Assessment of knowledge and self efficacy before and after teaching basic life support to schoolchildren / Avaliação de conhecimentos e da autoeficácia antes e após ensino de suporte básico de vida a crianças

ABSTRACT Objective: Teaching basic life support to schoolchildren is well established as one of the most effective strategies in increasing bystander CPR rates. However, there is a lack of scientific evidence concerning the Portuguese pediatric population. The present study aims to evaluate the outcome of a basic life support training session on theoretical knowledge and self-efficacy, immediately after the training and 6 months later, in a pediatric population. Methods: A total of 392 schoolchildren, aged seven to 12 years old, participated in this prospective longitudinal study, answering a questionnaire before, immediately after, and six months after receiving 120 minutes of resuscitation training from medical students. Results: There was a significant increase in the knowledge and self-efficacy after one single training session. Both decreased over a period of six months but remained significantly higher than the baseline. These results were homogeneous across classes. Conclusions: Medical students provided adequate basic life support training to a group of Portuguese schoolchildren, with effects in the knowledge and self-efficacy lasting for at least six months.

RESUMO Objetivo: O ensino de suporte básico de vida a crianças em idade escolar está bem estabelecido como uma das estratégias mais eficazes no aumento das taxas de reanimação cardiorrespiratória. No entanto, há uma falta de validação científica para a população pediátrica portuguesa. Este estudo pretende avaliar o resultado de uma sessão de treino em suporte básico de vida no conhecimento teórico e autoeficácia, imediatamente e seis meses após, em população pediátrica. Métodos: Um total de 392 crianças, com idade entre 7-12 anos, participaram neste estudo longitudinal prospetivo, respondendo a um questionário antes, imediatamente depois e 6 meses após receberem 120 minutos de treino em reanimação cardiorrespiratória feito por estudantes de medicina. Resultados: Houve um aumento significativo no conhecimento e autoeficácia nas crianças após este treino único. Ambos diminuíram num período de seis meses, mas mantiveram-se significativamente mais altos que o valor basal. Estes resultados foram homogêneos nas diferentes turmas. Conclusões: Estudantes de medicina ministraram adequadamente o treino de Suporte Básico de Vida a um grupo de crianças portuguesas em idade escolar, com efeitos em nível do conhecimento e da autoeficácia que duram pelo menos seis meses.

Prospective Analysis of Short- and Mid-term Knowledge Retention after a Brief Ultrasound Course for Undergraduate Medical Students

OBJECTIVES: The benefits of implementing point-of-care ultrasound (POCUS) in the emergency department are well established. Ideally, physicians should be taught POCUS during medical school. Several different courses have been designed for that purpose and have yielded good results. However, medical students need specifically designed courses that address the main objectives of knowledge acquisition and retention. Despite that, there is limited evidence to support knowledge retention, especially in the mid-term. The purpose of this study is to evaluate short- and mid-term knowledge retention after a student-aimed ultrasound course. METHODS: Medical students participating in a medical student trauma symposium (SIMPALT) in 2017 were included. Their profiles and baseline ultrasound knowledge were assessed by a precourse questionnaire (PRT). The same questionnaire was used one week (1POT) and three months (3POT) after the course. RESULTS: Most of the participants were 1st- to 4th- year medical students. None had prior ultrasound knowledge. They reported costs as the major barrier (65%) to enrollment in an ultrasound course. A comparison between the PRT and 1POT results showed a statistically significant difference (p<0.02), while no difference was found between 1POT and 3POT (p>0.09). CONCLUSION: Our findings support the use of a tailored ultrasound course for medical students. Knowledge acquisition and mid-term retention may be achieved by this specific population.

Contribution of plastic bags to the retention of child immunization cards in Gambella Region and Assosa Zone, Benishangul-Gumuz Region, Ethiopia

Background: Many vaccines are given more than once, at different ages, and in combinations. Parents are expected to retain immunization cardsfor their children, however in Ethiopia,the retention of child immunization cardsis minimal. For example,the 2005 and 2011 Ethiopian Demographic and Health Surveysshowed that 37% and 29% of immunization cards, respectively, were retained. The CORE Group Polio Project developed an innovative approach to keeping home vaccination records for a long time and safely,in the form of a plastic bag designed to hold the immunization card. The pilot project for this innovation was held in Gambella Region and Assosa Zone, Benishangul-Gumuz Region since 2015. Objective: Evaluate the contribution of plastic bags for holding and retaining child immunization cards in Gambella Region and Assosa Zone, Benishangul-Gumuz Region. Methods: The study was a household-based cross-sectional survey and the target population was households with at least one child aged under 2years who had received at least one vaccination dose. A sample of 239 households (120 from Gambella Region and 119 from Assosa Z one in Benishangul-Gumuz Region) were selected randomly from immunization registration records. Up to 12 kebeles were included from each region, with at least 10 children per kebele. Data were collected using an Amharic language questionnaire and analyzed with STATA version 13.0. Results: Of all 239 respondents, 139 (58.2%) received the plastic bag for retaining immunization cards, while 100 (41.8%) did not receive the bag. Of the 139 respondents who received immunization cards, 125 (89.9%) utilized the plastic bag. Of those that utilized the bags to hold immunization cards, 50.4% were from Gambella Region and 49.6% were from Benishangul-Gumuz Region. A total of 125 (58.7%) respondents were presented with the immunization card inside the plastic bag, and 88 (41.3%) respondents received the immunization card with no accompanying plastic bag. However, of all respondents who received the plastic bag, 14 (10%) did not put the card inside it. The reasons given by respondents were that it was difficult to put the card inside the plastic bag(seven cases, (58.3%))and that it was lost/damaged or used for some other purpose (five cases, (41.7%)).A total of 145(70%)respondents reported that they placed the plastic bag that contains the immunization card in a secure place, such as in a box, and 53 (25.6%) hung it on a wall.Conclusion:In general, there was89.5% card retention;90% of respondents utilized the plastic bag,and 88% of mothers said they would advise others to use the plastic bag

Constant and random practice on learning of volleyball serve / Prática constante e aleatória na aprendizagem do saque do voleibol

Abstract The type of practice can influence what is learned from a motor skill. The aim of this study was to investigate the effects of the constant and random practice on the learning of Generalized Motor Program and parameters of the volleyball serve. The sample was composed of 20 children between 10 and 12 years old. The participants performed a pre-test whose score was adopted to counterbalance two groups (n=10), random practice and constant practice. During the acquisition phase, the random group performed 252 serves from three different positions, always indicated at the end of each serve, and the constant group performed all serves from only a specific position. The retention test showed that both groups learned the Generalized Motor Program, but random practice conducted to higher parameterization learning, resultant from the variable of practice. During practice of a sport motor skills, although the constant and random practice improve the learning of Generalized Motor Program, only the random practice improves learning of parameters of the motor skill.

Resumo O tipo de prática pode influenciar o que é aprendido de uma habilidade motora. Objetivou-se investigar os efeitos da prática constante e aleatória na aprendizagem do Programa Motor Generalizado e parâmetros do saque do voleibol. A amostra foi composta por 20 crianças entre 10 e 12 anos. Os participantes realizaram um pré-teste, cujo escore foi utilizado para contrabalançar dois grupos (n=10), prática constante e aleatória. Durante a fase de aquisição, o grupo aleatório realizou 252 saques de três posições diferentes, sempre indicada ao final de cada saque e o grupo controle realizou todos os saques somente de uma posição específica. O teste de retenção mostrou que ambos os grupos aprenderam o Programa Motor Generalizado, mas a prática aleatória conduziu para uma melhor aprendizagem dos parâmetros, resultante da prática variada. Durante a prática de habilidades motoras esportivas, apesar de as práticas constante e aleatória melhorarem a aprendizagem do Programa Motor Generalizado, somente a prática aleatória melhora a aprendizagem dos parâmetros da habilidade motora.

Faixa de amplitude de feedback aumenta a consistência do desempenho de habilidades motoras / Bandwidth feedback increases performance consistency of motor skills

Introdução: A faixa de amplitude de conhecimento de resultados pode auxiliar o desempenho de habilidades motoras. Objetivo: Investigar o efeito da faixa de amplitude de conhecimento de resultados na consistência do desempenho de habilidades motoras. Método: Participaram do estudo 30 voluntários separados aleatoriamente nos grupos faixa de amplitude 15%, que recebeu conhecimento de resultados quando o erro estava além da faixa estipulada; e controle, que recebeu conhecimento de resultados após cada tentativa. A tarefa consistiu em pressionar quatro teclas no teclado alfanumérico do computador, na sequência, 2,8,6,4 com o dedo indicador da mão direita com tempo alvo de 900ms. A variável independente foi manipulada nas 60 tentativas da fase de aquisição. O teste de retenção foi realizado após 24h, com 10 tentativas. Resultados: O desempenho do faixa de amplitude 15% foi mais consistente durante a fase de aquisição e no teste de retenção. Conclusão: A faixa de amplitude tem alta probabilidade de melhorar a consistência no desempenho de habilidades motoras.

Introduction: The bandwidth knowledge of results can assist the performance of motor skills. Objective: Investigate the effect of bandwidth knowledge of results on performance consistency of motor skills. Method: Participated of the study 30 volunteers randomly assigned on groups bandwidth of 15%, which received knowledge of results when the error was beyond the stipulated bandwidth; and control, which received knowledge of results after every trial. The task consisted of pressing four keys on a computer alphanumeric keyboard in the sequence, 2, 8, 6 and 4 using the index finger of the right hand, with the target time of 900ms. The independent variable was manipulated on the 60 trials of the acquisition phase. The retention was performed 24 hours later, with 10 trials. Results: The performance of the bandwidth of 15% was more consistent during the acquisition phase and the retention test. Conclusion: The bandwidth has high probability to improve performance consistency of motor skills.

Long-term spatial memory in humans trained in a virtual maze / Memória espacial de longo prazo em humanos treinados num labirinto virtual / Memoria espacial a largo plazo en humanos entrenados en un laberinto virtual

Abstract In this study we evaluated the long-term spatial memory in humans. A quasiexperimental design was used in which three groups of undergraduate students were trained in a virtual water maze to locate a hidden platform whose location was indicated by a set of cues. A pre-test without platform was performed prior to the training, and a post-test was conducted immediately after this (Group 0h), or after a retention interval of two (Group 48h) or seven days (Group 168h). For the pre-test, there was no evidence of preference for any area of the maze. Throughout the training trials, the time to find the goal decreased without differences between groups. During the post-test, all groups showed a preference for the reinforced quadrant, although the spent time, swimming distance, and accuracy of the search behavior in that area was equivalent between Group 0 h and Group 48 h, but higher than that shown by the Group 168 h. These data indicate changes in long-term spatial memory in humans, occurring after an interval of 48 h after its acquisition. The results are discussed on the basis of general memory processes and specific processes proposed by particular spatial memory theories. The clinical and comparative psychology implications are also addressed.

Resumo Neste estudo, avaliou-se a memória espacial de longo prazo em humanos. Para isso, empregou-se um desenho quase-experimental no qual se treinou três grupos de estudantes de graduação num labirinto virtual de água para localizar uma plataforma oculta cuja posição era sinalizada por um conjunto de chaves. Realizou-se um pré-teste sem plataforma antes do treinamento, e imediatamente depois se conduziu um pós-teste (Grupo 0 h), assim como depois de um intervalo de retenção de dois dias (Grupo 48 h) e de sete dias (Grupo 168 h). No pré-teste, não se encontrou evidência de preferência por alguma área do labirinto. Ao longo dos ensaios de treinamento, o tempo para encontrar a meta diminuiu sem diferenças entre grupos. Durante o pós-teste, todos os grupos mostraram uma preferência pelo quadrante reforçado, contudo o tempo de permanência, a distância de nado e a precisão do comportamento de busca nessa área foi equivalente entre o Grupo 0 h e o Grupo 48 h, embora maior à amostragem pelo Grupo 168 h. Esses dados indicam mudanças ocorridas 48 h depois da aquisição na memória espacial de longo prazo em humanos. Discutem-se os resultados a partir de processos gerais de memória e de processos específicos propostos por teorias particulares de memória espacial; ao final, abordam-se as implicações clínicas e pertinentes ao campo da psicologia comparada.

Resumen En este estudio se evaluó la memoria espacial a largo plazo en humanos. Para ello, se empleó un diseño cuasiexperimental en el que se entrenó a tres grupos de estudiantes de pregrado en un laberinto virtual de agua para localizar una plataforma oculta cuya ubicación era señalada por un conjunto de claves. Se realizó un pretest sin plataforma antes del entrenamiento, e inmediatamente después se condujo un postest (Grupo 0 h), así como después de un intervalo de retención de dos días (Grupo 48 h) y siete días (Grupo 168 h). En el pretest no se encontró evidencia de preferencia por alguna zona del laberinto. A lo largo de los ensayos de entrenamiento, el tiempo para encontrar la meta disminuyó sin diferencias entre grupos. Durante el postest, todos los grupos mostraron una preferencia por el cuadrante reforzado, sin embargo, el tiempo de permanencia, la distancia de nado y la precisión de la conducta de búsqueda en dicha zona fue equivalente entre el Grupo 0 h y el Grupo 48 h, aunque mayor a la mostrada por el Grupo 168 h. Estos datos indican cambios ocurridos 48 h después de la adquisición en la memoria espacial a largo plazo en humanos. Se discuten los resultados a partir de procesos generales de memoria y procesos específicos propuestos por teorías particulares de memoria espacial; y al final se abordan las implicaciones clínicas y pertinentes al campo de la psicología comparada.

Retention of cardiopulmonary resuscitation skills after hands-only training versus conventional training in novices: a randomized controlled trial

OBJECTIVE: Cardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study is to compare the retention rate of CPR skills in laypersons after hands-only or conventional CPR training. METHODS: Participants were randomly assigned to 1 of 2 CPR training methods: 80 minutes of hands-only CPR training or 180 minutes of conventional CPR training. Each participant's CPR skills were evaluated at the end of training and 3 months thereafter using the Resusci Anne manikin with a skill-reporting software. RESULTS: In total, 252 participants completed training; there were 125 in the hands-only CPR group and 127 in the conventional CPR group. After 3 months, 118 participants were randomly selected to complete a post-training test. The hands-only CPR group showed a significant decrease in average compression rate (P=0.015), average compression depth (P=0.031), and proportion of adequate compression depth (P=0.011). In contrast, there was no difference in the skills of the conventional CPR group after 3 months. CONCLUSION: Conventional CPR training appears to be more effective for the retention of chest compression skills than hands-only CPR training; however, the retention of artificial ventilation skills after conventional CPR training is poor.

Education Retention of Cardiopulmonary Resuscitation Skills after Hands-only Training versus Conventional Training in Novices: A Randomized Controlled Trial

PURPOSE: Cardiopulmonary resuscitation (CPR) training can improve performance during simulated cardiac arrest; however, retention of skills after training remains uncertain. Recently, hands-only CPR has been shown to be as effective as conventional CPR. The purpose of this study was to compare the retention rate of CPR skills in laypersons between the two hands-only and conventional CPR training methods. METHODS: Participants were randomly assigned to one of the two training groups: The hands-only CPR group with 80 minutes of training or the conventional CPR group with 180 minutes of training. The CPR skills for each participant were evaluated at the end of the training session and at 3 months thereafter, using the Resusci Anne® manikin with a skillreporting software. RESULTS: A total of 252 participants completed the training sessions; of which, 125 participants were in the hands-only CPR group and 127 in the conventional CPR group. After 3 months, 118 participants were randomly selected to complete a post-training test. The hands-only CPR group showed a significant decrease in the average compression rate (p=0.015), average compression depth (p=0.031), and proportion of adequate compression depth (p=0.011). Contrastingly, there were no differences with respect to the retention of skills in the conventional CPR group after 3 months. CONCLUSION: The conventional CPR training appears to be more effective with respect to retention of chest compression skills compared with hands-only CPR training; however, the retention of artificial ventilation skills after conventional CPR training remains poor.

Evaluation of information retention and adherence to treatment in patients with gestational diabetes mellitus after multidisciplinary group / Avaliação da retenção de informações e da adesão ao tratamento em pacientes com diabetes mellitus gestacional após grupo multiprofissional

SUMMARY Objective: To evaluate the retention of information after participation in multidisciplinary group in patients with gestational diabetes mellitus (GDM) through a phone contact. Method: 122 pregnant women diagnosed with gestational diabetes were included. After diagnosis of gestational diabetes, the patients were referred to the multidisciplinary group where they received medical, nutrition and nursing guidelines related to the disease. After three days these patients received one telephone call from a nurse, who made the same questions regarding the information received. In the statistical analysis, results were presented as absolute and relative frequencies. Results: Most patients 119/122 patients (97.5%) were managing to do self glucose monitoring. Twenty-one patients (17.2%) reported having difficulty performing the blood glucose, especially finger pricking. When questioning whether the woman was following the proposed diet, 24/122 (19.7%) patients said they did not; the meal frequency was not reached by 23/122 (18.9%) of the women, and forty-seven (38.5%) of the women reported having ingested sugar in the days following the guidance in multidisciplinary group. Conclusion: Regarding the proposed treatment, there was good adherence of patients, especially in relation to blood glucose monitoring. As for nutritional control, we observed greater difficulty in following the guidelines demonstrating the need for long-term monitoring, as well as further clarification to the patients about the importance of nutrition in diabetes management.

RESUMO Objetivo: avaliar a retenção de informações, após participação em grupo multiprofissional, em pacientes com diabetes mellitus gestacional (DMG), por meio de contato telefônico. Método: foram incluídas 122 gestantes com diagnóstico de DMG. Após o diagnóstico, as pacientes eram encaminhadas ao grupo multiprofissional para receber orientações médicas, nutricionais e de enfermagem relacionadas à doença. Após três dias, as pacientes receberam um contato telefônico de um enfermeiro, que realizou perguntas relacionadas às informações recebidas. Na análise estatística, os resultados foram apresentados em frequências absolutas e relativas. Resultados: a maioria das pacientes, 119/122 (97,5%), estava conseguindo fazer a automonitorização glicêmica. Vinte e uma pacientes (17,2%) referiram ter dificuldades para realizar a glicemia capilar, sendo a principal relacionada às lancetas. Quanto à dieta proposta, 24/122 (19,7%) referiram que não estavam conseguindo cumprir; o fracionamento da dieta não foi alcançado por 23/122 (18,9%) das gestantes e 47 (38,5%) relataram ter ingerido açúcar nos dias seguintes à orientação do grupo multiprofissional. Conclusão: em relação ao tratamento proposto, houve boa adesão das pacientes, especialmente quanto à automonitorização glicêmica. Em relação aos controles nutricionais, observamos maior dificuldade no seguimento das orientações, mostrando haver necessidade de seguimento em longo prazo e de fornecer melhor esclarecimento às pacientes sobre a importância da nutrição no controle do diabetes.

Forgotten ureteral stents: an avoidable morbidity

Objective: To assess the clinical presentation of forgotten ureteral stents and highlight the etiological factors resulting in the retention of these stents. Study Design: Observational study. Place and Duration of Study: Department of Urology, Armed Forces Institute of Urology, Rawalpindi, from January 2010 to June 2011

Methodology: Thirty-eight patients, with forgotten ureteral stents, retained for more than 6 months duration, were enrolled. A detailed evaluation was performed, along with the questions regarding the patients' opinion about the ureteral stents. They were specially asked whether they knew about the stents or were they formally informed regarding the stents. Subsequently, the patients were managed according to their clinical condition

Results: The male to female ratio was 2.1:1 aged 23 - 69 years, mean being 40.24 +/- 12.59 years. The time of presentation after the ureteral stenting was 7 - 180 months [mean = 28.89 +/- 33.435 years]. Seven patients [18.4%] reported with chronic kidney disease, including ESRD in two cases. Recurrent UTI was seen in 28 cases [73.6%], calculus formed over the stents in 20 cases [52.6%], and stent fragmented in 5 patients [13.1%]. Majority of patients, [n = 23, 60.5%], were not even aware of the placement of these stents while 8 [21.0%] knew but were reluctant about its removal. In 3 cases [7.8%], the relatives knew about the stent but never informed the patients. The stent had been removed in 2 cases [5.2%], but the other broken fragment was missed. One case [2.6%] each had a misconception about the permanent placement of the stents like cardiac stents and regarding degradation of the stents in situ

Conclusion: Forgotten ureteral stents produce clinical features ranging from recurrent UTI to ESRD. This preventable urological complication is primarily due to the unawareness or ignorance of the patients and their relatives regarding the stent

Efectos del ejercicio físico sobre la memoria episódica en ancianas chilenas sanas / Effects of physical exercise on the episodic memory in healthy elderly chileans

El objetivo de esta investigación fue analizar el efecto de un programa de actividad física regular sobre la memoria episódica verbal y visuoespacial en ancianas chilenas mentalmente sanas. Participaron 74 ancianas sin deterioro cognitivo, divididas en un grupo de intervención, integrado por 34 de ellas, que realizaron actividad física por seis meses; y un grupo control integrado por 40 sedentarias. Se utilizó el Test de Aprendizaje Auditivo Verbal de Rey (TAAVR) y el Test de la Figura Compleja de Rey (TFCR) para la evaluación de la memoria episódica. Asimismo, se realizaron análisis inter e intragrupales con t student y d de Cohen para medir el tamaño de efecto de las pruebas t. Los resultados evidenciaron diferencias estadísticamente significativas en el postest entre el grupo de intervención (GI) y grupo control (GC), observándose mejor rendimiento en las pruebas de memoria episódica verbal y visual del GI con un tamaño de efecto alto. Se concluye que la actividad física regular aumenta la capacidad de procesamiento, retención y evocación de la información verbal y visual episódica en mujeres ancianas sanas...

Our objective was to analyze the effect of a regular physical activity program on the verbal and visuospatial episodic memory on mentally healthy elderly Chileans. Participated 74 elderly women without cognitive impairment û divided into an intervention group = 34 elderly women, who carried out physical activity for six months; and a control group = 40 sedentary women. We used the Rey Auditory Verbal Learning Test (RAVLT), and the Rey Complex Figure Test (RCFT) for the evaluation of the episodic memory. Analysis were performed inter- and intra-group with t student and d of Cohen to measure the effect size of t-tests. The results showed statistically significant differences in the post-test between the Intervention Group (IG) and Control Group (CG); noticing better yields in the verbal and visual episodic memory of the IG with a large size effect. It is concluded that regular physical activity increases the processing capacity, retention, and evocation of the verbal and visual episodic information in healthy elderly women...

High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies

OBJECTIVE: To compare high-fidelity simulation with case-based discussion for teaching medical students about pediatric emergencies, as assessed by a knowledge post-test, a knowledge retention test and a survey of satisfaction with the method. METHODS: This was a non-randomized controlled study using a crossover design for the methods, as well as multiple-choice questionnaire tests and a satisfaction survey. Final-year medical students were allocated into two groups: group 1 participated in an anaphylaxis simulation and a discussion of a supraventricular tachycardia case, and conversely, group 2 participated in a discussion of an anaphylaxis case and a supraventricular tachycardia simulation. Students were tested on each theme at the end of their rotation (post-test) and 4-6 months later (retention test). RESULTS: Most students (108, or 66.3%) completed all of the tests. The mean scores for simulation versus case-based discussion were respectively 43.6% versus 46.6% for the anaphylaxis pre-test (p=0.42), 63.5% versus 67.8% for the post-test (p=0.13) and 61.5% versus 65.5% for the retention test (p=0.19). Additionally, the mean scores were respectively 33.9% versus 31.6% for the supraventricular tachycardia pre-test (p=0.44), 42.5% versus 47.7% for the post-test (p=0.09) and 41.5% versus 39.5% for the retention test (p=0.47). For both themes, there was improvement between the pre-test and the post-test (p<0.05), and no significant difference was observed between the post-test and the retention test (p>0.05). Moreover, the satisfaction survey revealed a preference for simulation (p<0.001). CONCLUSION: As a single intervention, simulation is not significantly different from case-based discussion in terms of acquisition and retention of knowledge but is superior in terms of student satisfaction. .

In search of an effective teaching approach for skill acquisition and retention: teaching manual defibrillation to junior medical students

Introduction: Although overloaded curricula; the increasing student to educator ratio; limited resources; insufficient curriculum alignment and the unpredictable clinical learning environment contribute to the decay of clinical skill competency; the problem of poor skill retention often lies in inadequate skill acquisition which is associated with the quality of the instruction. The aim of the study was to investigate the influence of three different instructional approaches on the acquisition and retention of skills in order to determine which method would be best suited for teaching in simulation in a resource-constrained environment. Methods : A randomised controlled trial design was used to compare the efficacy of the traditional; Peyton's four-stage; and a modified five-step method. Regarding the latter; George and Doto's five-step method was altered to include peer teaching and feedback with a tutor in a supervisory role. Groups of first year students were taught 'manual defibrillation'. Subsequent to the teaching session as well as at two months later; students' skills were tested. Additional qualitative data regarding students' perceptions of the different teaching strategies they were exposed to were obtained by means of questionnaires. Results: None of the three instructional approaches proved to be superior in acquisition or retention. Previous studies reported similar findings. The lack of differentiation between the three teaching methods might be attributed to the fact that all three methods included practice with feedback in one form or another. Numerous studies have identified these as critical components leading to effective learning in a simulation-based learning environment. Conclusion: Considering that the three instructional approaches were similar in terms of skill acquisition and retention; incorporating peer teaching and feedback is a feasible strategy in a resource-limited environment

Aprendizaje autodirigido y su relación con estilos y estrategias de aprendizaje en estudiantes de medicina / Relationship between self-directed learning with learning styles and strategies in medical students

Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

Reflexões sobre a memória e o esquecimento da influência africana durante a Belle Époque brasileira / Reflections on memory and the forgetfulness of African influence during the Brazilian Belle Époque

Esse artigo tem como objetivo refletir sobre como a memória social era articulada por grupos negros e brancos durante a Belle Époque Brasileira. Este período, que começa no final do século XIX e termina na década de trinta, teve como característica a exaltação e a adoção da cultura europeia, em especial a francesa, no país. Entretanto, como “europeizar” um país que possuía um enorme contingente de pessoas negras e mulatas e com forte influência da cultura africana? Busca-se, neste trabalho, pensar como a capoeira, a música e as confrarias elaboravamas memórias sociais – com destaque para as memórias comuns, práticas, pessoais e históricas orais – da comunidade negra e, como a elite brasileira, através de medidas jurídicas e de mudanças arquitetônicas, se utilizava das memórias históricas documentais e públicas para gerar um esquecimento de uma parcela da população que não se encaixava no novo projeto de identidade nacional.

This article aims to reflect on how social memory was articulated by groups of colored people and groups of white people during the Brazilian Belle Époque. This period, which begins inthe late nineteenth century and ends in the thirties, was characterized by exaltation and the adoption of the European culture, particularly the French. However, how to "Europeanise" a country that had a huge contingent of colored and mulatto people strongly influenced by the African culture? One aims, in this work, to reflect on how the capoeira, music and confraternitieselaborated social memories - especially the common, practical, personal and historical oral ones of the colored community and how the Brazilian elite, through legal measures and architectural changes, made use of documentary and public historical memories to generate forgetfulness ofpart of the population that did not fit the new national identity project.

The bit value of working memory

The present study was based on the hypothesis that a limited amount of information can be simultaneously processed in working memory. The main objective was to determine the capacity of working memory under experiment conditions and express it in terms of bits of information. The bit values of the selected objects used in the experiment were determined using Shannon's formula. The objects were presented to the participants as a set of charts. Each chart presented a four-element object with a particular bit value. The elements constituted commonly known signs, with no difficulty in perception. The efficiency of object recollection from working memory decreased as the bit value of the object increased. In each of the experiments, the bit value of the recollected information oscillated between 26.7 and 31.9. The present results did not confirm sex differences in working memory function...

Estudantes de medicina ensinam ressuscitação cardiopulmonar a alunos do fundamental / Medical students teaching cardiopulmonary resuscitation to middle school Brazilian students

FUNDAMENTO: Doenças do sistema circulatório são a causa mais comum de óbitos no Brasil. Devido ao fato de a população geral ser normalmente a primeira a identificar problemas relacionados ao sistema circulatório, é importante que ela seja treinada. No entanto, o treinamento é um desafio por causa do número de pessoas a serem treinadas e da manutenção do treinamento. OBJETIVOS: Avaliar a entrega do programa de treinamento de ressuscitação cardiopulmonar (RCP) ministrada por estudantes de medicina e avaliar o conhecimento prévio de RCP, além de retenção imediata e tardia de treinamento em RCP entre alunos do fundamental. MÉTODOS: Foram selecionadas duas escolas públicas e duas escolas privadas. O treinamento de RCP consistiu em uma vídeo-aula seguida de prática com bonecos, sob a supervisão de estudantes de medicina. Questionários de múltipla escolha foram fornecidos previamente, logo em seguida e 6 meses após o treinamento de RCP. As perguntas estavam relacionadas ao conhecimento geral, à sequência de procedimentos e ao método de administração de cada componente (ventilação, compressão torácica, e desfibrilação automática externa). Os instrutores realizaram uma discussão em grupo após as sessões para identificar os possíveis problemas encontrados. RESULTADOS: No total, 147 alunos concluíram o monitoramento de 6 meses. Os alunos de escola pública tinham menos conhecimento prévio, mas a diferença desapareceu logo após o treinamento. Após o período de 6 meses de monitoramento, esses alunos de escola pública demonstraram menor retenção. O principal problema encontrado foi ensinar a ressuscitação boca-a-boca. CONCLUSÕES: O método usado por estudantes de medicina para ensinar alunos do fundamental foi baseado na técnica do "ver e praticar". Este método foi eficaz na retenção imediata e tardia do conhecimento adquirido. A maior retenção de conhecimento entre os alunos de escola privada pode refletir fatores culturais.

BACKGROUND: Diseases of the circulatory system are the most common cause of death in Brazil. Because the general population is often the first to identify problems related to the circulatory system, it is important that they are trained. However, training is challenging owing to the number of persons to be trained and the maintenance of training. OBJECTIVES: To assess the delivery of a medical-student led cardiopulmonary resuscitation (CPR) training program and to assess prior knowledge of CPR as well as immediate and delayed retention of CPR training among middle school students. METHODS: Two public and two private schools were selected. CPR training consisted of a video class followed by practice on manikins that was supervised by medical students. Multiple choice questionnaires were provided before, immediately after, and at 6 months after CPR training. The questions were related to general knowledge, the sequence of procedures, and the method to administer each component (ventilation, chest compression, and automated external defibrillation). The instructors met in a focus group after the sessions to identify the potential problems faced. RESULTS: In total, 147 students completed the 6-month follow-up. The public school students had a lower prior knowledge, but this difference disappeared immediately after training. After the 6-month follow-up period, these public school students demonstrated lower retention. The main problem faced was teaching mouth-to-mouth resuscitation. CONCLUSIONS: The method used by medical students to teach middle school students was based on the see-and-practice technique. This method was effective in achieving both immediate and late retention of acquired knowledge. The greater retention of knowledge among private school students may reflect cultural factors.

Curso de primeiros socorros para candidatos à Carteira Nacional de Habilitação / First aid course for driver's license applicants

Introdução. A eficácia na aplicação dos primeiros socorros com a participação do leigo nas situações de emergência determina a sobrevivência das vítimas e aponta para a relevância de sua capacitação. Em âmbito nacional não existe programa modelo desta capacitação. Objetivos. Comparar o conhecimento dos alunos que participaram da capacitação em primeiros socorros do Curso de Formação de Condutores (CFC) com aqueles que participaram do curso elaborado e ministrado por profissional da saúde; adaptar, validar o conteúdo e testar a confiabilidade de questionário para avaliar conhecimentos de primeiros socorros de leigos; propor e aplicar programa para esta capacitação; identificar retenção do conteúdo dos participantes em ambos os cursos; e, comparar assimilação e retenção do conteúdo de ambos os grupos conforme a idade. Sujeitos e método. Estudo experimental em que se elaborou programa de capacitação teórica em primeiros socorros para leigos e o aplicou aos alunos do CFC divididos aleatoriamente em: Grupo Intervenção (GI) - participou do programa elaborado e Grupo Controle (GC) - do CFC. Mesmo questionário, composto por 29 questões fechadas, foi aplicado: Etapa I - antes, Etapa II - após e, Etapa III - três meses após participação na capacitação; adaptado e submetido à validação e teste de confiabilidade (estabilidade). Após a coleta, houve rearranjo conforme idade (GIA/GCA - idade inferior a 50 anos; GIB/GCB - superior ou igual a 50 anos). Atribuiu-se nota às respostas e o desempenho de cada indivíduo foi classificado: qualificado (7,1 a 10,0), pouco qualificado (5,0 a 7,0) e não qualificado (0 e 4,9). Resultados. Nove juízes (três leigos e seis especialistas) validaram o conteúdo e apenas 1/9 (11,2%) não considerou a parte do suporte básico de vida (SBV) abrangente devido à ausência de questão sobre reconhecimento da parada cardiorrespiratória...

Background. The effective use of first aid with the lay people involvement in emergencies determines the survival of victims and points to the relevance of their training. Nationally there is no standard for this training program. Aims: Compare the knowledge of the students who participated in the Driver's License Course (DLC) first aid training with those who attended the course prepared and delivered by a health professional; adapt, validate the content and test the questionnaire reliability to assess knowledge of first aid laity; propose and apply this training program, identify retention of the content from the participants in both courses, and compare assessment and content retention from both groups according to age. Subjects and method. Experimental study where theoretical training program in first aid was developed and applied randomly for DLC lay students DLC, divided into Intervention Group (IG) - participated in the prepared program, and Group Control (GC) - CFC. A questionnaire consisting in 29 closed questions was applied: Stage I - before Stage II - after, and Stage III - three months after participation in the training, tailored and subject to validation and reliability testing (stability). Afterward, there was rearrangement with age (IGA / CGA - age under 50 years; IGB / CGB - greater than or equal to 50 years). A grade was assigned to responses, and performance of each individual was classified: Qualified (7.1 to 10.0), unskilled (5.0 to 7.0) and unskilled (0 and 4.9). Results. Nine judges (three nonprofessionals and six experts) validated the content, and only 1/9 (11.2%) did not consider part of the basic life support (BLS) due to the absence of comprehensive question in recognizing cardiopulmonary arrest. Sixteen questions had agreement of 100.0% for clarity...

Psychiatric Implication for the Regulation of AMPA Receptor

Glutamate receptors are important components of synaptic transmission in the nervous system. Especially, alpha-amino-3-hydroxy-5-methyl-4-isoxazole propionic acid (AMPA) receptors mediate most abundant excitatory synaptic transmission in the brain. There is elaborate mechanism of regulation of AMPA receptors including protein synthesis/degradation, intracellular trafficking, exocytosis/endocytosis and protein modification. In recent studies, it is revealed that functional dysregulation of AMPA receptors are related to major psychiatric disorders. In this review, we describe the structure and function of AMPA receptors in the synapse. We will introduce three steps of mechanism involving trafficking of AMPA receptors to neuronal membrane, lateral diffusion into synapses and synaptic retention by membrane proteins and postsynaptic scaffold proteins. Lastly, we will describe recent studies showing that regulation of AMPA receptors is important pathophysiological mechanism in psychiatric disorders.

Correction of the Traumatic Enophthalmos Using Titanium Reinforced Porous Polyethylene