PBL教学结合多媒体技术在泌尿外科见习教学中的应用体会

目的探讨以问题为基础（PBL）教学结合多媒体技术教学模式在泌尿外科临床见习教学中的应用价值及体会。方法对第三军医大学临床医学2008级168名学生,采用PBL结合多媒体的教学模式,对几种泌尿外科最常见的疾病、最常采用的检查手段、最常见的手术提出具体问题,结合多媒体技术,提高学生见习的兴趣,培养见习学生对泌尿外科疾病的分析及初步诊断能力,为临床实习及将来临床工作打好基础。结果 PBL结合多媒体技术的教学方式让见习学生对泌尿外科疾病很快有了初步认识,基本掌握了常见病、多发病的诊治,教学满意度达96.4%。结论 PBL结合多媒体的教学方式可以显著提高见习学生对泌尿外科学习的兴趣,增强学生掌握泌尿外科常见病、多发病的诊治能力,为临床实习打下坚实的基础。     

《医药信息检索与利用》多媒体软件的研制与应用

多媒体课件是医学教学中的重要形式。多媒体技术是将图、文、声、像、影片集成一体,数字化处理,通过交互方式还原表达的计算机技术。文章概述了利用Authorware6.0软件制作《医药信息检索与利用》多媒体软件的开发实践与说明,在文献检索课中运用该软件进行教学,可以提高教学质量的效率,有助于提高医务人员信息素质。     

Acceptability and preliminary feasibility of an internet/CD-ROM-based education and decision program for early-stage prostate cancer patients: randomized pilot study

Background

Prostate cancer is the most common cancer affecting men in the United States. Management options for localized disease exist, yet an evidence-based criterion standard for treatment still has to emerge. Although 5-year survival rates approach 98%, all treatment options carry the possibility for significant side effects, such as erectile dysfunction and urinary incontinence. It is therefore recommended that patients be actively involved in the treatment decision process. We have developed an Internet/CD-ROM-based multimedia Prostate Interactive Educational System (PIES) to enhance patients’ treatment decision making. PIES virtually mirrors a health center to provide patients with information about prostate cancer and its treatment through an intuitive interface, using videos, animations, graphics, and texts.

Objectives

(1) To examine the acceptability and feasibility of the PIES intervention and to report preliminary outcomes of the program in a pilot trial among patients with a new prostate cancer diagnosis, and (2) to explore the potential impact of tailoring PIES treatment information to participants’ information-seeking styles on study outcomes.

Methods

Participants (n = 72) were patients with newly diagnosed localized prostate cancer who had not made a treatment decision. Patients were randomly assigned to 3 experimental conditions: (1) control condition (providing information through standard National Cancer Institute brochures; 26%), and PIES (2) with tailoring (43%) and (3) without tailoring to a patient’s information-seeking style (31%). Questionnaires were administrated before (t1) and immediately after the intervention (t2). Measurements include evaluation and acceptability of the PIES intervention, monitoring/blunting information-seeking style, psychological distress, and decision-related variables (eg, decisional confidence, feeling informed about prostate cancer and treatment, and treatment preference).

Results

The PIES program was well accepted by patients and did not interfere with the clinical routine. About 79% of eligible patients (72/91) completed the pre- and post-PIES intervention assessments. Patients in the PIES groups compared with those in the control condition were significantly more likely to report higher levels of confidence in their treatment choices, higher levels of helpfulness of the information they received in making a treatment decision, and that the information they received was emotionally reassuring. Patients in the PIES groups compared with those in the control condition were significantly less likely to need more information about treatment options, were less anxious about their treatment choices, and thought the information they received was clear (P < .05). Tailoring PIES information to information-seeking style was not related to decision-making variables.

Conclusions

This pilot study confirms that the implementation of PIES within a clinical practice is feasible and acceptable to patients with a recent diagnosis of prostate cancer. PIES improved key decision-making process variables and reduced the emotional impact of a difficult medical decision.     

Interprofessional education for the quality use of medicines: Designing authentic multimedia learning resources

It is claimed that health care students who learn together will be better prepared for contemporary practice and more able to work collaboratively and communicate effectively. In Australia, although recognised as important for preparing nursing, pharmacy and medical students for their roles in the medication team, interprofessional education is seldom used for teaching medication safety. This is despite evidence indicating that inadequate communication between health care professionals is the primary issue in the majority of medication errors. It is suggested that the pragmatic constraints inherent in university timetables, curricula and contexts limit opportunities for health professional students to learn collaboratively. Thus, there is a need for innovative approaches that will allow nursing, medical and pharmacy students to learn about and from other disciplines even when they do not have the opportunity to learn with them. This paper describes the development of authentic multimedia resources that allow for participative, interactive and engaging learning experiences based upon sound pedagogical principles. These resources provide opportunities for students to critically examine clinical scenarios where medication safety is, or has the potential to be compromised and to develop skills in interprofessional communication that will prepare them to manage these types of situations in clinical practice.     

自制多媒体微视频在脑卒中患者健康教育中的应用价值

目的 探讨自制多媒体微视频在脑卒中患者健康教育中的应用价值。方法 选择我院2018年6~10月收治的脑卒中患者488例，随机分为对照组和观察组，各244例。对照组采取常规健康教育方式，观察组在对照组基础上采取自制多媒体微视频的方式进行健康教育。比较两组护理前后的焦虑量表评分（HAMA）和抑郁量表评分（HAMD）、护理前后生活质量评分、护理满意度。结果 护理后，观察组HAMA、HAMD评分分别为（20.32±2.80）、（18.12±1.32）分，低于对照组的（32.00±1.32）、（30.32±1.32）分（P＜0.05）。观察组生活质量各项评分均低于对照组（P＜0.05）。观察组护理满意度为100.00%，高于对照组的67.62%（P＜0.05）。结论 自制多媒体微视频在脑卒中患者健康教育中具有较高的应用价值，可有效减缓患者的负面心理压力，改善患者的生存质量，提高患者的护理满意度。     

Cognition and dementia with Raymond and Brain: Curriculum development and evaluation using interactive animated flipped-classroom modules to impact nursing students’ attitude toward dementia care

AimTo design a modular, flipped-classroom curriculum using character animations to improve knowledge and attitudes regarding dementia care among pre-clinical nursing students.BackgroundDemographic trends suggest an urgent, unmet need for nurses with interest and adequate training in caring for people with dementia and other disorders of cognition. While flipped classrooms using video show promise, little is known about specific animation techniques to impact knowledge and attitudes in preclinical nursing education.DesignA curriculum was developed, implemented and assessed across three nursing schools in series, totaling 223 eligible students in the states of Connecticut and Hawaii, USA from 2019 to 2022. The evaluation included prospective pre-post assessment of knowledge, attitudes and module acceptability, as well as qualitative interpretations of needs assessment data.MethodsThe six-step curriculum development process was based on that described by Kern et al., including: 1) general needs assessment in the form of literature review; 2) targeted needs assessment, in the form of faculty stakeholder meetings, a student focus group and baseline surveys; 3) optimization of learning objectives based on needs; 4) development of a pedagogical approach, namely animated, interactive modules informed by previously described best practices in animation development; 5) implementation across three different nursing schools; and 6) assessment of the learners and evaluation of the curriculum, primarily via surveys and engagement metadata.ResultsNeeds assessments confirmed the importance of prior experiences, sense of mission and other affective elements as key factors mitigating learners’ baseline receptiveness to training and careers in cognition-related care. Students at all three institutions rated the modules’ impact on their dementia-related attitudes highly, however these ratings were statistically significantly lower when both modules were delivered as a single assignment at one site. Knowledge quiz scores significantly increased from baseline at all three sites. Only 2.6% of respondents would have preferred a text-based reading assignment. Acceptability scores, including clarity, relevance, entertainment, attention and complexity, were generally rated highly, but attention and entertainment were rated significantly lower when both modules were administered as a single assignment.ConclusionCognition and Dementia with Raymond and Brain demonstrates the successful blending of animation industry workflows with best practices of curriculum development to create a novel, animated module series that is acceptable and effective in priming nursing students with the attitudes and knowledge to continue learning about cognition and its disorders.     

腹腔镜手术视频结合3D解剖软件在妇产科临床带教中的应用

目的 评价腹腔镜手术视频结合3D解剖软件在妇产科临床带教中的应用效果。方法 选择2017年8月～2018年8月在温州市中心医院妇产科实习的60名医学生进行分组带教,通过出科考试形式比较传统临床带教组（对照组）与多媒体教学组（实验组,采用腹腔镜手术视频结合3D解剖软件进行教学）的学习效果及满意度。结果 实验组理论考试平均成绩为（82.40±3.55）分,对照组为（76.83±4.53）分,差异有统计学意义（P＜0.001）;实验组技能操作考核平均成绩为（89.37±3.88）分,对照组为（88.87±3.39）分,差异无统计学意义（P=0.597）;实验组学生对教学形式的满意度显著高于对照组（P＜0.001）;两组对教学内容、教师的满意度和自我满意度比较,差异无统计学意义（P＞0.05）。结论 腹腔镜手术视频结合3D解剖软件的教学形式能显著提高学生学习兴趣、提高学生对教学形式和内容的满意度,并最终提高学生的学习成绩,有助于学生对解剖学及手术的理解。     

多媒体教学在产科护生带教中的作用

目的探讨多媒体教学运用于产科临床护理带教的优越性。方法选取2009年7月～2010年5月在我科实习的护生128名,运用随机分组的方法,将实习护生分成两组,每组64人。分别采用多媒体教学法和传统教学法进行教学,比较两组的教学效果。结果多媒体教学组的护生在出科综合考试、带教老师满意度和病人满意度上明显提高,两组的教学效果比较差异有统计学意义（P〈0.05）。结论多媒体技术方便、实用,是很适合产房临床护理教学的一种方法。     

网络化教学模块在临床见习教学中的应用探讨

探索利用现代教学方法、多媒体技术和网络平台构建内科教学模块的方法。通过整合传统教学素材,实现教学资源共享,满足当前医学教学信息化、网络化的需求,促进我院临床教学模式和教学手段的革新,提高教学质量和教学效率。     

New workflows for clinical video recordings in cleft care

The Cleft team at Cambridge University Hospitals (CUH), Cleft.NET.East (CNE), were experiencing many technical issues with their video recording systems and processes, resulting in poor record keeping and audit performance. It became apparent that the equipment needed to be updated and replaced, with new workflows implemented to improve the quality and consistency in patients’ records. Following a review carried out with the Cleft team, equipment was identified and workflows were implemented which improved the processes already in place. These changes have resulted in improved quality of records, better audit performance; time saved for key clinicians, more efficient running of clinics and improved patient experience.