How to become Pediatric Orthopedic surgeon inEurope:a long journey offering a unique career,full of satisfactions

In most European countries,Pediatric Orthopedic (PO) surgeons graduated from an approved Orthopedic and Trauma surgery training program which lasts 5 or 6 years,depending on the country.Upon completion of the Orthopedic and Trauma surgery program,the future PO surgeon must complete an additional subspecialty training (one to two years,depending on the country) in PO surgery.The possibility to become a certified PO surgeon through the specialization in Pediatric Surgery (option Orthopedics) or through a dedicated PO surgery training program only exists in France and in Romania,respectively.Credit as active and fully responsible PO surgeon can only be claimed when the trainee has actively participated in all phases of treatment,from diagnosis to treatment,without forgetting the management of complications and the setting up of an adequate follow-up of children and adolescents with musculoskeletal disorders.     

Physiotherapy new graduate self-efficacy and readiness for interprofessional collaboration: a mixed methods study

ABSTRACT

Effective interprofessional collaboration is a required competency for all health professionals including physiotherapists. Little is known about new graduate physiotherapists’ self-efficacy and readiness for interprofessional collaboration. A sequential mixed-methods design was used to examine and explore (a) new graduate self-efficacy and (b) new graduate perception of the role and influence of curricular activities on their readiness for interprofessional collaboration. New graduate physiotherapists completed a self-efficacy measure based on the Interprofessional Care Core Competencies Global Rating Scales, and semi-structured interviews were undertaken and subjected to framework analysis. 150 surveys were completed (response rate 91%). Less than one quarter of all participants agreed or strongly agreed that they were confident in relation to all interprofessional competencies. New graduates attributed their self-efficacy to being directly exposed to interprofessional collaboration in a clinical setting during their placement year. The results demonstrate that new graduate physiotherapists have high self-efficacy communicating with other professionals and understanding their roles, however they have low self-efficacy with interprofessional conflict resolution and providing feedback to others. This study has implications for supporting new graduates in practice, and for preparing physiotherapy students for interprofessional collaboration.     

The educational value of the multi-disciplinary meeting (MDM) in surgical oncology: A systematic review and thematic content analysis

Multidisciplinary meetings are an important part of cancer care and surgical planning. However, there is also an important educational role of MDMs in training the next generation of surgical oncologists. This systematic review (SR) aimed to examine the current educational role of the surgical oncology MDM and identify areas for improving educational value. Medline, OVID, EMBASE, CINHIL and Web of Science were searched using a predefined search strategy in keeping with the PRISMA statement. Data was analysed and synthesized in narrative format and thematic content analysis was performed. Three main groups of studies were identified, those with: 1. A simulated non-clinical MDM (3/13), 2. clinical MDMs with a defined educational intervention (1/13) and 3. observational studies that described the educational benefit of the clinical MDM with no intervention (9/13). Satisfaction rates were high and learning outcomes improved where an intervention to improve the educational content of the MDM had been implemented(simulated or non-simulated). Respondents considered the MDM a valuable tool for learning non-technical skills and training surgical oncologists and medical students. Using defined interventions e.g. debriefing post MDM, or simulation can improve the educational benefit for learners. Qualitative analysis identified clinical knowledge, decision making and the acquisition of non-technical skills as the key themes within included studies.     

思维导图联合案例教学法在手术室新职工带教中的应用

目的 探讨思维导图联合案例教学法在手术室新职工带教中的应用效果,为提升新护士手术配合能力提供参考。方法 将2019年8月-12月手术室新入职的护士设为对照组(n=38),将2020年8月-12月手术室新入职护士为观察组(n=31)。对照组采用传统教学模式,观察组采用思维导图联合案例教学法教学模式。比较2组理论及操作考核成绩、自我导向学习能力及临床思维能力。结果 干预后观察组操作考核得分高于对照组(t=-2.688,P=0.009),自我导向学习能力量表的学习评价维度评分高于对照组(t=-2.056,P=0.044);评判性思维、系统思维的得分及临床思维能力总分均高于对照组(t=-2.090,P=0.040;t=-2.011,P=0.048;t=-2.170,P=0.034 )。结论 思维导图联合案例教学法可提高手术室新入职护士的实践操作能力和临床思维能力,具有推广应用的价值。     

Organization of the 43rd European Congress of Cytology in the SARS–CoV-2 pandemic period: A report

The 43rd European Congress of Cytology in Wrocław, Poland, was held as a hybrid meeting in the Fall of 2021. After nearly 2 years without in-person cytology conferences, the 43rd Congress represents 1 of the first major international scientific meetings to occur during the severe acute respiratory syndrome-coronavirus 2 pandemic. Since March 2020, the pandemic situation substantially modified the organization of scientific meetings because of both domestic and international travel restrictions, new health standards, and concern among participants, resulting in new alternative forms of virtual conferencing. Cancer (Cancer Cytopathol) 2022;130:000-000. ;     

Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis

AimTo consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic.BackgroundThe Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises.DesignA systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso’s approach.MethodsSix electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles.ResultsForty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme ‘Remote and online education: a rollercoaster ride’, emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead.ConclusionTo improve nursing undergraduates’ and faculty member’s navigation of remote and online education, more institutions should move towards establishing hybrid education as the new ‘normal’ and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.     

Integrating psychology with interpersonal communication skills in undergraduate nursing education: Addressing the challenges

The inclusion of the social, behavioural and bio-sciences is acknowledged as essential to the development of the art and science of nursing. Nonetheless, the literature highlights on-going debate about the content and delivery of these subject areas in undergraduate nursing education. The bio-sciences and social sciences in particular have received much attention but more recently the inclusion of psychology in nursing curricula is gaining momentum. Studies conducted on nursing students' views of these supporting sciences have also highlighted problems with their understanding, relevance and application to nursing practice.Although broad guidelines are given as to what should be included, no detail is given as to how much detail or at what level these subjects should be taught. Subsequently, approved institutions are responsible for their own course content. This has resulted in inconsistent and varied approaches to integrating the sciences in undergraduate nursing curricula.Following a recent review of the undergraduate nursing curriculum in one university in the Republic of Ireland a decision was made to combine the teaching, learning and assessment of Applied Psychology with Interpersonal Communication skills. This paper will describe the developmental process and evaluation of the integrated module.     

系统化教育管理在控制支气管哮喘病情中的作用研究

目的评价支气管哮喘患者进行系统教育管理的效果。方法将深圳市西丽人民医院2010年1月至2012年6月收治的137例支气管哮喘患者依据随机数字表法分为两组:试验组(63例)接受系统化教育管理,对照组(74例)未经过系统教育管理。对两组患者进行问卷调查,了解其对哮喘的认知水平、用药情况和病情控制水平等,并与对照组结果进行比较。结果试验组哮喘患者在哮喘慢性炎症本质、给药方式、有效药物、能被控制的知晓情况率均高于对照组,差异有统计学意义(P<0.05);试验组哮喘患者在哮喘症状、日常活动受限、急诊入院以及使用短效β2激动剂发生率均低于对照组,差异有统计学意义(P<0.05);治疗管理后两组哮喘症状、心理情绪、避免危险因素、对疾病的担心、危险因素反应比较差异有统计学意义(P<0.05),且试验组高于对照组(P<0.05)。结论哮喘系统教育管理提高了患者对哮喘的认知程度,可指导患者自我监测、自我管理,促进患者的规范治疗,提高哮喘患者的生命质量,从而提高临床控制水平。     

The Global Educational Toxicology Uniting Project (GETUP): an Analysis of the First Year of a Novel Toxicology Education Project

The international boundaries to medical education are becoming less marked as new technologies such as multiuser videoconferencing are developed and become more accessible to help bridge the communication gaps. The Global Educational Toxicology Uniting Project (GETUP) is aimed at connecting clinicians in countries with established clinical toxicology services to clinicians in countries without clinical toxicologists around the globe. Centers that manage or consult on toxicology cases were registered through the American College of Medical Toxicology website via Survey Monkey®. Data was analyzed retrospectively from February 2014 to January 2015. Google hangouts® was used as the main conferencing software, but some sites preferred the use of Skype®. Registration data included contact details and toxicology background and qualifications. Thirty sites in 19 different countries in Australasia, Europe, Africa, and America were registered. Twenty-eight (93 %) sites were located in a major urban center, one (3.5 %) site in a major rural center and one (3.5 %) a private practice. Expectations of GETUP included sharing toxicology cases and education (30, 100 % of sites), assistance with toxicology management guidelines (2, 7 %), assistance with providing a toxicology teaching curriculum in languages other than English (2, 7 %), and managing toxicology presentations in resource-poor settings, international collaboration, and toxicovigilance (2 sites, 7 %). Twenty-two conferences were performed during the first 12 months with a mean of 3 cases per conference. GETUP has connected countries and clinical units with and without toxicology services and will provide a platform to improve international collaboration in clinical toxicology.