医教协同培养儿童药物临床研究人才的探索与实践

目的 在药学专业型研究生培养中探索儿童药物临床研究人才的培养模式。方法 分析儿童药物临床研究者应具备的素质，构建系统化、多层次的医教协同培养机制，以应用为导向优化课程体系，以儿科药物治疗需求为驱动引导学位论文选题，加强培养过程监管。通过促进研究生角色和观念转换，进行儿童药物临床研究技术培训，促进成果转化，强化研究生儿童药物临床研究能力培养。结果 初步建成了基于医教协同理念的儿童药物临床研究人才培养模式，培养的研究生符合社会与行业需求。结论 构建医教协同培养机制是培养儿童药物临床研究人才的重要路径。     

Using Tablet Computers to Teach Evidence-Based Medicine to Pediatrics Residents: A Prospective Study

ObjectiveWe sought to determine if tablet computers—supported by a laboratory experience focused upon skill-development—would improve not only evidence-based medicine (EBM) knowledge but also skills and behavior.MethodsWe conducted a prospective cohort study where we provided tablet computers to our pediatric residents and then held a series of laboratory sessions focused on speed and efficiency in performing EBM at the bedside. We evaluated the intervention with pre- and postintervention tests and surveys based on a validated tool available for use on MedEdPORTAL. The attending pediatric hospitalists also completed surveys regarding their observations of the residents' behavior.ResultsAll 38 pediatric residents completed the preintervention test and the pre- and postintervention surveys. All but one completed the posttest. All 7 attending pediatric hospitalists completed their surveys. The testing, targeted to assess EBM knowledge, revealed a median increase of 16 points out of a possible 60 points (P < .0001). We found substantial increases in individual resident's test scores across all 3 years of residency. Resident responses demonstrated statistically significant improvements in self-reported comfort with 6 out of 6 EBM skills and statistically significant increases in self-reported frequencies for 4 out of 7 EBM behaviors. Attending pediatric hospitalists reported improvements in 5 of 7 resident behaviors.ConclusionsThis novel approach for teaching EBM to pediatric residents improved knowledge, skills, and behavior through the introduction of a tablet computer and laboratory sessions designed to teach the quick and efficient application of EBM at the bedside.     

Empathy in medical education: A case for social construction

In this brief review, we build upon suggestions in Pedersen’s [1] excellent critical review of empathy research in medical education and make the case for an increase in social constructivist scholarship related to emotions and empathy within medical education contexts. In the process, we define social construction, as well as provide several key opportunities in which these types of theories could provide insights for medical educators.     

Interlimb transfer of motor skill learning during walking: No evidence for asymmetric transfer

Several studies have shown that learning a motor skill in one limb can transfer to the opposite limb—a phenomenon called as interlimb transfer. The transfer of motor skills between limbs, however, has shown to be asymmetric, where one side benefits to a greater extent than the other. While this phenomenon has been well-documented in the upper-extremity, evidence for interlimb transfer in the lower-extremity is limited and mixed. This study investigated the extent of interlimb transfer during walking, and tested whether this transfer was asymmetric using a foot trajectory-tracking paradigm that has been specifically used for gait rehabilitation. The paradigm involved learning a new gait pattern which required greater hip and knee flexion during the swing phase of the gait while walking on a treadmill. Twenty young adults were randomized into two equal groups, where one group (right-to-left: RL) practiced the task initially with the dominant right leg and the other group (left-to-right: LR) practiced the task initially with their non-dominant left leg. After training, both groups practiced the task with their opposite leg to test the transfer effects. The changes in tracking error on each leg were computed to quantify learning and transfer effects. The results indicated that practice with one leg improved the motor performance of the other leg; however, the amount of transfer was similar across groups, indicating that there was no asymmetry in transfer. This finding is contradictory to most upper-extremity studies (where asymmetric transfer has been reported) and points out that both differences in neural processes and types of tasks may mediate interlimb transfer.     

阶段性健康教育在S3～5双开门手术入路行骶前病变手术患者的应用

目的:探讨阶段性健康教育在S3～5双开门手术入路行骶前病变手术患者护理中的应用效果.方法:将28例骶前病变患者随机分为2组,其中:观察组18例,对照组10例.对照组采用常规健康教育方法,针对患者现有和潜在的健康问题给予健康指导；观察组实施阶段性健康教育处方,在入院时、术前、术后及出院前,针对患者不同时期的不同需要,采取阶段性、目的明确且持续的健康教育方法.结果:观察组患者对健康教育知晓率明显高于对照组(P＜0.01),满意度高于对照组(P＜0.05).结论:阶段性健康教育可强化在S3～5双开门手术入路行骶前病变手术患者的遵医行为,建立良好的护患关系,提高患者对健康教育知晓率和满意度,从而促进患者心理和机体功能的早日康复,减少并发症的发生.     

Pharmacy practice research priorities during the COVID-19 pandemic: Recommendations of a panel of experts convened by FIP Pharmacy Practice Research Special Interest Group

Across the globe, pharmacists on the frontline continue to fight COVID-19 and its continuously evolving physical, mental, and economic consequences armed by their knowledge, professionalism, and dedication. Their need for credible scientific evidence to inform their practice has never been more urgent. Despite the exponentially increasing number of publications since the start of the pandemic, questions remain unanswered, and more are created, than have been resolved by the increasing number of publications.A panel of leading journal editors was convened by the International Pharmaceutical Federation (FIP) Pharmacy Practice Research Special Interest Group to discuss the current status of COVID-19 related research, provide their recommendations, and identify focal points for pharmacy practice, social pharmacy, and education research moving forward.Key priorities identified spanned a wide range of topics, reflecting the need for good quality research to inform practice and education. The panel insisted that a foundation in theory and use of rigorous methods should continue forming the basis of inquiry and its resultant papers, regardless of topic area. From assessing the clinical and cost effectiveness of COVID-19 therapies and vaccines to assessing different models of pharmaceutical services and education delivery, these priorities will ensure that our practice is informed by the best quality scientific evidence at this very challenging time.     

分析三维重建及3D打印技术在腹部外科临床教学中的应用

目的分析在腹部外科的临床教学中应用三维重建技术与3D打印技术的临床效果。方法选择2016年1月—2017年12月我院接收的腹部外科实习生60例作为研究对象,2016年1—12月抽取30例设置为对照组,2017年1—12月抽取30例设置为观察组,对照组实习生采用常规临床教学方法学习腹部外科相关知识,观察组实习生则在常规临床教学基础上应用三维重建技术与3D打印技术。经带教后对比分析两组实习生的培训反馈结果以及理论知识考核、实践操作考核成绩。结果经带教后,观察组实习生对临床带教的学习兴趣、理论理解、知识点掌握、记忆效果以及操作技能均明显高于常规组,组间数据差异有统计学意义(P<0.05);经考核,其结果显示观察组实习生的理论知识成绩与实践操作成绩均明显高于常规组,组间差异有统计学意义(P<0.05)。结论在腹部外科实习生的临床教学中,除了常规教学方法之外,将三维重建技术与3D打印技术加入其中可获得良好的应用效果,能够显著提升实习生对临床教学的学习兴趣与记忆效果等,提升实习生理论知识成绩与实践操作能力,临床应用效果显著,值得推广。     

Analysis of theoretical knowledge and the practice of science among brazilian otorhinolaryngologists

Physicians from all medical specialties are required to understand the principles of science and to interpret medical literature. Yet, the levels of theoretical and practical knowledge held by Brazilian otorhinolaryngologists has not been evaluated to date.ObjectiveTo assess the background and level of scientific knowledge of Brazilian otorhinolaryngologists.MethodParticipants of two national ENT meetings were invited to answer a questionnaire to assess scientific practice and knowledge.Results and ConclusionThis study included 73 medical doctors (52% otorhinolaryngologists and 38% residents) aged between 18 and 65 years. About two-thirds have been involved in some form of scientific activity during undergraduate education and/or reported to have written at least one scientific paper. Physicians who took part in research projects felt better prepared to interpret scientific papers and carry out research projects (p = 0.0103 and p = 0.0240, respectively). Respondents who claimed to have participated in research or to have written papers had higher scores on theoretical scientific concepts (p = 0.0101 and p = 0.0103, respectively). However, the overall rate of right answers on questions regarding scientific knowledge was 46.1%. Therefore, a deficiency was observed in the scientific education of Brazilian otorhinolaryngologists. Such deficiency may be mitigated through participation in research.