多元化联合教学模式在超声引导下疼痛介入治疗中的应用

目的探讨多元化联合教学模式在超声引导下疼痛介入治疗教学中的应用效果。方法选择2018年1月至2020年12月在北京大学第三医院疼痛科进修的30名医师作为研究对象,将其分为对照组与观察组;对照组采用常规教学模式;观察组采用多元化联合教学模式,比较两组医师技能考核成绩、教学质量评分和满意度评分。结果观察组医师技能考核成绩优良率为93.3%,高于对照组的73.3%(P<0.05);观察组医师对基础理论知识掌握、临床思维能力的提高、学习兴趣的激发、疾病诊治能力的提高4个方面的评分均高于对照组(P<0.01)。结论多元化联合教学模式可促进超声引导下疼痛介入治疗技能的提高,有利于提高学员的综合临床能力。     

Good clinical research practice (GCRP) in pharmacodynamic studies of neuromuscular blocking agents III: The 2023 Geneva revision

The set of guidelines for good clinical research practice in pharmacodynamic studies of neuromuscular blocking agents was developed following an international consensus conference in Copenhagen in 1996 (Viby-Mogensen et al., Acta Anaesthesiol Scand 1996, 40 , 59–74); the guidelines were later revised and updated following the second consensus conference in Stockholm in 2005 (Fuchs-Buder et al., Acta Anaesthesiol Scand 2007, 51 , 789–808). In view of new devices and further development of monitoring technologies that emerged since then, (e.g., electromyography, three-dimensional acceleromyography, kinemyography) as well as novel compounds (e.g., sugammadex) a review and update of these recommendations became necessary. The intent of these revised guidelines is to continue to help clinical researchers to conduct high-quality work and advance the field by enhancing the standards, consistency, and comparability of clinical studies. There is growing awareness of the importance of consensus-based reporting standards in clinical trials and observational studies. Such global initiatives are necessary in order to minimize heterogeneous and inadequate data reporting and to improve clarity and comparability between different studies and study cohorts. Variations in definitions of endpoints or outcome variables can introduce confusion and difficulties in interpretation of data, but more importantly, it may preclude building of an adequate body of evidence to achieve reliable conclusions and recommendations. Clinical research in neuromuscular pharmacology and physiology is no exception.     

聚焦解决护理模式结合健康教育对银屑病患者心理状态、应对方式的影响

目的 探讨聚焦解决护理模式结合健康教育对银屑病患者心理状态、应对方式的影响。方法 选取2020年2月至2021年2月我院收治的100例银屑病患者,随机分为观察组(聚焦解决护理模式结合健康教育)与对照组(常规健康教育)。比较两组的心理状态及应对方式。结果 干预后,观察组的焦虑自评量表(SAS)、抑郁自评量表(SDS)评分低于对照组(P<0.05)。干预后,观察组的面对评分高于对照组,屈服、回避评分低于对照组(P<0.05)。干预后,观察组的病耻感评分低于对照组(P<0.05)。结论 聚焦解决护理模式结合健康教育可有效改善银屑病患者的不良情绪,减轻病耻感,转变疾病应对方式。     

Effects of cognitive- and motor-dual tasks on postural control regularity following anterior cruciate ligament reconstruction

BackgroundHigh injury rates following anterior cruciate ligament reconstruction (ACLR) motivate the need to better understand lingering movement deficiencies following return to sport. Athletic competition involves various types of sensory, motor, and cognitive challenges; however, postural control deficiencies during this spectrum of conditions are not well understood following ACLR.Research questionTo what extent is postural control altered following ACLR in the presence of sensory, motor, and cognitive challenges, and does postural control correlate with patient-reported symptoms?MethodsFourteen individuals following ACLR (4 m/10 f, 21.2 ± 2.4 yr, 76.9 ± 19.1 kg, 1.70 ± 0.14 m) and fourteen matched healthy controls (4 m/10 f, 21.2 ± 1.4 yr, 75.4 ± 15.3 kg, 1.70 ± 0.15 m) participated in the study. Participants completed single-leg balance, ACLR limb or matched side for controls, under four conditions: 1) eyes open, 2) eyes closed, 3) visual-cognitive dual task (i.e., reverse digit span), and 4) motor dual task (i.e., catching a ball). Sample entropy (SEn) was calculated for each balance condition to characterize regularity of center of pressure control. Participants also completed patient-reported outcomes to characterize self-reported knee function, symptoms, and fear. A mixed effects model tested for differences in SEn between balance conditions, and Spearman correlations tested for relationships between SEn and patient-reported outcomes.ResultsA significant Group-by-Condition interaction was detected (P = 0.043). While the motor dual task and eyes closed balance conditions were associated with the lowest SEn for both groups, only the visual-cognitive dual task condition demonstrated a significant difference between groups, with the ACLR group having lower SEn [95% confidence interval for ΔSEn: (0.03, 0.35)]. Lower KOOS-Sport scores were associated with decreased SEn for the ACLR group (ρ = 0.81, P < 0.001).SignificanceThese findings are consistent with ACLR individuals using a less automatic approach to postural control compared to controls, particularly when presented with a visual-cognitive challenge. Altered neuromuscular control persists well after ACLR surgery and can be related to patient-reported outcomes.     

微视频联合微信在《神经病学》教学中的应用

目的研究微视频课堂播放联合课后微信平台共享教学模式在《神经病学》应用的教学效果。方法将《神经病学》教学任务中常见疾病的症状、体征及诊疗录制成微小视频,将预防医学和临床医学专业的22个班级随机分成对照组和试验组,分别进行常规模式教学和常规模式结合微视频课堂播放联合课后微信平台共享教学模式,通过理论考试、病案分析、文献检索能力及问卷调查方式综合评估教学效果。结果与对照组比较,试验组小考试及典型病案分析成绩的及格率、优秀率及平均分均提高(P<0.05)。试验组最终考试的及格率更高(P<0.05),差异具有统计学意义;两组最终考试的优秀率差异无统计学意义(P>0.05);试验组平均分更高(P<0.05)。结论微视频课堂播放联合课后微信平台共享教学模式在《神经病学》教学中的应用具有良好的教学效果。     

神经外科教学中虚拟现实技术、Seminar模式应用

目的探讨神经外科教学中虚拟现实技术、Seminar模式的应用效果。方法选取本院2014级临床专业实习学生24人,随机选取12人作为对照组,采用传统教学法;12人为观察组,采用虚拟现实技术、Seminar模式教学法。比较两组学生的病理分析能力,多学科协作能力,临床操作能力。结果观察组理论考试和操作考试评分分别为(84.5±3.9)分、(86.3±2.7)分,对照组分别为(80.2±2.8)分、(80.0±2.1)分,观察组理论考试和操作考试评分均高于对照组(P<0.05)。观察组病情分析、临床操作、手术胜任和多学科协作能力评分分别为(1.8±0.7)分、(1.7±0.5)分、(1.6±0.4)分、(1.5±0.5)分;对照组分别为(1.2±0.4)分、(1.1±0.2)分、(1.0±0.3)分、(1.1±0.2)分,观察组病情分析、临床操作、手术胜任和多学科协作能力评分均高于对照组(P<0.05)。结论虚拟现实技术、Seminar模式教学法联合应用提高学生的学习主动性、理论知识水平和实践技能操作水平,提高了神经外科教学效果。     

多元化教学模式在骨科临床教学中的应用分析

目的研究多元化教学模式在骨科临床教学中的开展效果及价值。方法选取2018年1月-2019年7月在我院骨科实习的94名医学生,采用随机数字表法进行分组,为47名参照组学生采用传统教学方法,为47名学生采用多元化教学模式,对比二组学生的考核成绩与学生满意度。结果实验组学生的理论知识评分、实际操作评分、总成绩均高于参照组,实验组学生对教学方法的满意度(97.87%)也明显高于参照组(85.11%),经统计P<0.05,组间比较差异具有统计学分析价值。结论在骨科临床教学中,开展多元化教学模式,对提升教学效果与学生满意度均有积极帮助。     

医学信息工程专业导论课程设计与实施

为了提高学生对医学信息工程专业的专业定位、培养目标及专业发展方向等的认知程度。结合教学改革的需要,从教学目标、教学内容、教学策略和方法以及形成性评价等方面探讨了专业导论课的课程设计、实施和课程评价。结果显示,医学信息工程专业导论课受到了学生的高度认可,开设导论课是非常有必要的。