The design and assessment of a novel simulated training system for cardiac surgery / 生物医学工程学杂志

Simulations can mimic the environment that refers to the surgery operation to improve the technical skills of the trainees. In this paper, we designed a new cardiac surgery simulative training system. The isolated pig heart was selected as the heart model. A mechanical device was designed to achieve the beating of heart model. At the same time, adjusting frequencies of mechanical movement could change the rating of heartbeat. In order to validate the rationality of the system, 12 non-medical specialty students and 12 medical specialty students were divided into two groups, which consecutively accepted seven-days of training for off-pump coronary artery bypass grafting using the cardiac surgery simulative training system. The time for completing bypass grafting before and after training were recorded. And the bridging outcomes of each trainee were assessed by 3 surgery cardiac surgeons using the object structured assessments of technical skill (OSATS) criteria. After training, each trainee could finish the bypass suturing in a shorter time than before training, and the scores of each trainee assessed by OSATS criteria were also improved. The results showed that the cardiac surgery simulative training system had better training effect in improving the surgical techniques, operation skills and proficiency of surgical instruments of trainees.

Tendencias de la investigación sobre educación en los posgrados médicos / Trends in research about postgraduate medical education / Tendências da investigação sobre educação nas pós-graduações médicas

Este estudio se enmarcó en la investigación: Caracterización del modelo en competencias profesionales de educación médica desarrollado en doce especializaciones clínicas y nueve quirúrgicas de la Facultad de Medicina, Universidad de Antioquia. Su objetivo fue indagar el estado del arte de la formación médica en los posgrados. La pregunta orientadora fue la siguiente: ¿hacia dónde se dirige actualmente la investigación en educación médica de posgrado? Se hizo un estudio descriptivo, no experimental, para el que se revisaron 12 bases de datos y se seleccionaron 28 artículos relacionados con la formación médica de posgrado. Se compararon, analizaron e interpretaron los hallazgos. Se evidenció un aumento del número de publicaciones sobre educación en las especialidades médicas. La tendencia investigativa en educación médica de posgrado apunta a la necesidad de hacer propuestas multi-intertransdisciplinarias y humanísticas basadas en el constructivismo; situar la evaluación como proceso haciendo énfasis en el aprendizaje y la participación de los estudiantes y construir sistemas de formación pedagógica de tutores y currículos interactivos y flexibles; es notoria la ausencia de estudios que promuevan la formación por competencias en los posgrados médicos.

This study was framed in the research: Characterization of professional competency-based model in medical education developed in twelve clinical and nine surgical specializations at the Faculty of Medicine, University of Antioquia. Its aim was to inquire about the state of the art in medical postgraduate education. The guiding question was: Where is present-day research headed in medical postgraduate education. For this descriptive, nonexperimental work, 12 bibliographic databases were reviewed and 28 research articles related to graduate medical formation were selected. The findings were compared, analyzed and interpreted. The tendency in research on graduate medical education points to the need of having multi-inter-trans-disciplinary and humanistic proposals based on constructivism; to consider evaluation as a process emphasizing on learning and the participation of students, and to build systems of pedagogical formation of tutors and interactive and flexible curricula. The lack of studies that promote competencies-based training in postgraduate medical education is notorious.

Este estudo se emoldurou na investigação: Caracterização do modelo em concorrências profissionais de educação médica desenvolvido em doze especializações clínicas e nove cirúrgicas da Faculdade de Medicina, Universidade de Antioquia. Seu objetivo foi indagar o estado da arte da formação médica nas pósgraduações. A pergunta orientadora foi: para onde se dirige atualmente a investigação em educação médica de pós-graduação. Fez-se um estudo descritivo, não experimental, para o que se revisaram 12 bases de dados e se selecionaram 28 artigos relacionados com a formação médica de pós-graduação. Compararamse, analisaram e interpretaram os achados. Se evidenciou um aumento do número de publicações sobre educação nas especialidades médicas. A tendência investigativa em educação médica de pós-graduação aponta à necessidade de fazer propostas multi-intertransdisciplinarias e humanísticas baseadas no construtivismo; situar a avaliação como processo fazendo ênfase na aprendizagem e a participação dos estudantes e construir sistemas de formação pedagógica de tutores e currículos interativos e flexíveis; é notória a ausência de estudos que promovam a formação por concorrências nas pós-graduações médicas.

Application of PDCA circle model in medical college students' clinical practice training and evaluation / 中华医学教育探索杂志

In order to strengthen the management of clinical teaching, improve the teaching quality of clinical practice, the advantages of the traditional medical education, teaching reform and medical simulation were further integrated, using PDCA (Plan-Do-Check-Action) cycle model in medi-cal college students' clinical practice training and evaluation. The skills of training and evaluation were optimized and practiced by thechain model of teaching-assistance-guidance to improve the train-ing quality of interns, and make continuous improvement from the angle of teaching, learning and management and with PDCA circulation mode. Practice shows that the application of PDCA circulation management has greatly improved teachers' teaching quality and their own quality, and the students' satisfaction of practice teaching management and clinical teachers has also significantly increased. The effect is obvious.