The effectiveness of humanoid diagram teaching strategy on care capacity and retention in novice nurses

AimTo examine the effectiveness of a Humanoid Diagram Teaching Strategy (HDTS) on care capabilities and retention of novice nurses.BackgroundGuiding novice nurses in clinical practice is a matter of concern and the use of diagrams in assisting the learning process and to promote learning efficiency has been acknowledged.DesignThis is a quasi-experimental study with asynchronous repeated measurements for the experimental and control groups.MethodsThe study was conducted in a medical centre in southern Taiwan with 24 novice nurses. The intervention, Humanoid Diagrams Teaching Strategy, contained three parts: the head and neck; trunk; and limbs. The HDTS was applied three time weekly. Each session lasted approximately 30 min and the training lasted 4 weeks. The effectiveness of HDTS was measured using Mini-CEX, CbD and retention rates in the 3rd and 6th months of novice nurses’ experience.ResultsAfter the HDTS, although increases in mini-CEX and CbD scores in the experimental group were greater than the control group, these differences were not statistically significant after considering the time interaction. But the 3rd month and 6th month novice nurses’ retention rates were statistically significantly different by comparing the differences under the time interaction effects in both groups.ConclusionsThe Humanoid Diagram Teaching Strategy is an effective tool for preceptors to use in assisting novice nurses in learning, improving their nursing care knowledge and technical skills and to increase their retention rate.     

Findings from an OMFS journal club: is COVID-19 the catalyst we have needed to embrace technology?

The COVID-19 outbreak has rapidly progressed into a worldwide pandemic, and the need for social distancing has changed the way we learn and work. Our monthly OMFS journal club has been no different, and is currently meeting on the video conferencing application Microsoft Teams. The use of a virtual setting for training in medicine and dentistry is not new and, as in the case of our recent move to a virtual medium, it may be that COVID-19 has fast-tracked this digital transformation. There are of course disadvantages to online teaching that traditional face-to-face teaching overcomes. We conducted a survey to examine how trainees' attitudes and experiences have altered with this change, and to understand whether some elements of this new style of training may be advantageous in the post-pandemic world. We aimed to assess trainees’ attitudes towards online teaching, and which elements, if any, would be beneficial once face-to-face teaching becomes possible again. A survey was created for all trainees taking part in journal club meetings at Bradford Teaching Hospitals. Multiple-choice and Likert scale questions were designed to ascertain the differences in experience between online and face-to-face settings. A Wilcoxon matched pairs signed test was used to analyse the results. Responses were kept anonymous. Results showed that the majority of trainees found it easier to attend the online journal club, and also indicated that the most found Microsoft Teams easy to use, though we did not have another online application for comparison. There was no significant difference in participation comfort between the two settings, though trainees felt that the online setting considerably improved learning effectiveness. Furthermore, 79% (11/14) thought that online tutorials and meetings should replace traditional face-to-face meetings in the future. The use of internet technology such as video conferencing is not new, and although journal clubs are typically held in academic institutions, online and virtual clubs are flourishing. With an array of advantages, there is no shying away from the trend to move our teaching to a virtual medium. COVID-19 may have just provided the stimulus that has forced this transformation to accelerate.     

新型冠状病毒肺炎疫情期间脑血管病住院医师网络教学效果评价与分析

目的 本研究对疫情期间通过网络教学实施的新型冠状病毒相关内容培训进行效果评价，并对网 络教学实践过程进行总结分析，为脑血管病住院医师规范化培训网络教学的开展及教学质量提高 提供参考。 方法 组织2017-2019级脑血管病住院医师进行新型冠状病毒相关内容网络教学培训，培训内容 包括操作规范、病毒知识与防控要点、诊断与治疗、诊疗流程等。采用自身对照研究的方法，通过对 比住院医师培训前后两次考核成绩对实施的网络教学进行效果评价。 结果 共189名脑血管病住院医师参加培训及考核。根据培训前后考试成绩的差异性分析结果，培 训后辅助检查、院感、诊断与治疗、防控、诊疗流程五项内容分数及总分均高于培训前（均P＜0.001）。 根据广义方程模型分析结果，校正学历和规培年限等因素后，培训后考试总分较培训前高9.14分 （95%CI 7.22～11.06，P＜0.001）。 结论 脑血管病住院医师网络教学培训效果较好，教学管理者需要充分发挥网络教学的优势，规 避劣势，将网络教学纳入脑血管病住院医师常态化教学活动。     

教学督导会诊在超声医学科住院医师规范化培训中的应用

目的总结住院医师规范化培训阶段的会诊需求概况，评价教学督导会诊在住院医师规范化培训阶段的作用。 方法回顾性收集2015年8月至2017年8月间于北京协和医院超声医学科参加北京市住院医师规范化培训的住院医师43名及其于2017年11月至2018年8月申请教学督导会诊的病例，随访申请教学督导会诊的病例，总结会诊原因和部位，参照病理或临床诊断，对会诊医师作出教学评价（技术操作、定位、定性）。采用χ²检验比较不同年资、不同学历住院医师申请会诊原因和部位的差异，并采用t检验比较应用教学督导会诊前、后3年以下住院医师客观结构化临床考试（OSCE）阶段考核平均成绩的差异。 结果43名住院医师共随访1727份会诊病例。第一、二、三年住院医师申请会诊次数占比分别为53.0%（915/1727）、42.9%（741/1727）、4.1%（71/1727）。住院医师申请会诊原因：定性70.9%（1224/1727）、技术操作22.7%（392/1727）、定位6.4%（111/1727）。第一、二、三年住院医师因技术操作原因申请会诊比例分别为26.9%（246/915）、18.6%（138/741）、11.3%（8/71）；因定位原因申请会诊比例分别为7.8%（71/915）、4.5%（33/741）、9.8%（7/71）；因定性原因申请会诊比例分别为65.3%（598/915）、76.9%（570/741）、78.9%（56/71），不同年资住院医师申请会诊的原因不同，差异具有统计学意义（χ²=33.293，P＜0.001）。申请会诊的检查部位前三位为妇科27.9%（482/1727）、浅表器官23.3%（402/1727）和腹部20.1%（347/1727），共占71.3%，不同年资住院医师申请会诊的部位不同，差异具有统计学意义（χ²=167.583，P＜0.001）。第一、二年住院医师申请会诊主要为腹盆腔脏器技术操作和定性，第三年住院医师申请会诊集中在浅表器官病变的定性。不同学历住院医师申请会诊部位分布不同，差异具有统计学意义（χ²=64.942，P＜0.001），申请会诊原因分布差异无统计学意义（χ²=8.131，P=0.087），平均申请会诊次数相近。97.7%（383/392）的技术操作问题通过教学督导会诊得到解决；教学督导会诊定位正确率73.0%（81/111）；定性正确率92.7%（1135/1224）。应用教学督导会诊后的住院医师OSCE成绩高于应用前［（85.7±6.6）分vs（75.7±7.5）分］，差异具有统计学意义（t=-2.426，P=0.036）。 结论随着住院医师年资增加，申请会诊次数减少。不同年资住院医师申请会诊的部位和原因不同。住院医师因技术操作原因申请会诊次数逐年下降，定性需求逐年增加。教学督导会诊能有效帮助住院医师解决技术操作难点、定位和定性，提升住院医师临床胜任力。     

互动平台在膝关节置换手术护理培训中的应用

目的探讨基于优慕网(UMU)互动平台下的混合式教学在膝关节置换手术(TKA)护理培训中的应用价值。 方法选取广州医科大学附属第一医院参加TKA护理培训计划的手术室护士，根据培训批次，将2020年11月至12月参加培训的护士30人作为对照组，采用传统培训模式；将2021年5月至6月参加培训的护士30人作为观察组，采用基于UMU互动平台下的混合式教学模式。完成培训1周后，进行理论与操作考核；两组培训成员的6个月单独配合率比较采用卡方检验；两组理论成绩、操作成绩、与同一组医生进行TKA的平均手术用时比较采用t检验；两组手术的配合能力满意度采用非参数检验。 结果观察组的理论考核分数、操作考核分数均显著高于对照组(t＝3.870、5.142，均为P<0.05)。培训结束后6个月内，观察组单人器械护士的单独配合率为84.9%，显著高于对照组的46.9%(χ²＝16.516, P<0.05)。观察组的手术配合能力满意度明显优于对照组(Z＝5.138, P<0.05)。观察组的平均手术时间为(152±10)min，显著短于对照组的(160±11)min(t＝3.542, P<0.05)。 结论将基于UMU互动平台下的混合式教学应用于TKA护理培训中效果较优，值得进一步推广。     

BOPPPS教学模式在医科院校医用化学教学中的应用与思考

医用化学是医学院校一门重要的基础必修课程,内容多为知识理解型,这导致了学生兴趣薄弱,学习效果欠佳。因此,需要通过改革传统"灌输式"课堂授课方式,让学生真正参与到教学活动中。BOPPPS教学模式分为导言、学习目标、前测、参与式学习、后测和总结六个环节。突出"以学生为中心"的教学理念,遵循教学活动的客观规律。在医用化学课程的教学过程中引入BOPPPS教学,能够有效提高学生的课堂参与度,增强学生的学习动力,培养学生独立思考、自主学习的能力。     

超星+Zoom直播教学在护理实验教学中的应用及效果评价

目的　探索线上教学在护理实验课中的应用效果。方法　2017级护理本科4个班级共615名学生(以下简称"护生")在超星学习通平台(以下简称"超星")完成示教片、通知及测试等学习任务,在Zoom视频会议系统(以下简称"Zoom")进行线上直播学习、互动讨论等,线上填写问卷反馈课堂教学效果。采用SPSS 25.0软件进行统计分析。结果　研究对象共580名,护生对实验课内容评价得分高于16分及以上的有445人(76.72%);540人(93.11%)觉得"课程内容完整性"好;439人(75.70%)觉得"有足够的时间去理解重难点知识"。在授课方式评价方面,有432人(74.48%)觉得"这种学习方式很有趣";有181人(31.21%)认为"与传统方式相比,更喜欢这种授课方式",认为线上授课有效提升了居家学习的积极性;有185人(31.90%)不认同,原因在于网络不稳定影响了上课体验感、居家因无实践操作器材及无临床情景而影响角色带入感、没书本不方便做笔记等。结论　"超星+Zoom"教学法应用于护理实验教学中取得较好的应用效果,但仍需辅助线下练习巩固操作知识、技能。在疫情时期,此教学方法值得推广应用。