Effectiveness of breathing exercises during the second stage of labor on labor pain and duration: a randomized controlled trial / 中西医结合学报

<p><b>BACKGROUND</b>Some research exists on the effect of non-pharmacological approaches for labor pain relief. However, there is limited information about effectiveness of breathing exercises in pregnant women to reduce maternal pain during labor.</p><p><b>OBJECTIVE</b>To determine whether breathing exercises for pregnant women during the second stage of labor have beneficial effects on maternal pain, duration of labor, and the first-minute Appearance, Pulse, Grimace, Activity and Respiration (APGAR) scores.</p><p><b>DESIGN, SETTING, PARTICIPANTS AND INTERVENTIONS</b>This randomized clinical trial involved 250 pregnant women, who were randomly divided into two groups: intervention group (IG; n = 125) and control group (CG; n = 125). IG received one session breathing exercise training and performed breathing exercises during the second stage of labor versus the CG that did not receive any breathing exercise training.</p><p><b>MAIN OUTCOME MEASURES</b>The effects of breathing exercises on maternal pain were determined by Visual Analogue Scale (VAS), duration of the second stage of labor, and the first-minute APGAR scores.</p><p><b>RESULTS</b>The mean age of the participants was (23.2 ± 4.2) (range: 18 to 42) years. Both IG and CG had similar baseline characteristics in terms of age, education level, occupation, and smoking (P > 0.05). The mean VAS scores of IG and CG were (88.2 ± 6.3) and (90.5 ± 7.0), respectively (P < 0.001). The duration of the second stage of labor was (369.6 ± 92.0) s for IG and (440.7 ± 142.5) s for CG (P < 0.001). The mean first-minute APGAR scores were (8.84 ± 0.50) for IG and (8.73 ± 0.89) for CG (P > 0.05).</p><p><b>CONCLUSION</b>Based on this study, breathing exercises with deep inhalation and exhalation in pregnant women are effective in reducing the perception of labor pain and shortening the duration of the second stage of delivery. Therefore, we recommend breathing exercises as an effective modality for labor pain management and shortening the duration of labor.</p><p><b>TRIAL REGISTRATION</b>This study is registered on the website of ClinicalTrials.gov (www.clinicaltrials.gov) with the number of NCT03066973.</p>

Peer teaching experience of the first year medical students from turkey

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 +/- 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 +/- 0.49, 4.63 +/- 0.47 and 3.88 +/- 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received

Self-assessment through videotaping compared with peer and trainer feedback

To assess and compare three different types of feedback for presentation skills, self, peer and trainer feedback. Cross-sectional study. Faculty of Medicine at Atatürk University, Erzurum, Turkey, from March 2012 to December 2012. Participants were faculty members and instructor nurses. Each participant gave a 10-minute presentation, which was rated by peers, course trainers and the presenter himself/herself using a thirteen-item questionnaire [designed as a 5-point Likert scale]. Peers and trainers conducted the assessment during the presentation while the self-assessment was done later by watching a video recording of the presentation. Comparison of the points between the groups was made using the two-way ANOVA. Pearson correlation analysis was conducted to evaluate the relationship between the mean scores of self-assessment, peer and trainer assessment. Ten faculty members, 27 instructor nurses and 4 trainers participated in the study. A total of 775 feedback reports were collected for 37 participants. There was no significant difference between the feedback scores of the evaluators as well as the occupation groups [p > 0.05]. There was a strong positive and statistically significant correlation between trainer and peer [r = 0.73, p < 0.001]. Consequently, there were no differences in the evaluations of presentation skills between different stakeholders. Trainers should use the video recording method to self-evaluate their presentation skills, and they should invite their peers from time to time to improve their own personal development by using peer review methods