Continuing education in the child health handbook: an educational software for primary care1

ObjectiveTo present, the process of development and evaluation of an educational software on the Child Health Handbook proposed for the continuing education of primary care nurses and physicians.MethodsQuantitative study of methodological development. For software development, the following steps were followed: definition of objectives; determination of the target audience; choice of pedagogical and theoretical reference for content; content selection and structuring; software development and evaluation by experts (five nurses and four physicians). All responded to an instrument that included four domains: pedagogical; content; functionality; system presentation and usability. The evaluation criteria were arranged on a Likert-type scale. The percentage of agreement and Content Validity Index were used for the quantitative analysis of the degree of agreement, considering a Content Validity Index cutoff point equal to 0.80.ResultsThe overall agreement index, calculated by the arithmetic mean of the Contents Validity Index of the evaluated domains, was 0.96, with scores ranging from 0.90 to 1.00. The average percentage of agreement of the experts per domain was 92.86%, with lower agreement in the content (80.95%), presentation, and usability (90.48%) domains. 100% of percentage of agreement was observed in the pedagogical and functionality domains among the evaluated specialists.ConclusionThe percentage of agreement, Content Validity Index and overall agreement index of the Child Health Handbook educational software in the context of primary care disclosed the software adequacy as an educational resource for continuing education of primary care nurses and physicians. Considering the assessed dimensions, it can also be used by other health professionals and undergraduate students.     

Building and Exploitation of Learning Curves to Train Radiographer Students in X-Ray CT Image Postprocessing

IntroductionThis study aims to construct learning curves related to the realization of standardized postprocessing by radiographer students and to discuss their exploitation and interest.Materials and MethodsThis study was carried out in 21 French students in their 3rd year of training. Two postprocessing protocols in CT (#1 traumatic shoulder; #2 petrous bone) were repeated 15 times by each student. Each achievement was timed to obtain overall learning curves. The realization accuracy was also assessed for each student at each repetition.ResultsThe learning rates for the two protocols are 63% and 56%, respectively. The number of repetitions to reach the reference time for each protocol is 11 and 12, respectively. In both protocols, the standard deviations are significantly reduced and stabilized during repetitions. The mean accuracy progresses more quickly in protocol #1.DiscussionThe measured learning rates reflect a rapid learning process for each protocol. The analysis of the standard deviations shows that students have reached a homogeneous level. The average times and accuracies measured during the last repetitions show that the group has reached a high level of performance. Building learning curves helps students measure their progress and motivates them.ConclusionObtaining learning curves allows trainers/supervisors to qualify the learning difficulty of a task while motivating students/radiographers. The use of learning curves is inline with the competency-based training paradigm.     

关于高等医学教育管理体制与学制改革的思考

高等医学教育管理体制与学制改革是二十一世纪社会发展的需要。文章阐述了医学教育小规模、长学制、高投入的基本特征,强调了遵循医学教育规律的重要性,分析了医学院在综合性大学的重要地位,医学院与附属医院以及相关院系的关系。文章还依据社会发展的需要和医学教育国际化的趋势,分析了医学教育学制调整的必要性以及学制调整思路。     

关于奥运志愿者精神对党建教育意义的探析——让学生在参与中发现、实现自身的价值

奥运志愿者精神是北京奥运会的宝贵精神遗产。充分发挥奥运志愿者精神的社会教育作用，有利于提升当代大学生的奉献精神，激发其创新能力；同时，奥运志愿者精神也是培育大学生党员的重要载体。     

运用现代教育理论思想 提高医学课堂教学质量

本文依据三种现代教育理论思想的有益启示,围绕医学高等专科学校课堂教学质量的提升问题,提出以加强教育理论思想研修为突破口,进而采取更新教育观念、狠抓移植应用和改进教法学法来有效提高医学高等专科学校课堂教学质量的新思路。     

Osteotomy around the knee: Assessment of quality,content and readability of online information

BackgroundAs knee osteotomy surgery becomes increasingly accessible, more patients may turn to the Internet for information. This study examined the source, quality, content and readability of online information regarding osteotomy around the knee.MethodsThe first 70 websites returned by the top four search engines were identified using the key words: “knee osteotomy” and “high tibial osteotomy.” The websites were categorised by type and assessed using the DISCERN score, Journal of the American Medical Association (JAMA) benchmark criteria and a novel Knee Osteotomy-Specific Score (KOSS). The presence of the Health On the Net (HON) code accreditation seal was noted. Readability of each website was assessed using eight readability formulae. The mean reading grade level (RGL) was compared to the 6th and 8th grade reading levels. The mean RGL of each category was also compared.ResultsOf the 45 unique websites analysed, the majority were Physician (33%) and Journal websites (31%). The mean DISCERN score was 36.7 (±8.9) which is classified as ‘poor.’ The mean JAMA benchmark criteria score was 2.04 (±1.5) and Physician websites were most likely to be scored zero. The mean KOSS was 15.4 (±5.7). The highest scoring website was a Commercial site but, overall, Journal category sites provided the best quality information. Websites that bore the HONcode seal obtained higher DISCERN, JAMA benchmark criteria and Knee Osteotomy - Specific Scores.The cumulative mean RGL was 13.2 (±2.2) which exceeded the 6th grade level by an average of 7.2 grade levels and the 8th grade level by an average of 5.2 grade levels. No website (0%) was written at or below either the 6th or the 8th grade reading levels. The mean Flesch Reading Ease Score of all websites was 41.13 (±14.7) which is classified as ‘difficult.’ Journal websites had the highest RGL.ConclusionThe information available online regarding osteotomy around the knee varies tremendously in quality and completeness. Physician sites predominate, but these were among the lowest scoring of all websites. Even where high quality information is available, it is set at too high a level to be easily understood.Level of evidenceSurvey of materials – Internet.     

家庭生态系统视角下长子女情绪和行为问题研究

目的 研究二孩家庭中长子女情绪和行为问题现状,并在家庭生态系统内分析其影响因素。方法 于2020年4-7月在河南省商丘市选取538名长子女为研究对象,采用长处和困难问卷、儿童版父母教养方式问卷以及家庭亲密度和适应性量表进行调查。 结果 长子女情绪和行为困难总分异常检出率为15.1%(81/538),多因素Logistic回归分析显示,8~13岁的年龄差(OR=2.406,95% CI:1.159～4.995),竞争的同胞关系(OR=4.773,95% CI:1.933～11.785),父/母亲过度保护(OR=2.821,95% CI:1.076～7.392)/(OR=4.113,95% CI:1.903～8.890)、父亲拒绝(OR=3.215,95% CI:1.324～7.807)的教养方式,以及规律型家庭(OR=4.055,95% CI:1.312～12.533)中长子女情绪行为异常风险显著升高;而相较于抑郁质,其他气质类型长子女情绪行为异常风险显著降低(OR=0.227、0.228、0.230,95% CI:0.073～0.707、0.069～0.754、0.071～0.744),相较于低收入家庭(月收入＜2 000元),其他高收入家庭长子女情绪行为异常风险显著降低(OR=0.272、0.334、0.133、0.228;95% CI:0.095～0.778、0.119～0.939、0.035～0.501,0.056～0.924)。结论 二孩家庭中长子女情绪行为问题高于同期儿童青少年水平,需关注二孩家庭中的长子女,根据不同特征的个体进行针对性的干预。     

‘Hello,my name is Gabriel,I am the house officer,may I examine you?’ or The Objective Santa Christmas Examination (OSCE)

OBJECTIVE: To design a clinical examination of high content validity suitable for use as a formative assessment tool with pre-registration house officers (PRHO'S) towards the end of their first house officer post. DESIGN: A multicentre collaboration between four UK medical schools who offer undergraduate curricula which are problem-based, systems-based, patient-orientated, student-centred, jargon-laden and utterly staff-bewildering. MAIN OUTCOME: An objective structured clinical examination (OSCE) which is suitable for use with graduates of UK medical schools. It assesses the knowledge, skills and attitudes essential for future careers in a hierarchical system where protecting the senior staff from all forms of irritation is paramount. RESULTS: PRHO'S who excel in this examination get better references. CONCLUSION: The OSCE format can be used to provide 'real-life' scenarios appropriate to the season.