Objective To get known the existing problems in rural primary physicians training in Gansu province, so as to explore an appropriate training mode for Gansu province. Methods This study conducted a comprehensive analysis by combining literature analysis, on-site survey and interview. Such databases as CNKI, VIP and CBM were searched to include literature published before November 2011, and the references of the included literature were also retrieved. The qualitative analysis was performed after assessing the methodological quality of the included literature according to self-designed criteria. Additionally, the rural primary hospitals in Gansu province were classified according to their geographical position and economic development level, total 10 township hospitals were randomly selected by cluster sampling, and the following stuffs participated various trainings in past 3 years were on-site-investigated: clinical doctors, nurses, medical technicians, and medical administrators, in aspects of training time, place, contents, modes, and effects. Results The existing problems in primary physicians training modes in Gansu were as follows: uneven training levels, lack of targeted contents, neglect of skill training and process management, and absence of quality assessment of training processes and effects. Conclusion The training modes require that: a) specific plans and schemes; b) unified organization to integrate educational resources effectively; c) reasonable arrangement of implementation process, and d) innovation of training methods and contents to fully play the role of general hospitals and universities; and well control and feedback to promote the integration and perfection of training modes.
ObjectivesTo systematically review the training needs of managing staffs in tertiary hospitals in China, to understand the requirements of in-service training for hospital managing staffs, and to provide references for the target and content of tertiary hospital managing staff training.MethodsPubMed, EMbase, CNKI, WanFang Data and VIP databases were searched to collect cross-sectional studies on the training needs of managing staffs in tertiary hospitals in China. The retrieval time was from inception to July 29th, 2018. Two reviewers independently screened literature, extracted the data and descriptive analysis was conducted on the training needs of managing staffs in tertiary hospitals.ResultsA total of 11 studies were included. The results of systematic review suggested that: as for the requirements of training content, hospital management, leadership, personnel training, human resource management and innovation awareness were the most demanding training contents. As for the training methods, experience exchange, case study and topic teaching were the most popular. As for the training time, 2 to 3 days of quarterly training was the most acceptable training time.ConclusionsThere are great training requirements for managing staffs in tertiary hospitals in China, with a large amount of training content and diversity methods. In future, training objectives and methods should be designed to meet the requirements of managing staffs, so as to enhance training quality and achieve training goals.
Objective To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training. Methods A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well. Results About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, Plt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027). Conclusion With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.
ObjectiveTo explore the effect of case-based learning combined with scenario exercise on nosocomial infection prevention and control training.MethodsClinical nursing students who entered the Department of Western & Traditional Chinese Medicine between September 2018 and November 2019 were selected. These students entered in groups. According to the entry number, the groups were divided into trial group and control group by odd or even numbers. The two groups of nursing students were trained by the infection prevention and control nursing group of the department to prevent nosocomial infection on the first day of entering the department. The trial group adopted case-based learning combined with scenario exercise, while the control group adopted traditional lecture-based learning. The two groups were compared by hand hygiene compliance rate, hand hygiene accuracy rate, clinical waste classification and disposal accuracy rate, occupational exposure, nosocomial infection prevention and control assessment scores, and teaching method satisfaction.ResultsA total of 63 nursing students from 10 groups were enrolled. There were 32 students from 5 groups in the control group and 31 students from 5 groups in the trial group. The hand hygiene compliance rate (χ2=8.434, P=0.004), clinical waste classification and disposal accuracy rate (χ2=4.196, P=0.041), nosocomial infection prevention and control assessment scores (t=3.145, P=0.003) and satisfaction scores of teaching methods (t=2.446, P=0.017) in the trial group were all higher than those in the control group. There was no occupational exposure in the trial group, but 1 case in the control group. The correct hand hygiene rates of the two groups were both 100%.ConclusionCase-based learning combined with scenario exercise can effectively improve the awareness of nosocomial infection prevention and control, improve the knowledge and skills of nosocomial infection prevention and control, improve the effectiveness of nosocomial infection prevention and control training, and increase the satisfaction of clinical teaching.
Objective To evaluate the effect of maternal and child health care training at the primary levelin Chongqing, and to detect and solve the existing problems so as to provide evidence for the further training andmonitoring. Methods The rural maternal and children health staff of Rongchang County, Chongqing were trained. A test and, in-depth interviews and field observation wereused to evaluate the training process and results. Results Seventynine members of the Clinical Skill Group (CS) and 73 members of Health Education Group (HE) have taken the test. The median score of CS before training was 11 while it was 23 after training (Plt;0.01); the median score of HE was 18 before training while it was 25 after training (Plt;0.01). The scores change of thetest before and after training showed that the training had a good result. Conclusion Primary level health staff members had poor knowledge of maternal and children health care. This training enhanced their knowledge of maternal and child health care improved their skill. Organizers should ensure that the training contents are rich,novel, and varied. Maternal and child health staff should be willing to join the training.
Objective To explore the current problems of training on ethics reviews in clinical trials in China. Methods We designed a quantitative survey to collect participants’ feedbacks on the training workshop on ethics reviews, which included contents, arrangement and structure, relevant to the workshop and their difficulties on ethics review work. Results A total of 60 questionnaires were sent and the response rate was 56.7% (34/60). A total of 120 participants from 18 provinces of China. Most of them were members of the virtual research center of evidence-base medicine of the Ministry of education. A total of 78.1% (25/32) participants thought they achieved their purpose after training, and 12.5% (4/32) did not meet their needs due to the poor language. The feedbacks of contents and quality of the workshop on ethics were shown in Table 1. The top useful contents (cents in 8-10) were: clinical trial registration, policies of WHO and China (93.8%, 30/32), data management and quality control in clinical trials, the roles of clinical trial registries and ethics committees (93.3%, 28/30), transparency in clinical trials (93.3%, 28/30), informed consent and beyond (91.8%, 31/34), and how to approach ethical review case studies (90.9%, 30/33), etc. Nobody considered workshop of less help.The majority (85.1%, 23/27) thought difficulties on ethic reviews existed and the main difficulties include: short of operational administrative rules (82.6%, 19/23), poor training opportunity (52.1%, 12/23), less supports from administrative (30.4%, 7/23) and financial (21.7%, 5/23), etc. The relevance (8-10 cents) to ethics workshop was: methods of teaching 75.9% (22/29), PPT 75% (21/28) and materials 42.9% (12/28). Conclusions There is some limitations in the first workshop on ethic reviews due to the lower response rate. However, it still shows the importance of training on ethics reviews. Training strategies should focus on different participants’ needs and the relevance to methods of teaching, and materials, etc. Workshopadopted lectures, cases studies analysis, more discussions and necessary translation will be welcome.
Minimally invasive surgery is the development direction of surgery in the 21st century, and thoracoscopic or laparoscopic skills are essential skills that all surgeons must master. Thoracoscopic or laparoscopic skills training is an important part of surgical resident training. However, there are various methods for thoracoscopic or laparoscopic skill training internationally. The assessment is still in the stage of examiners’ visual observation and subjective evaluation. Here, we reviewed the current research status of thoracoscopic and laparoscopic simulation training and assessment, discussed the development experience and application achievements of Huaxi Intelligent Thoracoscopic Skill Training and Assessment System. We aimed to provide a theoretical basis and practical experience for the development of thoracoscopic or laparoscopic simulation education.
Under the direct leadership of the Chinese Association Against Epilepsy (CAAE), the preparation of the “Training and examination syllabus of competency-based epilepsy education” was officially launched in March 2020. The Epilepsy Education Task Force of CAAE made reference mainly to the “Roadmap for a competency-based educational curriculum in epileptology” proposed by the report of the Epilepsy Education (EpiEd) Task Force of the International League Against Epilepsy, considered the actual situation of specialization in epilepsy at the different level hospitals in China, and finished the final draft after full discussion by the experts in relevant fields. The syllabus was divided into two parts: primary and intermediate level, in which a modular and layered design was adopted and the teaching requirements according to mastery, familiarity, and understanding were proposed. After the syllabus was finalized, it was used as a guideline in the subsequent online training and the primary and intermediate level examinations, which played an important role in cooperating with the smooth implementation of the “competency-based epilepsy education”.
Objective To explore the application of the Handbook for the Training Nurses in the standardized training for nurses in pediatric surgery. Methods Twenty-four training nurses trained under the instruction of the Handbook for the Training Nurses in Department of Pediatric Surgery from July 2014 to December 2015 were included as the observation group. Their training effects were compared historically with those of twenty-four training nurses who were trained without the help of the handbook from January 2013 to June 2014 (the control group). Results After the completion of the half-year training, theoretical score of training nurses in the observation group was better than that in the control group, and the difference was significant (87.16±4.18 vs. 83.71±5.46; t=2.492, P=0.016). Meanwhile, the specialist practical skill examination of training nurses in the observation group, such as femoral vein blood collection, replacement of drainage bag and indwelling needle infusion in children, and emergency practical skill examination such as cardiopulmonary resuscitation and the use of simple respirator were higher than those in the control group; and the working performance scores of training nurses in the observation group, such as the ability to adapt to the environment, patient satisfaction, nursing document writing, work efficiency and morning questions were better than those in the control group; the differences were significant (P< 0.05). Conclusion The Handbook for the Training Nurses can help the training nurses to adjust their working environment, master the practical skills and nursing knowledge in pediatric surgery.
Objective To evaluate the effect of situational leadership theory training on head nurses’ leadership style in nursing management, and summarize the application methods of situational leadership theory. Methods In December 2013, by means of convenience cluster sampling method, 154 head nurses of West China Hospital of Sichuan University were selected for a Leadership Style Self-rating Questionnaire survey, of whom 84 attended the situational leadership theory training one month ago. The questionnaire score was compared between the trained head nurses (the trained group) and the non-trained ones (the non-trained group). Results A total of 154 questionnaires were issued, and 109 valid ones were recovered, in whom 72 were trained by the situational leadership theory while the other 37 were not. The average scores of head nurses’ flexibility and efficacy in the trained group (22.35±5.12 and 55.67±7.59) were higher than those in the non-trained group (19.03±4.05 and 50.95±5.30), and the proportions of head nurses with high flexibility and high efficacy in the trained group (61.1% and 31.9%) were higher than those in the non-trained group (32.4% and 8.1%), and the differences above were statistically significant (P<0.05). Conclusions The training of the situational leadership theory can improve the application of theory to clinical nursing management and promote the head nurses’ flexibility and efficacy to accelerate their work enthusiasm and personal improvement. It can also promote team cohesion and sense of accomplishment by creating a positive team atmosphere to make the efficient usage of limited human resources.