos y desaciertos de las videoconferencias, 4) ¿Qué aportan las videoconferencias a la formación del residente, ventajas y desventajas? y 5) Sugerencias para mejorar las videoconferencias. Conclusiones: Un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano puede ocupar un papel protagónico en la estrategia de aprendizaje de residentes de Histología. La preferencia que muestran los residentes por las videoconferencias sobre otros medios didácticos puede estar asociada a la capacidad de la multimedia para disminuir la carga cognitiva y facilitar el aprendizaje cuando se siguen los principios de Mayer al elaborar estos medios. La presencia de imágenes digitales en estas videoconferencias fue clave para su aceptación.

Background: It is not known how Histology residents accept the inclusion of a videoconferencing system on the microscopic structure of the human body in their self-learning strategy. Objective: To explore to depth the experience of Histology residents at the Sancti Spíritus University of Medical Sciences who used a videoconferencing system for their professional training. Methodology: Qualitative study with in-depth interview was conducted with Histology specialists and residents who have used the videoconferencing system at the Sancti Spíritus University of Medical Sciences. The interviews were transcribed, coded and the main topics addressed were selected. Results: 5 users of the videoconferencing system were interviewed; 5 themes emerged from the interview: 1) How residents insert videoconferences into their self-learning strategy, 2) Preference for videoconferences over textbooks, 3) Successes and failures of videoconferences, 4) What do videoconferences contribute to the training of the resident, advantages and disadvantages?, 5) Suggestions to improve videoconferences. Conclusions: A videoconferencing system on the microscopic structure of the human body can play a leading role in the learning strategy of Histology residents. The preference shown by residents for videoconferencing over other teaching media may be associated with the ability of multimedia to reduce cognitive load and facilitate learning when Mayer's principles are followed to developing these media. The presence of digital images in these videoconferences was essential to their acceptance.

Frontoplastia endoscópica subperiostal com fixação temporal por fios de sutura / Subperiosteal endoscopic frontoplasty with temporal suture threads fixation

Introdução: O envelhecimento do terço superior da face se caracteriza por ptose da sobrancelha, rugas glabelares e rugas transversais frontais. O tratamento pode ser realizado através da frontoplastia coronal, da frontoplastia temporal com incisões limitadas e da frontoplastia endoscópica. O objetivo deste estudo é descrever a técnica de frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e fixação do retalho na fáscia temporal profunda, avaliando sua aplicabilidade e eficácia. Métodos: Foram avaliadas 24 pacientes, do sexo feminino, submetidas a frontoplastia endoscópica associada a blefaroplastia superior, com idade variando entre 37 e 72 anos, em um período de 10 anos. Medidas entre a distância da linha interpupilar e a porção superior da sobrancelha foram realizadas através de análise fotográfica com uso do sistema digital de imagem Mirror 6,0, na região medial, central e lateral de cada lado, no pré-operatório, e no pós-operatório de 6 meses. Resultados: A média de idade foi de 52 anos. Houve significância estatística (p<0,05) em todas as áreas da sobrancelha avaliadas, a média de foi de 0,3 cm mais alta. As complicações foram: 1 caso de extrusão fio, 1 caso de assimetria, 2 casos de correção insuficiente da sobrancelha e 2 casos de recidiva de rugas glabelares. Conclusão: A frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e flxação do retalho na fáscia temporal profunda com pontos demonstrou ser efetiva no tratamento do envelhecimento do terço superior da face, com resultados estatisticamente comprovados, baixa morbidade e bons resultados estéticos.

Introduction: The aging of the upper third of the face is characterized by ptosis of the eyebrow, glabellar wrinkles and frontal transverse wrinkles. Treatment can be performed through coronal frontoplasty, temporal frontoplasty with limited incisions and endoscopic frontoplasty. The aim of this study is to describe the technique of subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia, evaluating its applicability and effectiveness. Methods: Twenty-four female patients who underwent endoscopic frontoplasty associated with upper blepharoplasty, aged between 37 and 72 years old, over a 10-year period were evaluated. Measurements between the distance from the inter-pupillary line and the upper portion of the eyebrow were performed through photographic analysis using the Mirror 6.0 digital image system, in the medial, central and lateral regions on each side, in the preoperative period, and in the 6 month postoperative period. Results: The average age was 52 years. There was statistical significance (p<0.05) in all evaluated eyebrow areas, the mean was 0.3 cm higher. Complications were: 1 case of wire extrusion, 1 case of asymmetry, 2 cases of insufficient correction of the eyebrow and 2 cases of recurrence of glabellar wrinkles. Conclusion: Subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia with stitches, proved to be effective in the treatment of aging of the upper third of the face, with statistically proven results, low morbidity and good aesthetic results.

Effects of open board lecture videos on anatomy / Efectos de los videos de conferencias de tablero abierto sobre anatomía

SUMMARY: COVID-19 has forced anatomists to perform non-face-to-face education using lecture videos. A Korean anatomist has given (white and black) board lectures and distributed lecture videos to the public for many years. This study was to verify the effects of open board lecture videos in the anatomy field. A questionnaire survey was carried out with the help of medical students who were exposed to the board lecture videos. The video provider uploaded the lecture videos on YouTube, where the viewing numbers were counted. At a medical school where the video provider belonged, the students mainly watched the lecture videos before the anatomy class. The watching hours of the lecture videos were related to the written examination scores. Students gave positive and negative comments on the board lectures. At the other two medical schools, students partly watched the lecture videos regardless of the teacher who delivered the lectures. The results suggested that students understood the board lectures themselves. On YouTube, the lecture videos were viewed by approximately 1,000 students. This paper introduces the desirable aspects of open board lecture videos on anatomy. The videos could enhance the quality of both students and teacher.

RESUMEN: COVID-19 ha obligado a los anatomistas a realizar una enseñanza no presencial mediante videos de conferencias. Un anatomista coreano ha impartido conferencias (en blanco y negro) y ha distribuido videos de conferencias al público durante muchos años. El objetivo de este estudio fue verificar los efectos de los videos de conferencias de pizarra abierta en el campo de la anatomía. Se llevó a cabo una encuesta con la ayuda de estudiantes de medicina que habían sido expuestos a los videos de conferencias de la pizarra. El proveedor de videos subió los videos de las conferencias a YouTube, donde se contabilizó el número de visualizaciones. En una facultad de medicina a la que pertenecía el proveedor de videos, los estudiantes vieron principalmente los videos de conferencias antes de la clase de anatomía. Las horas de revisión de los vídeos de las conferencias se relacionaron con las puntuaciones de los exámenes escritos. Los estudiantes dieron comentarios positivos y negativos sobre las conferencias de la pizarra. En las otras dos facultades de medicina, los estudiantes vieron parcialmente los videos de las clases, independientemente del profesor que las impartiera. Los resultados sugerían que los estudiantes entendieron las conferencias de la pizarra por sí mismos. En YouTube, los videos de las conferencias fueron vistos por aproximadamente 1000 estudiantes. Este artículo presenta los aspectos deseables de los videos de conferencias abiertas sobre anatomía. Los videos podrían mejorar la calidad tanto de los estudiantes como del profesor.

Videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico / Video recording and videofeedback in teaching-learning of physical examination skills

Resumo: Introdução: O ensino de habilidades de exame físico, parte integrante e obrigatória dos currículos de escolas médicas, ocorre, tradicionalmente, com uma abordagem baseada na "demonstração e prática", e, embora existam outros modelos, não há, até o momento, nenhuma evidência de que um seja superior ao outro. Inovações nessa área são apontadas como caminho para suprir as deficiências de ensino-aprendizagem. Objetivo: Este estudo teve como objetivos descrever a incorporação da videogravação e do videofeedback no ensino-aprendizagem de habilidades de exame físico e avaliar a eficácia desses recursos. Método: Foi realizado um estudo historicamente controlado antes e depois da intervenção com alunos do primeiro ano de um curso de Medicina. O grupo de intervenção, em que se aplicaram a videogravação e o videofeedback, foi constituído de 91 alunos do semestre 2019.2, e o grupo controle contou com 72 alunos do semestre 2018.1. Ambas as turmas realizaram duas avaliações teóricas somativas (T1 e T2) e duas práticas, no formato de um exame clínico objetivo estruturado (OSCE). Na análise estatística comparativa das notas de ambas as turmas, utilizaram-se os testes não paramétricos da soma de postos de Wilcoxon-Mann-Whitney. Resultado: A mediana das notas das avaliações práticas (primeiro e segundo OSCEs) de 2019 foram maiores do que as de 2018. Constatou-se ainda que a turma de 2019 teve uma evolução positiva das suas notas práticas passando de uma mediana de 11,6 no primeiro OSCE para 13,85 no segundo OSCE, o que também ocorreu com as provas teóricas (p < 0,05). Já na turma de 2018, houve queda da mediana das notas da T1 para T2 e do primeiro OSCE para o segundo OSCE, mas sem significância estatística. Conclusão: A incorporação da videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico entre graduandos do primeiro ano do curso de Medicina, em ambientes simulados, mostrou-se efetiva na melhora do desempenho dos discentes em avaliações teóricas e práticas. Essa abordagem se mostra ainda como meio de desenvolvimento e aplicação de uma aprendizagem motora observacional, reflexiva, experiencial e da metacognição no ensino-aprendizagem de habilidades de exame físico entre estudantes de Medicina.

Abstract: Introduction: Physical examination skills, an integral and mandatory part of medical school curricula, are traditionally taught through an approach based on "demonstration and practice", and although other models exist, there is, to date, no evidence that one is superior to the other. Innovations in this area are pointed out as a way to supply deficiencies in teaching and learning. Objectives: To describe the incorporation of video recording and video feedback in the teaching-learning of physical examination skills and to evaluate the effectiveness of such approach. Method: A historically controlled study was carried out before and after the intervention with students in the first year of a medical course. The intervention group, in which video recording and video feedback was applied, consisted of 91 students from semester 2019.2 and the control group had 72 students from semester 2018.1. Both classes underwent two summative theoretical (T1 and T2) and two practical assessments, in the format of an objective structured clinical examination (OSCE). In the comparative statistical analysis of the grades of both classes, the non-parametric Wilcoxon and Mann Whitney rank test was used. Results: The median of the marks of the practical evaluations (1st and 2nd OSCE) of the 2019 class were higher than those of 2018. It was also found that the class of 2019 showed a positive evolution in its practical marks, with the median score increasing from 11.6 in the 1st OSCE to 13.85 in the 2nd OSCE, which also happened with the theoretical tests (p <0.05). In the class of 2018, there was a drop in the median mark from T1 to T2 and from the 1st OSCE to the 2nd OSCE, but without statistical significance. Conclusion: The incorporation of video recording and video feedback in teaching-learning physical examination skills among first-year medical students, in simulated environments, proved to be effective in improving student performance in both theoretical and practical assessments. This approach is also shown as a means of developing and applying observational, reflective, experiential and metacognition motor learning in the teaching-learning of physical examination skills among medical students.

Analysis of problems with online teaching of ophthalmology for undergraduates during COVID-19 epidemic / 国际眼科杂志(Guoji Yanke Zazhi)

@#AIM: To analyze the problems faced by teachers and undergraduates online teaching. <p>METHODS:A self-designed questionnaire survey and result of examination comparison were used. The contents of the questionnaire include the time used before and after class, the confusion faced by online teaching and the self-evaluation of teaching effect. 63 students and all teachers were participants in the questionnaire survey. The survey is from May 2020 to June 2020.<p>RESULTS: The average time spent by students before class of online teaching had no difference with that of offline teaching, while the average time spent by teachers for online teaching before class was significantly longer than that for offline teaching. 63% of the undergraduates considered that online teaching takes much more time to review after class. 95% of the students admitted that online teaching was easier to lose concentration because of lack of interaction with teachers, and 73% of teachers though that for online teaching they had less passionate compared to off line teaching. Regarding to the questionnaire survey, 73% of the instructors expected that the effect of online teaching would be worse than that of offline teaching. Surprisingly, 95% of the students thought that there had no significant difference in knowledge mastering between online and offline teaching after reviewing of courseware. For the future teaching model, 91% of the teachers and 79% of the students preferred the combination of watching pre-recorded video and live broadcasting. <p>CONCLUSION: The lack of interaction is the primary issue of online teaching. Online teaching can achieve the same effect as offline teaching,whereas it needs more post-class time for students. The combination of watching pre-recorded video and live-broadcasting is the online teaching mode recommended by teachers and students.

Using Video Recording in Evaluating Skills of Medical Students in the Performance of the Orthopedic Examination

@#OBJECTIVE: The study aims to assess the similarity between the results of the evaluation of students during an Objective Structured Clinical Examination (OSCE) and a video recording of the same OSCE (VOSCE). METHODS: All Orthopedic surgeon preceptors in the actual OSCE were recruited to the study. Video recordings of the students taking the OSCE were collected and later reviewed and re-evaluated by the same preceptor after at least four weeks. The grades of actual OSCE and VOSCE were collected and analyzed using Cohen’s kappa coefficient. RESULTS: High variability of intra-rater reliability was observed in different preceptors and station (slight agreement to perfect agreement). Overall intra-rater reliability between actual and video OSCE showed moderate agreement with Cohen’s kappa coefficient equal to 0.43 (n-219). CONCLUSION: Video OSCE is a reliable tool in assessing student clinical skills and knowledge in the musculoskeletal examination. Some factors have been suggested to further improve reliability.

Video-assisted debriefing technique for nursing simulation: how to proceed? / Técnica de debriefing asistida por video para la simulación de enfermería: cómo hacerlo? / Técnica de debriefing videoassistida para simulação em enfermagem: como proceder?

ABSTRACT Objective: To identify elements in scientific literature that make the video-assisted debriefing technique feasible in the teaching and learning process, in nursing simulation. Method: Integrative literature review, conducted from May to July of 2019. Primary studies, with no time frame, were selected in Portuguese, English or Spanish, in the PubMed®, Scopus®, CINAHL and LILACS databases, using the Rayyan application. Qualitative analysis was adopted. Results: 205 studies were initially identified, six of which were selected and categorized into: "Elements that make up the video-assisted debriefing technique"; "Benefits of using the video-assisted debriefing technique" and "Challenges of using the video-assisted debriefing technique". Conclusions: The elements that made the video-assisted debriefing technique feasible in the teaching and learning process in nursing were concept, objectives, material resources and procedure. The main benefit was the immediate recognition of behaviors, and the challenge was the risk that the video would make debriefing tiring and humiliating.

RESUMEN Objetivo: Identificar, en la literatura científica, los elementos que permiten la técnica de video debriefing asistida en el proceso de enseñanza y aprendizaje en la simulación de enfermería. Métodos: Revisión integral de la literatura, de mayo a julio de 2019. Estudios primarios, sin corte temporal, en portugués, inglés o español, en PubMed®, Scopus®, CINAHL y LILACS, con la solicitud de selección de Rayyan. El análisis cualitativo. Resultados: Se identificaron 205 estudios, seis de los cuales fueron categorizados como: "Elementos que componen la técnica de video debriefing asistida"; "Beneficios del uso de la técnica de video debriefing asistida" y "Retos de usar la técnica de video debriefing asistida". Conclusiones: Los elementos de la técnica de video debriefing asistida fueron: concepto, objetivos, recursos materiales y procedimiento. El benefício fue el reconocimiento inmediato de los comportamientos, y el desafío fue el riesgo de que el video genere informes agotadores y humillantes.

RESUMO Objetivo: Identificar, na literatura científica, elementos que viabilizam a técnica de debriefing videoassistida no processo de ensino e aprendizagem, na simulação em enfermagem. Métodos: Revisão integrativa da literatura, realizada de maio a julho de 2019. Selecionaram-se estudos primários, sem recorte temporal, em português, inglês ou espanhol, nas bases de dados PubMed®, Scopus®, CINAHL e LILACS, por meio do aplicativo Rayyan. Adotou-se a análise qualitativa. Resultados: Identificaram-se, inicialmente, 205 estudos, sendo seis deles selecionados e categorizados em: "Elementos que compõem a técnica de debriefing videoassistida"; "Benefícios da utilização da técnica de debriefing videoassistida" e "Desafios da utilização da técnica de debriefing videoassistida". Conclusões: Os elementos que viabilizaram a técnica de debriefing videoassistida, no processo de ensino e aprendizagem em enfermagem, foram: conceito, objetivos, recursos materiais e procedimento. O principal benefício foi o reconhecimento imediato de comportamentos, e o desafio foi o risco de o vídeo tornar o debriefing cansativo e humilhante.

O oftalmologista e as uvas: Um modelo de treinamento microcirúrgico / The ophthalmologist and the grapes: A microsurgical training model

Resumo Objetivo: Desenvolver um modelo de treinamento de cirurgias corneanas utilizando uvas. Métodos: Foram empregadas uvas como estruturas que mimetizam o tamanho do globo ocular humano, recobertas com materiais de látex, simulando a pratica de cirurgias de córnea utilizando um sistema de videomagnificação. Foram realizados oito pontos simples. Foi avaliado o tempo de confecção do procedimento. Resultados: Foram realizadas 25 simulações como o modelo descrito. O tempo médio de realização da rafia foi de 34,56 ±5,79 minutos. A análise da correlação entre o tempo e a ordem das cirurgias mostrou uma redução no tempo de confecção. Conclusão: O modelo de treinamento oftalmológico utilizando uvas mostrou-se capaz de simular as etapas básicas do treinamento de suturas microcirúrgicas.

Abstract Objective: Develop a training model for corneal surgery using grapes. Methods: Grapes were used as structures that mimic the size of the human eyeball, covered with latex materials, simulating the practice of corneal surgery using a videomagnification system. Eight simple stitches were performed. The surgical time was evaluated. Results: 25 simulations were carried out as the model described. The mean time taken for the raffia was 34.56 ± 5.79 minutes. The analysis of the correlation between the time and the order of the surgeries showed a reduction in the confection time. Conclusion: The ophthalmic training model using grapes proved to be capable of simulating the basic stages of microsurgery suture training.

Saúde mental e visibilidade: efeitos de uma produção audiovisual / Mental health and visibility: effects of an audiovisual production

RESUMO O pensamento manicomial ainda está presente na sociedade atribuindo um lugar aos 'insanos' que, historicamente, propicia a exclusão e a desvalorização de seus saberes. Cabe aos profissionais da saúde mental trabalhar também com esses discursos buscando afirmar a humanidade das pessoas em sofrimento psíquico. Com isso, esta pesquisa investigou se o dispositivo de produção audiovisual contribui para a saúde e a visibilidade dos usuários de saúde mental. Os participantes são usuários do Grupo Viver do Centro de Atenção Psicossocial II Capilé (Caps II Capilé) que fazem parte do processo de elaboração e divulgação do documentário 'Retratos do cotidiano da saúde mental brasileira'. A pesquisa qualitativa utilizou o método de observação participante e entrevistas semiestruturadas, submetidas à Análise de Conteúdo, resultando nas seguintes categorias: 'encontro com o lugar da loucura', 'processo de produção do documentário', 'produção de visibilidade', 'ressignificação de si', 'ressignificação do lugar da loucura' e 'clínica e arte'. O documentário, enquanto um dispositivo clínico, contribui para a desinstitucionalização da loucura e do sofrimento ao desconstruir os lugares cristalizados, dando espaço ao agenciamento de novos modos de subjetivação e territórios compartilhados.

ABSTRACT The asylum thought is still present in society giving a place to the 'insane' which historically provides the exclusion and devaluation of their knowledge. It is up to mental health professionals to also work with those discourses to affirm the humanity of people in psychological distress. Therefore, this research sought to investigate whether the audiovisual production device contributes to the health and visibility of mental health patients. Participants are users of the Caps II Capilé (Psychosocial Care Centers) - which is a public service of mental health - and the Viver Group, who are part of the process of preparing and sharing the documentary 'Portrayal of daily Brazilian mental health'. The qualitative research used the participant observation method and semi-structured interviews, submitted to Content Analysis resulting in the following categories: 'encountering the place of madness', 'documentary production process', 'visibility production', 'resignification of the self', 'resignification of the place of madness' and 'clinic and art'. The documentary, as a clinical device, contributes to the deinstitutionalization of madness and suffering by deconstructing crystallized places for agency of new subjectivities.

A “flexible tripod” mounted video camera: An economical and effective method to record oculoplastic surgeries

Recording surgical procedures is of value for teaching and training in residency and fellowship programs. Operating external ophthalmic surgeries is not as easy as recording intraocular surgeries. In this communication, we describe the use of a video recorder mounted on a flexible tripod (Gorillapod®), a commonly available photography accessory; which is fixed to an IV fluid stand. This set up was used to record external ophthalmic surgeries and the recorded videos were of high quality in terms of stability and required no change in surgical technique to ensure that the area of interest was in focus. In our experience, early results show that a flexible tripod offers an economical mount for recording external surgeries with reproducible results.

Carencia de normas en la evaluación de videos de salud de YouTube / Lack of standards in evaluating YouTube health videos

This paper is a systematised literature review of YouTube research in health with the aim of identify the different keyword search strategies, retrieval strategies and scoring systems to assess video content. A total of 176 peer-reviewed papers about video content analysis and video evaluation were extracted from the PubMed database. Concerning keyword search strategy, 16 papers (9.09 percent) reported that search terms were obtained from tools like Google Trends or other sources. In just one paper, a librarian was included in the research team. Manual retrieval is a common technique, and just four studies (2.27 percent) reported using a different methodology. Manual retrieval also produces YouTube algorithm dependencies and consequently obtains biased results. Most other methodologies to analyse video content are based on written medical guidelines instead of video because a standard methodology is lacking. For several reasons, reliability cannot be verified. In addition, because studies cannot be repeated, the results cannot be verified and compared. This paper reports some guidelines to improve research on YouTube, including guidelines to avoid YouTube dependencies and scoring system issues(AU)

El estudio es una revisión bibliográfica sistematizada de investigaciones de YouTube sobre salud, realizado con el objetivo de identificar las diferentes estrategias de búsqueda de palabras clave, estrategias de recuperación y sistemas de puntuación utilizados en la evaluación de los contenidos de los videos. Se extrajo un total de 176 artículos arbitrados sobre análisis de contenidos de videos y evaluación de videos publicados en la base de datos PubMed. En cuanto a la estrategia de búsqueda de palabras clave, 16 artículos (9,09 por ciento) refieren que los términos de búsqueda se obtuvieron en herramientas como Google Trends y otras fuentes. Un solo artículo incluye un bibliotecario en el equipo de investigación. La recuperación manual es una técnica frecuente, y solo cuatro estudios (2,27 por ciento) refieren haber utilizado otra metodología. La recuperación manual también crea dependencias de los algoritmos de YouTube con la consecuente obtención de resultados sesgados. La mayoría de las otras metodologías de análisis de contenidos de videos se basan en guías médicas impresas y no en videos, por la carencia de una metodología estándar. Por diversas razones, la confiabilidad no se puede verificar. Además, teniendo en cuenta que los estudios no pueden repetirse, los resultados no se pueden verificar ni comparar. El presente artículo ofrece algunas directrices para mejorar las búsquedas en YouTube, entre las que se incluyen directrices para evitar la dependencia de YouTube y temas relacionados con los sistemas de puntuación(AU)

Efficacy of different tooth-brushing methods for removing dental plaque / 대한구강보건학회지

OBJECTIVES: This study aimed to measure the efficacy of different tooth-brushing methods for removing plaque in Korea. METHODS: This study was conducted with the approval of the Institutional Review Board (IRB) of the Seoul National University School of Dentistry (S-D20180021). Thirty participants aged between 19 and 30 years, who did not have periodontal disease, were enrolled in this observational study. Participants were given the same type of toothbrush and toothpaste and asked to brush their teeth as they usually would. During brushing, participants were recorded with a camcorder that was attached to a mirror. Participants were aware they were being recorded. After they had finished brushing their teeth, a dental plaque staining and oral plaque index (PI) examination was performed. The PI score was measured using the Turesky modified Quigley Hein Index. Brushing methods were classified as rolling, horizontal, vertical, circling, and oblique. Skipped surfaces were recorded separately. Following this, statistical analysis was performed using SPSS software. RESULTS: Most surfaces of the mouth were skipped. The most commonly used brushing method was the circling method, followed by the vertical, horizontal, rolling, and oblique methods. The most frequently used method on the vestibular surface was circling, with 52.92% of the oral surface skipped. The oblique brushing method had the lowest mean PI score with a mean±SD of 1.73±0.82. The mean PI score of the skipped surfaces was the highest with a mean±SD of 2.52±0.81. We also analyzed the linear mixed model considering the different lengths of time spent brushing. Both the brushing method used and the time spent brushing had a significant effect on the PI score, but no interactions between these were observed. In areas where a horizontal brushing method had been used, the PI score was significantly decreased. CONCLUSIONS: This study suggests that the horizontal brushing method is an efficient tooth-brushing method compared to the other methods. Additionally, tooth-brushing for more than 10 seconds on 3 to 4 teeth area was effective in removing dental biofilm.

Utilization and Application of Modified Action Camera in Otorhinolaryngoloic Surgery / 대한이비인후과학회지

BACKGROUND AND OBJECTIVES: In recent years, surgical imaging has become important for legal and educational purposes. Significant improvements can be made from the surgeon's point of view in recording surgical procedures, particularly with respect to the action camera with high-definition video recordings. For otolaryngologic surgery, the surgical view is narrow, and there is a limit to proper imaging using the existing lens of the action camera. Therefore, we aimed to find out if we could obtain surgical images through simple modification of action camera. MATERIALS AND METHOD: The action camera was modified to match the surgical field. We selected a suitable lens for otolaryngology surgery using a calculation formula. The action camera was simply modified according to the design. The modified action camera can be mounted on the surgeon's head or the surgical light. We compared the images taken with the modified action camera and the images taken with the existing camcorder. The modified action camera was able to capture a narrow surgical field for otolaryngologic surgery. RESULTS: Unlike the existing method, we were able to obtain high-quality images using a modified action camera at the first person's viewpoint without auxiliary manpower. The action camera was considerably cost effective compared to other methods of recording surgery. CONCLUSION: The modified action camera allows for high-definition, cost-effective, and firstperson viewpoint for otolaryngologic surgery. The modified action camera allows for detailed videography that can enhance surgical teaching, presentation and patient education materials.

A Systematic Review of Studies Using Video-recording to Capture Interactions between Staff and Persons with Dementia in Long-term Care Facilities

PURPOSE: The use of video-recording offers important advantages in observing and assessing the relationship between specific behaviors in health care settings. The purpose of this systematic review is to investigate and synthesize the methodological characteristics of studies using video-technology for measuring interactions with the older persons with dementia and staff in long-term care facilities.METHODS: We searched Medline, Embase and CINHAL databases for published articles in English using a video-recording method for both staff and the residents with dementia. Quantitative research design studies (e.g., descriptive or experimental studies) were included.RESULTS: Among 5,605 searched papers, a total of 20 studies were selected for this review. Situations of video-recording were providing personal care (n=12), mealtime (n=6), and conversation (n=3). Concepts measured by video-recording were classified into two groups: 1) Staff [care practice by staff (n=13) and communication by staff (n=11)] and 2) residents [communication by resident (n=4), activities of daily life function of resident (n=8), and behavioral and psychological symptoms of dementia (n=10)].CONCLUSION: This review demonstrates that video technologies are actively used to evaluate the relationship between quality of care and health outcomes of the elderly with dementia in many international nursing studies. This study provides the foundation for a future research using video-recording technologies to examine the interactions and relationships between staff and the residents in Korean long-term care settings.

Development and Feasibility of a Video Recording-Based Standardized Handoff Program for Ward Nurses: A pilot study / 중환자간호학회지

PURPOSE: This study develop a Video Recording-Based Standardized Handoff (VRSH) program at shift change for ward nurses.METHOD: The study was conducted in five medical, three surgical, and one comprehensive nursing care service wards affiliated with a secondary general hospital. In this methodological study, the VRSH program was developed between April and December, 2017. It is noted that 65 nurses who were involved in the VRSH program participated in this study.RESULTS: In line with the modified Situation, Background, Assessment, Recommendation tool, the VRSH program consisted of three phases. In the VRSH program, the average time for handoff duration was 3–5 minutes per patient. More than 90% of the ward nurses were satisfied with the VRSH program since it benefited them by reducing overtime work and improving the performance, as well as effective communication, of nurses. The content analysis of nurses' VRSH program experience, revealed three categories and eight sub-categories.CONCLUSION: This study provides evidence that the VRSH program improves effective nursing performance and, the handoff communication and relationships between nurses. Future studies on large sample sizes and multiple settings are required to substantially evaluate the impact of the VRSH program on clinical outcomes.

Effectiveness of Education Program Using Video Recording and Feedback on Skill Competency for Students of Majors in Health Care: A Meta-Analysis / 기본간호학회지

PURPOSE: A meta-analysis was conducted to evaluate effectiveness of education programs using video recording and feedback in the improvement of competency in clinical skills for health care majors. METHODS: Six databases were searched and inclusion criteria were randomized controlled trials (RCTs) or non-randomized controlled trials (NRTs) reporting level of skill competency using numerical measurements. Data analysis and synthesis were performed using Comprehensive Meta-Analysis software and Revman program. RESULTS: Of 1,568 records, 11 studies met inclusion criteria. Statistically significant effectiveness of education programs using video recording and feedback was identified. A low risk of bias was detected among both RCTs and NRTs. Meta-analysis showed that the intervention groups had more effective improvements in skill competency (standardized mean difference [SMD]: 0.74; 95% CI: 0.33~1.16). Results of subgroup analysis showed higher effects when interventions dealt with one skill, used self-reflection with expert feedback, and included instruction from instructor in the education programs. CONCLUSION: Findings suggest that schools for health care majors should actively adopt video and feedback based skill training allowing educators to design effective programs. Potential is higher for students to achieve higher competency when they train with one skill at a time, use of instruction and receive feedback from experts.

Efeitos da escola postural e da educação breve nos hábitos de idosos / Effects of back school and brief education in habits of elderly

Introdução: No envelhecimento ocorrem modificações estruturais que podem refletir na funcionalidade. Objetivo: verificar os efeitos da Escola Postural e da Educação Breve sobre a execução de AVDs em participantes de um programa de extensão universitária para idosos saudáveis. Métodos: A amostra foi composta por 26 idosos - 14 no Grupo Escola Postural (GEP) e 12 no Grupo Educação Breve (GEB). Foram avaliadas a postura dinâmica (LADy e Instrumento de Observação das AVDs através de vídeo) e a capacidade funcional (ODI). Resultados: Na análise intragrupo, na comparação entre pré e pós, houve melhora significativa na postura ao permanecer sentado em um banco e para escrever e na pontuação total no GEP. Na análise intergrupo, não foi observada diferença significativa entre GEP e GEB no pós-teste. Conclusão: A Escola Postural parece ser mais efetiva do que a Educação Breve em promover melhora na execução de AVDs em idosos ativos e saudáveis. (AU)

Introduction: In the aging occur structural changes that may reflect in the functionality. Objective: To verify the effects of Postural School and Brief Education on the ADLs in participants of a university extension program for healthy older adults. Methods: The sample consisted of 26 elderly - 14 in Postural School Group (GEP) and 12 in Brief Education Group (GEB). Dynamic posture (Lady and ADLs observation instrument through video) and functional capacity (ODI) were evaluated. Results: In the intragroup analysis, comparing pre and post, there was significant improvement in posture to remain sitting on a bench and writing and total score in the GEP. In the intergroup analysis, no significant difference was observed between GEP and GEB at post test. Conclusion: Postural School appears to be more effective than the Brief Education to promote improvement in the execution of ADLs in active and healthy older adults. (AU)

Effects of Core Basic Nursing Education using Cellular Phone Video Recordings on Self-confidence in Performance, Achievement, and Practice Satisfaction / 기본간호학회지

PURPOSE: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. METHODS: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. RESULTS: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. CONCLUSION: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills.

Assessment of risk factors for work-related musculoskeletal disorders of the neck in dental hygienists using video recording / 대한구강보건학회지

OBJECTIVES: Work-related musculoskeletal disorder (WMSD) of the neck is a frequent health problem in dental hygienists. This study was conducted to assess the risk factors of neck musculoskeletal disorder (neck MSD) using video recording. METHODS: The subjects were 50 currently working dental hygienists who agreed to participate in this study. A standardized questionnaire about WMSD (NIOSH/KOSHA) was distributed and video recording for neck posture and motion was performed between August and October 2012. The video recording was performed for 5 minutes using the reflective marker attachment on the 7th cervical vertebra. Major observation points included neck flexion angle, number of flexions, and length of static work when performing scaling and prosthetic procedures. Data were analyzed using MedCalc (ver 12.3.0, Mariakerke, Belgium), and the risk factors for neck MSD were assessed using simple and multiple variate analysis. RESULTS: The mean age and work experience of the subjects were 27.9 years and 5 years respectively. The prevalence of neck MSD symptoms that met NIOSH/KOSHA's criteria was 48%. The mean angle of neck flexion was 54.6°, mean maximum angle of flexion was 64.8°, and the mean time of static posture was 4.8 minutes during the 5 minutes recording interval. In the multiple logistic regression analysis adjusted by career, daily work time, and posture, the prevalence of neck MSD symptoms increased by 1.47 times (95% CI=0.24–9.48) with flexion >45°, and by 4.90 times (95% CI=0.91–26.4) when a static posture was preserved for >4.8 minutes CONCLUSIONS: The measured angle of flexion and time of preserved static posture identified further serious than expected. Therefore, to reduce the risk of neck MSD, reasonable and practically applicable guidelines to correct neck bending and tilting, especially to relax the long static posture associated with flexion, should be prepared.

The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students / 보건의료교육평가

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.