Background:Since the trauma knowledge of trauma providers correlates with the outcomes of injured patients,this study aims to assess the socio-demographic characteristics and levels of trauma knowledge of trainees in ...Background:Since the trauma knowledge of trauma providers correlates with the outcomes of injured patients,this study aims to assess the socio-demographic characteristics and levels of trauma knowledge of trainees in the China trauma care training(CTCT)program in addition to their post-course test results to provide support for the development of trauma care training programs and trauma systems in China.Methods:A cross-sectional study was conducted by collecting demographic information,hospital-related information and trauma knowledge of the trainees from 19 regions in China.All participants were assessed by questionnaires collecting the socio-demographic data,the trauma care knowledge levels and the information of the hospitals.Results:There were 955 males(78.9%)and 256 females(21.1%)enrolled.Among them,854 were physicians(70.5%),357 were registered nurses(29.5%).In addition,64 of them also played an administrative role in the hospitals(5.3%).The score of the trainees who were members of the emergency department staff(72.59±14.13)was the highest among the scores of all the personnel surveyed,followed by those of the trainees from the intensive care unit(ICU)(71.17±12.72),trauma surgery department(67.26±13.81),orthopedics department(70.36±14.48),general surgery department(69.91±14.79)and other departments(69.93±16.91),P=0.031.The score of the professors(73.09±15.05)was higher than those of the associate professors(72.40±14.71),lecturers(70.07±14.25)and teaching assistants(67.58±15.16),P<0.0001.The score of the individuals who attended experts’trauma lectures(72.22±14.45)was higher than that of individuals who did not attend the lectures(69.33±15.17),P=0.001.The mean scores before and after the training were 71.02±14.82 and 84.24±13.77,respectively,P<0.001.The mean score of trauma knowledge after the training of trainees from different provinces and with different educational backgrounds was higher than that before the training,with a statistically significant difference(P<0.05).Conclusions:The level of trauma knowledge of trauma care providers was associated with their department,professional position and previous participation in related academic conferences.Trauma care experience and participation in academic lectures and training program including CTCT may effectively improve individuals’level of trauma knowledge.展开更多
BACKGROUND: The purpose of this study was to assess the short-term efficacy of a 4-week ultrasound curriculum taught by American first-year medical students to general practitioners working in public health care clini...BACKGROUND: The purpose of this study was to assess the short-term efficacy of a 4-week ultrasound curriculum taught by American first-year medical students to general practitioners working in public health care clinics, or puskesmas, in Bandung, Indonesia.METHODS: We performed a prospective, observational study of Indonesian health care practitioners from public clinics in Bandung, Indonesia. These practitioners were enrolled in a 4-week ultrasound training course taught by first-year American medical students. A total of six sessions were held comprising of 38 ultrasound milestones. A pre-course and post-course written exam and practical exam was taken by each participant.RESULTS: We enrolled 41 clinicians in the course. The average pre-course exam score was 35.2% with a 2.4% pass rate, whereas the average post-course exam score was 82.0% with a 92.7% pass rate. The average practical score at the completion of the course was 83.2%(SD=0.145) with 82.9% of the class passing(score above 75.0%).CONCLUSION: Our data suggests that first-year medical students can effectively teach ultrasound to physicians in Indonesia using a 4-week intensive ultrasound training course. Future studies are needed to determine the amount of training required for proficiency and to evaluate the physicians' perceptions of the student-instructors' depth of knowledge and skill in point of care ultrasound.展开更多
BACKGROUND:Most current triage tools have been tested among hospital nurses groups but there are not similar studies in university setting.In this study we analyzed if a course on a new fourlevel triage model,triage e...BACKGROUND:Most current triage tools have been tested among hospital nurses groups but there are not similar studies in university setting.In this study we analyzed if a course on a new fourlevel triage model,triage emergency method(TEM),could improve the quality of rating in a group of nursing students.METHODS:This observational study was conducted with paper scenarios at the University of Parma,Italy.Fifty students were assigned a triage level to 105 paper scenarios before and after a course on triage and TEM.We used weighted kappa statistics to measure the inter-rater reliability of TEM and assessed its validity by comparing the students' predictions with the triage code rating of a reference standard(a panel of five experts in the new triage method).RESULTS:Inter-rater reliability was K=0.42(95%Cl:0.37-0.46) before the course on TEM,and K=0.61(95%CI:0.56-0.67) after.The accuracy of students' triage rating for the reference standard triage code was good:81%(95%Cl:71-90).After the TEM course,the proportion of cases assigned to each acuity triage level was similar for the student group and the panel of experts.CONCLUSION:Among the group of nursing students,a brief course on triage and on a new inhospital triage method seems to improve the quality of rating codes.The new triage method shows good inter-rater reliability for rating triage acuity and good accuracy in predicting the triage code rating of the reference standard.展开更多
Case-based learning(CBL) is gradually replacing the traditional lecturing-based learning in nursing English teaching.In the process of CBL, selecting and compiling a good case is key to the success of CBL. In the mean...Case-based learning(CBL) is gradually replacing the traditional lecturing-based learning in nursing English teaching.In the process of CBL, selecting and compiling a good case is key to the success of CBL. In the meantime, designing questions is an important factor for successful CBL. In this article, we discuss how to select and compile cases and how to design questions in CBL used in Medical-nursing English Teaching.展开更多
通过探索CHER(global minimum essential requirements in medical education,全球医学教育标准)在我国高等护士角色培养过程的实践和研究,推动高等护理教育的改革设计并实施调整教学计划、课程设置,改革教学方法等一系列实践活动。实...通过探索CHER(global minimum essential requirements in medical education,全球医学教育标准)在我国高等护士角色培养过程的实践和研究,推动高等护理教育的改革设计并实施调整教学计划、课程设置,改革教学方法等一系列实践活动。实践检验了系列教学改革和实践活动,提高了未来护士的综合素质,为护理人才的可持续发展奠定基础。GMER对我国的高等护理教育,乃至高等医学教育的改革具有指导意义。展开更多
基金support by grants from the“Chongqing Science and Technology Benefiting project”(cstc2016kjhmpt1001)research project from the State Key Laboratory of Trauma,Burns and Combined Injury(SKLZZ201603)。
文摘Background:Since the trauma knowledge of trauma providers correlates with the outcomes of injured patients,this study aims to assess the socio-demographic characteristics and levels of trauma knowledge of trainees in the China trauma care training(CTCT)program in addition to their post-course test results to provide support for the development of trauma care training programs and trauma systems in China.Methods:A cross-sectional study was conducted by collecting demographic information,hospital-related information and trauma knowledge of the trainees from 19 regions in China.All participants were assessed by questionnaires collecting the socio-demographic data,the trauma care knowledge levels and the information of the hospitals.Results:There were 955 males(78.9%)and 256 females(21.1%)enrolled.Among them,854 were physicians(70.5%),357 were registered nurses(29.5%).In addition,64 of them also played an administrative role in the hospitals(5.3%).The score of the trainees who were members of the emergency department staff(72.59±14.13)was the highest among the scores of all the personnel surveyed,followed by those of the trainees from the intensive care unit(ICU)(71.17±12.72),trauma surgery department(67.26±13.81),orthopedics department(70.36±14.48),general surgery department(69.91±14.79)and other departments(69.93±16.91),P=0.031.The score of the professors(73.09±15.05)was higher than those of the associate professors(72.40±14.71),lecturers(70.07±14.25)and teaching assistants(67.58±15.16),P<0.0001.The score of the individuals who attended experts’trauma lectures(72.22±14.45)was higher than that of individuals who did not attend the lectures(69.33±15.17),P=0.001.The mean scores before and after the training were 71.02±14.82 and 84.24±13.77,respectively,P<0.001.The mean score of trauma knowledge after the training of trainees from different provinces and with different educational backgrounds was higher than that before the training,with a statistically significant difference(P<0.05).Conclusions:The level of trauma knowledge of trauma care providers was associated with their department,professional position and previous participation in related academic conferences.Trauma care experience and participation in academic lectures and training program including CTCT may effectively improve individuals’level of trauma knowledge.
文摘BACKGROUND: The purpose of this study was to assess the short-term efficacy of a 4-week ultrasound curriculum taught by American first-year medical students to general practitioners working in public health care clinics, or puskesmas, in Bandung, Indonesia.METHODS: We performed a prospective, observational study of Indonesian health care practitioners from public clinics in Bandung, Indonesia. These practitioners were enrolled in a 4-week ultrasound training course taught by first-year American medical students. A total of six sessions were held comprising of 38 ultrasound milestones. A pre-course and post-course written exam and practical exam was taken by each participant.RESULTS: We enrolled 41 clinicians in the course. The average pre-course exam score was 35.2% with a 2.4% pass rate, whereas the average post-course exam score was 82.0% with a 92.7% pass rate. The average practical score at the completion of the course was 83.2%(SD=0.145) with 82.9% of the class passing(score above 75.0%).CONCLUSION: Our data suggests that first-year medical students can effectively teach ultrasound to physicians in Indonesia using a 4-week intensive ultrasound training course. Future studies are needed to determine the amount of training required for proficiency and to evaluate the physicians' perceptions of the student-instructors' depth of knowledge and skill in point of care ultrasound.
文摘BACKGROUND:Most current triage tools have been tested among hospital nurses groups but there are not similar studies in university setting.In this study we analyzed if a course on a new fourlevel triage model,triage emergency method(TEM),could improve the quality of rating in a group of nursing students.METHODS:This observational study was conducted with paper scenarios at the University of Parma,Italy.Fifty students were assigned a triage level to 105 paper scenarios before and after a course on triage and TEM.We used weighted kappa statistics to measure the inter-rater reliability of TEM and assessed its validity by comparing the students' predictions with the triage code rating of a reference standard(a panel of five experts in the new triage method).RESULTS:Inter-rater reliability was K=0.42(95%Cl:0.37-0.46) before the course on TEM,and K=0.61(95%CI:0.56-0.67) after.The accuracy of students' triage rating for the reference standard triage code was good:81%(95%Cl:71-90).After the TEM course,the proportion of cases assigned to each acuity triage level was similar for the student group and the panel of experts.CONCLUSION:Among the group of nursing students,a brief course on triage and on a new inhospital triage method seems to improve the quality of rating codes.The new triage method shows good inter-rater reliability for rating triage acuity and good accuracy in predicting the triage code rating of the reference standard.
文摘Case-based learning(CBL) is gradually replacing the traditional lecturing-based learning in nursing English teaching.In the process of CBL, selecting and compiling a good case is key to the success of CBL. In the meantime, designing questions is an important factor for successful CBL. In this article, we discuss how to select and compile cases and how to design questions in CBL used in Medical-nursing English Teaching.
文摘通过探索CHER(global minimum essential requirements in medical education,全球医学教育标准)在我国高等护士角色培养过程的实践和研究,推动高等护理教育的改革设计并实施调整教学计划、课程设置,改革教学方法等一系列实践活动。实践检验了系列教学改革和实践活动,提高了未来护士的综合素质,为护理人才的可持续发展奠定基础。GMER对我国的高等护理教育,乃至高等医学教育的改革具有指导意义。
