Active learning in head and neck trauma: outcomes after an innovative educational course

Excellence in teaching and learning is fundamental to the provision of quality training for doctors and for this a sound knowledge of the principles of adult learning theory is important. We present an educational course in head and neck trauma skills for emergency medicine (EM) registrars, using the pedagogical principle of active learning. Our aim was to provide trainees with skills in the evaluation and management of hard and soft tissue injuries to the head, neck, and mouth. Active learning has been shown to provide a superior experience in classrooms, creating a ‘deep’ understanding of the material. To maximise learning, we used these principles to develop small group seminars led by a diverse range of teachers that allowed trainees to acquire hands-on skills. Questionnaires that were completed before and after the course showed an appreciable educational impact. We conclude that innovative teaching methods facilitate the sharing of knowledge that will benefit patient care.     

协同式早期运动干预在腹腔镜结直肠癌手术患者中的应用

目的 探讨协同式早期运动干预在腹腔镜结直肠癌手术患者中的应用效果。方法 使用随机数字表法将2020年5月-2021年5月于笔者所在医院进行腹腔镜结直肠癌手术的84例患者分为对照组和干预组,各42例。对照组术后采用常规运动干预,干预组术后采用协同式早期运动干预。比较2组术后恢复情况、身体状况、术后并发症发生情况。结果 干预组首次下床活动时间、术后排气时间、术后排便时间均早于对照组(χ²=11.823,P=0.001;χ²=4.687,P=0.001;χ²=7.611,P=0.001),术后7d干预组的多维度疲劳量表评分低于对照组(t=2.000,P=0.049),杜克活动指数高于对照组(t=2.256,P=0.027),2组术后并发症发生率比较,差异无统计学意义(χ²=0.343,P=0.558)。结论 协同式早期运动干预能够促进腹腔镜结直肠癌手术患者术后恢复,改善身体状况,值得推广应用。     

艾灸在新型冠状病毒肺炎防治中的优势与价值＊

运用艾灸防治疫病在我国已有数千年历史。现代研究也肯定了艾灸的在增强免疫力，防御病毒感染等方面的临床疗效。已有的资料表明，艾灸可在新型冠状病毒肺炎（COVID-19）的预防、治疗和康复中发挥不同的作用。     

基于微信平台的医学检验教学的应用

目的通过研究基于微信平台的教学模式来提升医学检验专业学生们的学习能力。方法对某高校医学检验专业学生2014-2016三级学生共170人进行对照实验分析,对照组83人,实验组87人。对照组使用传统教学方式教授医学检验专业,实验组使用基于微信平台的课堂教学方式,教授医学检验专业。教学后,比较两组学生的学习状况和学习成绩。结果实验组在应试结果、课堂参与积极性、课堂学习兴趣、课前是否预习、课后是否复习等指标上分数明显高于对照组,差异具有统计学意义(P<0.05)。且实验组成绩明显高于对照组(P<0.05)。结论设置医学检验专业的高校应积极寻找医学检验课程教学改革的方向和切入点,以微信平台为落脚点的互联网教学模式可以被广泛应用到现在医学检验专业课程教学过程中。     

Error rates in proficiency testing in Australia

ABSTRACT

Recent criticism of forensic science has focused on the fundamental aspects of the science, including the lack of supporting empirical studies, validation, accreditation, limitations and error rates. Proficiency tests are an essential component of accreditation and can be used to evaluate laboratory performance and identify systematic issues within components of the service provision. In 2016 we reported on the results of an analysis of 3176 CTS proficiency tests undertaken between 2005 and 2015 by Australian government service providers. The data analysed represented 43 unique CTS test types and covered 21 disciplines. Here we present further data from 2016 to 2017 and compare these results with those obtained from the previous study. These combined results further demonstrate that errors exist even though practitioners know they are examining proficiency tests and the tests undergo a review process. This study illustrates the need to continue to monitor trends in proficiency test results and also further highlights the need for well-designed, relevant, blind error rate studies to determine the approximate error rates for casework.     

Recall of emotional and neutral words and paragraphs in traumatic brain injury

Background: Traumatic brain injury (TBI) results in verbal recall deficits and impaired processing of emotion encoded in facial appearance, prosody and the linguistic content of messages. Emotion facilitates memory (emotional memory advantage) for non-brain injured (NBI) individuals but the impact of emotion on verbal recall for linguistically encoded stimuli in TBI has not been explored.

Aims: The purpose of this study was to determine the effects of stimulus emotional content on verbal recall of words and paragraphs in TBI compared to NBI individuals.

Methods and procedures: Six 10-item lists, each with five emotional and five neutral words, and six paragraphs (three emotional, three neutral) were counterbalanced and presented in random order to 20 individuals with TBI and 44 NBI. The number of words from lists and the number of content units from paragraphs were compared for the two groups.

Outcomes and results: The NBI participants recalled more words from the lists and content units from the paragraphs than the individuals with TBI. Both groups recalled significantly more emotional than neutral words. NBI but not TBI participants had significantly greater recall for information in paragraphs with emotional content.

Conclusions: Participants with TBI showed impaired recall of words and paragraph content. Emotion facilitated word and paragraph content recall for neurotypical individuals but emotional memory advantage was limited to words for the TBI participants.