Awareness of malocclusion and attitude towards orthodontic treatment among trainee dental surgery technicians in Nigeria

Objective: Malocclusion affects aesthetics, the physical, psychological and social life of a person. The aim of this study was to evaluate the awareness of malocclusion and attitude towards orthodontic treatment among trainee dental surgery technicians in Nigeria. Materials and Methods: This was a descriptive cross-sectional study carried out among 68 final year (sixty-eight) trainee dental surgery technicians in Nigeria. The research instrument was a self-administered close ended questionnaire. Data was analyzed using SPSS version 20. P value (P<0.05) was regarded as significant. Results: Sixty-one (89.7%) of the respondents were females, while 7 (10.3%) were males. Fifty-seven (83.8%) have heard of the term malalignment of teeth, 53 (77.9%) of the students think malalignment is due to external habits. 61 (89.7%) are aware that few teeth may have to be removed for proper positioning of irregular teeth and 51 (75.0%) were aware that the irregular teeth can be corrected even after 40 years of age. More females were aware of malocclusion and had positive attitude towards orthodontic procedures when compared to the males, but the difference was not statistically significant (P>0.05).Conclusion. Majority of the respondents in this study were aware of the term malalignment and had positive attitude towards orthodontic treatment. More females constituted the study population.

Análise da percepção de estagiários de educação física sobre a inclusão na escola: uma revisão integrativa / Análise da percepção de estagiários de educação física sobre a inclusão na escola: uma revisão integrativa / Análisis de la percepción de los pasantes de educación física sobre la inclusión en la escuela: una revisión integrativa

Resumo Este estudo objetivou analisar os estudos científicos acerca da percepção de estagiários de Educação Física sobre a inclusão de alunos com deficiência nas aulas de Educação Física Escolar. Foi realizada uma revisão integrativa com busca nas bases de dados Scopus, Web of Science, SciELO, BVS/Lilacs, PubMed, e ERIC via Portal de Periódicos CAPES. Os descritores utilizados foram: "Estagiário", "Educação Física Adaptada", "Educação Física Inclusiva", "Inclusão Escolar", "Estudante com Deficiência" e "Percepção", em português e inglês. Ao final, foram analisados 11 artigos científicos. Para a análise dos dados foram criadas 3 categorias. A primeira diz respeito à dificuldade encontrada pelos estagiários em conceituar inclusão; a segunda trata do papel do estágio na formação inicial e inclusiva, na qual os estagiários destacam o papel de auxiliares nos processos da educação física escolar e relatam que o estágio agregou valores e saberes sobre a inclusão. Por fim, a terceira categoria relata as dificuldades dos estagiários referentes à inclusão, sendo essas de cunho pedagógico, ligadas diretamente a lacunas na Formação Inicial.

Abstract This study aimed to analyze the scientific literature regarding the perception of Physical Education trainees about the inclusion of students with disabilities in School Physical Education classes. An integrative review was carried out with searches in the following databases: Scopus, Web of Science, SciELO, BVS/Lilacs, PubMed, and ERIC via CAPES Portal. We used the descriptors: "Trainee", "Adapted Physical Education", "Inclusive Physical Education", "School Inclusion", "Student with Disabilities" and "Perception", in Portuguese and English. 11 scientific articles were analyzed. For data analysis, 3 categories were created. The first category concerns the difficulty encountered by trainees in conceptualizing inclusion; the second category deals with the role of the internship in the inclusive initial teacher training, in which the interns highlight the function as assistants in the school physical education processes and report that the internship added values and knowledge about inclusion; finally, the third category reports the interns' difficulties regarding inclusion, these being of a pedagogical nature, directly linked to gaps in initial training.

Resumen Este estudio tuvo como objetivo analizar la literatura científica sobre la percepción de los alumnos de Educación Física sobre la inclusión de estudiantes con discapacidad en las clases de Educación Física Escolar. Se realizó una revisión integradora con búsquedas en las siguientes bases de datos: Scopus, Web of Science, SciELO, BVS/Lilacs, PubMed y ERIC a través del Portal CAPES. Utilizamos los descriptores: "Aprendiz", "Educación Física Adaptada", "Educación Física Inclusiva", "Inclusión Escolar", "Estudiante con Discapacidad" y "Percepción", en portugués e inglés. Se analizaron 11 artículos científicos. Para el análisis de datos se crearon 3 categorías. La primera categoría se refiere a la dificultad que encuentran los alumnos para conceptualizar la inclusión; la segunda categoría trata sobre el papel de la pasantía en la formación inicial docente inclusiva, en la que los pasantes destacan la función como asistentes en los procesos de educación física escolar y relatan que la pasantía agregó valores y conocimientos sobre inclusión; finalmente, la tercera categoría relata las dificultades de los pasantes en cuanto a la inclusión, siendo estas de carácter pedagógico, directamente vinculadas a los vacíos en la formación inicial.

An objective evaluation of simulated surgical outcomes among surgical trainees using manual small-incision cataract surgery virtual reality simulator

Purpose: The purpose of this study was to evaluate trainee performance across six modules of a virtual reality (VR) simulator. Methods: A retrospective observational study was conducted on 10 manual small-incision cataract surgery (MSICS) trainees who practiced cataract surgery on an MSICS VR simulator for one month. They were assessed in six major steps which included scleral groove, tunnel dissection, keratome entry, capsulorhexis, nucleus delivery, and intraocular lens (IOL) insertion under a trainer抯 supervision. The information included in their score metrics was collected, and their overall performance was evaluated. Results: Thirty attempts were evaluated for scleral groove, tunnel dissection, and capsulorhexis and 15 attempts for keratome entry. Candidates had varied results in the dimensional aspects and their rates of complications with a mean satisfactory score of 3.1 � 4.17, 6.8 � 5.75, 5.8 � 7.74, and 1.8 � 2.57, respectively. Nucleus delivery (n = 5) had more of iris pull and IOL insertion (n = 5) had more of lost IOL as complications but both had a higher satisfactory outcome. Conclusion: A VR simulator is a useful tool for training surgeons before their entry into live surgery. It is an effective method for evaluating objectively the structural characteristics of each phase in MSICS and their associated complications, helping them anticipate it earlier during live surgery by giving them a near real world experience.

Preliminary discussion on the core post competency of nursing students in nursing practice by WeChat official account / 中华医学教育探索杂志

Objective:To investigate the application and effects of WeChat official account in improving the nursing trainees' core post competency.Methods:The study included in 105 nursing trainees of Batch 2015 as experimental group, taking the nursing practice WeChat official account based on the routine clinical teaching pattern, and 95 nursing trainees of Batch 2014 as control group, taking traditional teaching mode. At the end of the internship, the scores of special examinations for nursing students and the national examination for nursing qualifications ("nursing qualification examination" for short) of the two group were compared, and the critical thinking ability, ability to acquire information lifelong learning ability, nurse-patient clinical communication ability and teaching satisfaction of the two groups of students were analyzed. SPSS 23.0 software was used for t test. Results:The scores of special examinations, nursing qualification examination and each module at main dimensions of the core post competency of nursing students in the experimental group were higher than those in the control group ( P<0.05). The nursing trainees in the experimental group were satisfied with the teaching effects of the WeChat official account. Conclusion:The WeChat official account in clinical nursing practice helps improve the quality of clinical practice teaching and assist in enhancing core post competency of nursing trainees.

Application of OTD combined with clinical pathway teaching method in the teaching of nursing standardized training in operating room / 中华医学教育探索杂志

Objective:To explore the application of OTD (observation, teaching and discussion) teaching combined with clinical pathway in nursing standardized training in operating room.Methods:A total of 50 nurses who were trained in the Operating Room of The First Affiliated Hospital of Air Force Medical University from August 2017 to June 2020 were selected and divided into control group and study group according to the rotation order, with 25 nurses in each group. Traditional teaching was used in the control group, and OTD teaching combined with clinical pathway was used in the study group. After the rotation training, the teaching effect was evaluated through the assessment of theoretical knowledge and clinical practice comprehensive ability, teaching satisfaction, and the satisfaction scores of participating surgeons and patients. SPSS 22.0 was used for t-test and chi-square test. Results:The results of theoretical assessment, clinical skill assessment and comprehensive ability assessment of operating room of the rotating nurses in the study group were higher than those in the control group, with significant difference ( P < 0.05). The study group was significantly better than the control group in 8 aspects, including learning initiative, stimulating learning interest, problem-solving ability, communication ability, clinical thinking ability, teamwork ability, critical thinking ability and teaching satisfaction ( P<0.05). The satisfaction scores of doctors [(94.06±2.67) vs. (92.17±2.75)] and patients [(94.90±3.22) vs. (91.25±3.10)] in the study group were significantly higher than those in the control group ( P<0.05). Conclusion:OTD teaching combined with clinical pathway can help to improve the theoretical knowledge, clinical practice comprehensive skills and teaching satisfaction of nursing students in operating room, and then improve the teaching quality.

Ideology, sexism, and beliefs about sexual violence in Peruvian university students and future police officers

Abstract The main objective of the present study is to establish a comparison between ideology (RWA and SDO), ambivalent sexism and beliefs about sexual violence, in a sample of Peruvian trainee from a police officer school (n = 81) and university students (n = 196). In addition, as a specific objective, it seeks to explore the relationships between the mentioned variables. The results showed significant differences between the groups at the level of the RWA (Right Wing Authoritarianism) ideological variable and the Subordination of women dimension of the Beliefs about Sexual Violence variable. Likewise, the structural model shows that the variables RWA and SDO (Social Dominance Orientation) have an impact on the dimensions of beliefs about sexual violence: Attribution of blame to women, Subordination of women and Exaggeration of women, having as mediators Benevolent and Hostile Sexism. The results show that beliefs about sexual violence in the sample of this study link to sexism and these, in turn, to ideology; however, the routes in which these beliefs are configured vary between police trainee and university students. Higher levels of RWA are observed in police trainee, an ideological indicator that, in this sample, paradoxically tends to be inversely related to sexism and beliefs about sexual violence against women that blame and subordinate them. Regarding the path of social dominance, this also directly relates to both expressions of benevolent and hostile sexism, although with greater predominance with the second, appealing to sex as a structural element on which this ideological component is established.

Resumen El presente estudio tiene como objetivo principal establecer una comparación entre la ideología (RWA y SDO), el sexismo ambivalente y las creencias sobre la violencia sexual, en una muestra de cadetes de una escuela de oficiales (n=81) y estudiantes universitarios (n=196). Además, como objetivo específico, busca explorar las relaciones entre dichas variables. Los resultados demostraron diferencias significativas entre los grupos a nivel de la variable ideológica RWA (Right Wing. Authoritarianism) y la dimensión Subordinación de la mujer de la variable Creencias sobre la Violencia Sexual. Asimismo, el modelo estructural evidencia que las variables RWA y SDO (Social Dominance Orientation) afectan las dimensiones de creencias sobre la violencia sexual: Atribución de la culpa a la mujer, Subordinación de la mujer y Exageración de la mujer teniendo como mediadores al Sexismo Benevolente y Hostil. Los resultados muestran que las creencias sobre violencia sexual en la muestra están vinculadas al sexismo y estas, a la ideología también; sin embargo, los recorridos en que estas creencias se configuran varían entre estudiantes de policía y estudiantes universitarios. En estudiantes de policía se observan niveles más altos de RWA, indicador ideológico que, en esta muestra, paradójicamente tiende a estar inversamente relacionado con el sexismo y creencias sobre la violencia sexual contra las mujeres que las culpan y subordinan. En cuanto al camino del SDO, también está directamente relacionado con expresiones de sexismo benevolente y hostil, aunque con mayor predominio con el segundo, apelando al sexo como elemento estructural sobre el que se establece este componente ideológico.

Effect of Advanced Strengthening Program on Physical Fitness Test Performance in Injury Prone Pre-Military Trainee Cadets.

The pre military trainee cadets are mostly unaware about proper training techniques and because of their lack of knowledge they are prone to have musculoskeletal problems especially their shoulder, spine, and knee joint are more prone to any injury. So, in order to avoid injuries, effort was made to make them aware about the risk of getting injured and proper fitness techniques which will prevent their injuries as well as help them to improve fitness level and field performance also. We wanted to evaluate the effect of advance strengthening program on physical fitness test performance in pre-military trainee cadets.METHODSIn this comparative study, injury prone trainee cadets were randomly allocated in to two groups of 25 each with advanced training program. Group one did conventional type of routine exercise; group two followed advanced training protocol. Physical fitness test performance was assessed and compared between the two groups. Outcome measures were Burpees test, shoulder press, chin-ups, planks, leg press, 1600 meters running.RESULTSIn Burpees test, 37% improvement was seen by conventional exercise program; whereas, it was 63% for advanced strengthening exercise program. In shoulder press, 38% improvement was seen for conventional exercise program; whereas, it was 62% for advanced strengthening exercise program. In chin ups, 34% improvement was seen for conventional exercise program; whereas, it was 66% for advanced strengthening exercise program. In planks, 45% improvement was seen with conventional exercise program; whereas, it was 55% for advanced strengthening exercise program. In leg press, 39% improvement was seen with conventional exercise program; whereas, it was 61% with advanced strengthening exercise program. In 1600 meters running, 37% improvement was seen with conventional exercise program; whereas, it was 63% by advanced strengthening exercise program. P value was <0.0001 which is significant.CONCLUSIONSA significant improvement was found in muscle performance, and occurrence of injury was seen to be reduced with advanced training program in injury prone trainee cadets.

Assessment of well-being and coping abilities among medical and paramedical trainees, in a Government Medical College, West Uttar Pradesh, India

Background: High levels of stress and psychological morbidity occur in health-care professional students. Objective: The objective of this study was to estimate psychological well-being, perceived stress level, and coping abilities among medical and paramedical students. Materials and Methods: A cross-sectional analytical study carried out in a tertiary care hospital, West Uttar Pradesh, India. The total study period was from September 2019 to November 2019 with a sample of 145 medical students aged 17–25 years and 81 paramedical students aged 19–33 years. Ethical clearance was obtained from the College Ethical Committee. We used self-administered, three different types of validated tools for data collection. Data were analyzed using SPSS Version 20. Results: The median age of paramedical and medical trainees was 22 and 21 years, respectively. Family history of mental illness was 21% and 5.5%, respectively. On general health questionnaire-12 scale, 9% of paramedical trainees reported evidence of distress and 91% of severe problem and psychological distress while 19% of medical trainees having evidence of distress and 81% of severe problem and psychological distress. On perceived stress scale-10 (PSS-10) scale, 15% of paramedical trainees reported average level, 27% moderate level, and 55% high level of perceived stress while 2% of medical trainees having average, 19% moderate level, and 79% high level of perceived stress, respectively. The difference in mean score on PSS-10 and Brief COPE scale between paramedics and medical trainees group was found statistically significant (P < 0.05). Conclusion: We concluded the higher level of severe problem and psychological distress in the paramedical and high level of perceived stress in medical trainees. Paramedical trainees practice a better coping mechanism than medical trainees.

Outcomes of scleral buckle technique performed by trainee doctors in retinal detachment / 国际眼科杂志(Guoji Yanke Zazhi)

@#AIM: To evaluate the outcomes of patients operated for retinal detachment by scleral buckle technique done by trainee doctors pursuing postgraduate course in ophthalmology.<p>METHODS: This study was a non-comparative retrospective case series to evaluate the demography, clinical features and outcomes of patients underwent rhegmatogenous retinal detachment(RRD)repaired by scleral buckle technique from July 2017 to February 2018 at a tertiary care center in India. Records of all these patients were screened. Statistical analyses were performed and using Fisher's exact test, Mann-Whitney test and Nominal Logistic regression.<p>RESULTS: Totally of 41 patients were included out of which, 32(78%)were males and 9(22%)were females. In our study primary anatomical success rate was 95%, with significant visual gain. Postoperative complications were raised intraocular pressure(<i>n</i>=2), new breaks(<i>n</i>=2)and re-detachment in 2 patients which was successfully managed by pars plana vitrectomy(PPV)with internal tamponade and laser.<p>CONCLUSION: The study showed that scleral buckle surgeries done by trainee doctors under supervision can achieve a high success rate in patients of RRD both in terms of postoperative anatomical success, visual acuity and complication rates. Thus, scleral buckle surgery can be an acceptable primary procedure for trainee doctors for management of RRD in selected cases despite the various treatment options now available.

El grupo focal como el elemento central en el proceso de la transposición didáctica de los saberes a enseñarse / The focus group as a core element in the didactic transposition process of knowledges to be taught / O grupo focal como elemento central no processo de transposição didática dos saberes a ensinar

Objetivo: identificar qual é o elemento central que ajuda aos Professores em Formação Inicial (PFI) a realizarem a transposição didática dos saberes a ensinar. Método: nesta pesquisa participaram três PFI do curso de Educação Física da Universidade Federal da Paraíba-Brasil. As técnicas de coleta de dados foram: observação participante, grupo focal e análise de documentos escritos. Para a análise dos dados foi utilizada a técnica de análise categorial de conteúdo por temática. Resultados: identificou-se o grupo focal como o elemento central de auxílio na transposição didática dos saberes a ensinar. Conclusão: esta condição evidencia três importantes implicações para a prática pedagógica dos PFI: a coletividade, a reflexão que desencadeia a ação e a permanência do estado reflexivo.

Objective: To identify which is the central element helping new trainee teachers (PFI, from its Portuguese initials) to carry out the didactic transposition of knowledge to be taught. Method: Three PFIs participated in the Physics Education Course of the Universidade Federal da Paraíba. Participant observation, focus group, and written documents were the data recollection techniques. To analyze data, the content analysis technique of categorical type by subject was used. Results: The Focus Group was identified as the central aid element in the didactic transposition of knowledge to be taught. Conclusions: This condition demonstrates three important implications to the pedagogical practice of PFIs: the collectivity, the reflection that triggers action, and the continuity of the reflexive state.

Objetivo: identificar cual es el elemento central que auxilia a los profesores en formación inicial (PFI) que realicen la transposición didáctica de los saberes a enseñarse. Método: en la investigación participaron tres PFI del curso de Educación Física de la Universidad Federal de Paraíba. Las técnicas de recolección de datos fueron: observación participante, grupo focal y documentos escritos. Para analizar los datos fue utilizada la técnica de análisis de contenidos del tipo categorial por temática. Resultados: se identificó el Grupo focal como el elemento central de auxilio en la transposición didáctica de los saberes a enseñarse. Conclusión: esta condición demuestra tres importantes implicaciones para la práctica pedagógica de los PFI: la colectividad, la reflexión que desencadena la acción y la permanencia del estado reflexivo.

A Crossover Study Comparing In-Plane and Outof-Plane Approaches for Simulated UltrasoundGuided Central Venous Cannulation on Phantom Models by Anaesthesiology Trainees

@#This prospective crossover study compared the incidence of posterior vessel wall puncture between two approaches during ultrasound-guided simulated central venous cannulation by anaesthesiology trainees. Each phantom model, simulating a central vein and artery, was cannulated by 37 anaesthesiology trainees under ultrasound-guidance using the in-plane approach (IPA) and out-of-plane approach (OPA). Total procedural time and the time taken from starting image scanning until commencing puncture, was recorded. The number of attempts required to achieve successful venous cannulation was noted. Finally, the models were examined for posterior venous wall and arterial puncture. Total procedural time was shorter with the OPA (26.5 vs 50.3 seconds, p=0.001). The time taken from starting image scanning until commencing puncture was shorter for the OPA (2.2 vs 12.3 seconds, p<0.0001). The IPA resulted in significantly more attempts for cannulation. Twenty and eleven participants were successful within the first pass using the OPA and IPA, respectively (p=0.034). There was no difference in the incidence of posterior vessel wall puncture between these two techniques. The OPA resulted in less arterial puncture compared to the IPA (2 vs 9, p=0.022). The incidence of posterior vessel wall puncture between the IPA and OPA during ultrasound-guided simulated central venous cannulation by anaesthesiology trainees was comparable.

Qualitative research on the professionalism of nursing undergraduates in Xinjiang / 中华医学教育探索杂志

Objective To understand the status and influencing factors of professionalism of undergraduate nursing students in Xinjiang,and to provide a reference for the construction of the professionalism feature model and its training framework for undergraduate nursing students.Methods From January to March in 2017,using cluster sampling,30 undergraduate nursing students of First,clinical medicine school of Xinjiang Medical University were selected as the interview subjects,and the content analysis and NVivo11.0 software were used to analyze the data.Results Through the analysis of the content,professionalism characteristic model for undergraduate nurses included 4 first-grade indexes and 26 two-grade indexes are extracted through the group study and discussion.The influencing factors of professional spirit consists of 4 indicators.The main influencing factors include personal factors,organizational factors,social factors and family factors.Conclusion Professionalism is the essential qualityfor every nurse.It's the soul of nursing.We should grasp the content and practice training plan in each stage,and integrate the training of nurses' professionalism into the career of nurses.Only by doing these,can we build a stable and positive nursing team.

The application value of situational simulation teaching in the trainee teaching of cardiovascular medicine / 中华医学教育探索杂志

Objective To explore the value of situational simulation teaching in the in the trainee teaching of cardiovascular medicine. Methods 7-year students of Beijing university of traditional Chinese medicine in the 2016-2017 school year were divided into experimental group and control group, with 50 students in each group. Situational simulation teaching was used in the experimental group while the control group carried out regular teaching. Student self-assessment questionnaire and clinical test were used to evaluate teaching effect. SPSS 21.0 was used for statistical processing, and t-test was used for comparison between groups. Results Student self-assessment questionnaire showed that, the scores of study interest, theoretical knowledge, thinking, clinical practical ability and the overall satisfaction in the experimental group were significantly higher than that in the control group, the difference was statistically significant (P<0.05); As to clinical test, theory knowledge and case analysis assessment in the experimental group were higher than that in the control group, and the difference was statistically significant (P<0.05). Conclusion Situational simulation teaching is helpful to improve the clinical comprehensive ability of students.

How Are Trainee Dentists Able to Autonomously Engage in Clinical Practice? / 医学教育

Introduction: This study aims to explore the processes by which trainee dentists are able to autonomously engage in clinical practice.Methods: Semi-structured interviews with 16 trainee dentists were conducted. For the data analysis, Modified Grounded Theory Approach was employed in this study.Results: At the early stage of clinical education, trainees tended to passively receive and follow the supervisor's instruction. However, through their reiterative reflection on clinical experience and feedback from their supervisor, they gradually established a proper way of treating and caring for patients. They also understood their own abilities. Furthermore, they could obtain a holistic viewpoint of dental treatment. Their experiences led to active engagement with dental practice.Discussion: In order for the learners to be autonomously involved in their practice, educators need to provide scaffolding and support that encourage them to solve individual problems in the given context.

How Are Trainee Dentists Able to Autonomously Engage in Clinical Practice? / 医学教育

Introduction: This study aims to explore the processes by which trainee dentists are able to autonomously engage in clinical practice.Methods: Semi-structured interviews with 16 trainee dentists were conducted. For the data analysis, Modified Grounded Theory Approach was employed in this study.Results: At the early stage of clinical education, trainees tended to passively receive and follow the supervisor's instruction. However, through their reiterative reflection on clinical experience and feedback from their supervisor, they gradually established a proper way of treating and caring for patients. They also understood their own abilities. Furthermore, they could obtain a holistic viewpoint of dental treatment. Their experiences led to active engagement with dental practice.Discussion: In order for the learners to be autonomously involved in their practice, educators need to provide scaffolding and support that encourage them to solve individual problems in the given context.

Qualitative study on experience of nursing undergraduates in the application of constructivism in obstetrics and gynecology / 中国实用护理杂志

Objective To study the practical experience of constructivism teaching in clinical practice of obstetrics and gynecology nursing, to understand the application effect and existing problems of constructivism, and to provide the basis for improving and perfecting probation teaching methods. Methods Using the phenomenological research method in qualitative research, we conducted semi-structured in- depth interviews with 12 undergraduates, and analyzed and sorted the information. Results Nursing undergraduates The practice of obstetrics and gynecology in obstetrics and gynecology mainly includes four topics: Promote autonomous learning, build implementation situation, the embodiment of the team cooperation spirit and ability, the importance of teachers' guidance.Conclusions Constructivism is applied to obstetrics and gynecology practice, which can promote the enthusiasm of nursing students to learn independently, realize the construction of clinical situation, solve the problem through collaboration, put forward higher requirements on the instructive function of teachers, Constructivism model used in nursing undergraduate trainee deficiencies in order to ensure the use of constructivism in clinical nursing teaching in the smooth implementation and quality assurance.

Perfil docente: análise das decisões de planejamento de professores estagiários de educação física / Teaching profile: analysis of the planning decisions of physical education trainee teachers

RESUMO Inicia-se o estudo com as seguintes problemáticas: Existe estabilidade nos pensamentos e decisões de planejamento dos estagiários em sequências de aulas? Ou seja, é possível dizer que existe um perfil de planejamento típico de cada estagiário?; Quais as características dos pensamentos e decisões de planejamento dos estagiários de Educação Física? O design metodológico é qualitativo e quantitativo, de natureza descritiva, em que os instrumentos e técnicas objetivam identificar e analisar os processos de pensamento no planejamento de ensino. A amostra é constituída por 18 estagiários de Educação Física. Para coleta de dados utilizou-se uma entrevista estruturada. Os dados foram tratados com recurso ao programa estatístico SPSS 21, mediante o One Sample T-Test para verificar a estabilidade das decisões e Cluster Analysis para identificar grupos de estagiários baseado na comunalidade das decisões de planejamento. Verificou-se a estabilidade das decisões de planejamento em relação às três entrevistas pré-aula. Os resultados possibilitaram identificar quatro perfis de professores estagiários, com características típicas e atípicas segundo a literatura referendada.

ABSTRACT The study begins with the following problems: Does stability exists in the thoughts and in the trainees' planning decisions in the several classes? In other words, is possible to say that a typical profile of each trainee exists?; Which are the characteristics of the thoughts and the trainees' of Physical Education planning decisions? The methodological design is qualitative and quantitative, of descriptive nature, where the instruments and techniques aim at to identify and to analyze the thought processes in the teaching planning. The sample is constituted by 18 trainees of Physical Education. For collection of data a structured interview nature was used. The data were processed using the SPSS 21 statistical program, using the One Sample T-Test to verify the stability of decisions and Cluster Analysis to identify groups of trainees based on the commonality of planning decisions. The stability of the planning decisions was verified at the three interviews made before the class. The results allowed the identification of four profiles of trainee teachers, with typical and atypical characteristics according to the referenced literature.

Outcomes of endoscopic dacryocystorhinostomy: Experience of a fellowship trainee at a tertiary care center.

Aim: The study aims to report a single trainee’s experience of learning and performing endoscopic endonasal dacryocystorhinostomy (En‑DCR). Settings and Design: This study was a retrospective, interventional case series. Subjects and Methods: Fifty‑four eyes of fifty patients presenting at a tertiary eye care center over 1 year were included in the study. All cases underwent endoscopic DCR with mitomycin‑C and silicone intubation. The parameters studied included demographics, clinical features, intraoperative details, and postoperative ostium evaluation. Stent removal and nasal endoscopy were performed at 6 weeks and a further ostium evaluation at 3 and 6 months following surgery. Anatomical success rate was defined as patent irrigation, and functional success rate was defined as positive functional endoscopic dye test and absence of epiphora. Results: Fifty‑four eyes of fifty patients were operated, and three cases were lost to follow‑up after surgery. The mean age at presentation was 34 (4–75) years. Clinical diagnosis included primary acquired nasolacrimal duct (NLD) obstruction in 72% (39/54), acute dacryocystitis in 15% (8/54), failed DCR in 7% (4/54), and persistent congenital NLD obstruction in 5% (3/54). The first five cases needed intervention by the mentor for superior osteotomy. Common variations in anatomical landmarks were posterior location of sac, large ethmoidal bulla, high internal common opening, and thick maxillary bone. Surgical time taken in the last 27 eyes was significantly lesser compared to the surgical duration taken in the initial 27 cases (P < 0.05). Anatomical and functional success rate was 94% (48/51) at 6 months follow‑up period. Conclusions: Endoscopic En‑DCR has a good success rate when performed by oculoplastic surgery trainees. Nasal anatomical variations, instrument handling, and adaptation to monocular view of endoscope are few of the challenges for beginners. Structured skill transfer can help trainees to learn and perform En‑DCR with acceptable success rates.

Analysis of cricoid pressure application: anaesthetic trainee doctors vs. nursing anaesthetic assistants / Análise da aplicação de pressão cricoide: residentes em anestesiologia vs. enfermeiros assistentes de anestesia

ABSTRACT BACKGROUND AND OBJECTIVE: To evaluate the ability of anaesthetic trainee doctors compared to nursing anaesthetic assistants in identifying the cricoid cartilage, applying the appropriate cricoid pressure and producing an adequate laryngeal inlet view. METHODS: Eighty-five participants, 42 anaesthetic trainee doctors and 43 nursing anaesthetic assistants, were asked to complete a set of questionnaires which included the correct amount of force to be applied to the cricoid cartilage. They were then asked to identify the cricoid cartilage and apply the cricoid pressure on an upper airway manikin placed on a weighing scale, and the pressure was recorded. Subsequently they applied cricoid pressure on actual anaesthetized patients following rapid sequence induction. Details regarding the cricoid pressure application and the Cormack-Lehane classification of the laryngeal view were recorded. RESULTS: The anaesthetic trainee doctors were significantly better than the nursing anaesthetic assistants in identifying the cricoid cartilage (95.2% vs. 55.8%, p = 0.001). However, both groups were equally poor in the knowledge about the amount of cricoid pressure force required (11.9% vs. 9.3% respectively) and in the correct application of cricoid pressure (16.7% vs. 20.9% respectively). The three-finger technique was performed by 85.7% of the anaesthetic trainee doctors and 65.1% of the nursing anaesthetic assistants (p = 0.03). There were no significant differences in the Cormack-Lehane view between both groups. CONCLUSION: The anaesthetic trainee doctors were better than the nursing anaesthetic assistants in cricoid cartilage identification but both groups were equally poor in their knowledge and application of cricoid pressure.

RESUMO JUSTIFICATIVA E OBJETIVO: Avaliar a capacidade de residentes em anestesiologia em comparação com enfermeiros assistentes de enfermagem para identificar a cartilagem cricoide, aplicar a pressão cricoide adequada e produzir uma vista adequada da entrada da laringe. MÉTODOS: Foram convidados 85 participantes, 42 residentes em anestesiologia e 43 enfermeiros assistentes de enfermagem a responder questionários sobre a quantidade correta de força a ser aplicada na cartilagem cricoide. Os participantes deviam identificar a cartilagem cricoide e aplicar a pressão cricoide em modelos de vias aéreas superiores colocados sobre uma balança de pesagem e a pressão era registada. Posteriormente, aplicaram pressão cricoide em pacientes anestesiados reais após a indução de sequência rápida. Os detalhes sobre a aplicação de pressão cricoide e a classificação de Cormack-Lehane da visibilidade da laringe foram registrados. RESULTADOS: Os residentes em anestesiologia foram significativamente melhores do que os enfermeiros assistentes de enfermagem na identificação da cartilagem cricoide (95,2% vs. 55,8%, p = 0,001). No entanto, o conhecimento de ambos os grupos era precário sobre a quantidade de força necessária para aplicar a pressão cricoide (11,9% vs. 9,3%, respectivamente) e a correta aplicação da pressão cricoide (16,7% vs. 20,9%, respectivamente). A técnica de três dedos foi aplicada por 85,7% dos residentes em anestesiologia e 65,1% dos enfermeiros assistentes de enfermagem (p = 0,03). Não houve diferença significativa entre os dois grupos em relação à classificação de Cormack-Lehane para a visão. CONCLUSÃO: Os residentes em anestesiologia foram melhores do que os enfermeiros assistentes de enfermagem para identificar a cartilagem cricoide, mas ambos os grupos apresentaram um conhecimento igualmente precário sobre a aplicação de pressão cricoide.

Knowledge of Lassa Fever among Students of a College of Education: Call for Inclusion in Curriculum.

Aims: To determine the level of knowledge of Lassa fever among students of a Federal College of Education. Study Design: A descriptive, cross-sectional study. Place and Duration of Study: Adeyemi College of Education, Ondo State. Methodology: Knowledge of Lassa fever was assessed using semi-structured, self-administered questionnaires. Respondents were classified into Biology students and others. Their knowledge of Lassa fever was assessed using a set of multiple-choice questions drawn from the fact sheet published by the Centre for Disease Control of Lassa fever. The respondents were then grouped into three classes: Below average (< 50%), good (50-74%), and excellent (75-100%) based on their scores. Statistical analysis was carried out using SPSS 17. Continuous variables were expressed as frequency and percentage. Discrete variables were expressed as mean ± standard deviation. Student test was used to compare mean value of sub-groups while chi-square test was used to determine the significance of observed differences for categorical variables. P value < 0.05 was considered significant. Results: A total of 255 students participated in this study (M:F, 1:1.3). The mean score was 31.6±7.3%. Forty two percent were studying Biology and seven (2.7%) had good knowledge of the disease. Sixty two percent knew the cause of Lassa fever while 12.5% knew its etymology and 92.6% recognized rats as its vector. Fever (38.8%) and bleeding into the skin (20.4%) were the symptoms of Lassa fever identified by most respondents while 14.9% were aware that less than 20% of infected people may die from Lassa fever. Forty two percent knew that it is treatable. There was no significant difference in the knowledge of Lassa fever between Biology students and others (p = 0.083). Conclusion: Knowledge of Lassa fever is poor among our respondents. For a successful teacher-centered enlightenment campaign against Lassa fever, lectures on the disease should be included in the curriculum of Colleges of Education for all departments.