<strong>Background:</strong> Zimbabwe started HIV case-based surveillance in April 2017. Rapid testing for HIV recent infection was introduced into routine HIV and testing services in 2019 along with the I...<strong>Background:</strong> Zimbabwe started HIV case-based surveillance in April 2017. Rapid testing for HIV recent infection was introduced into routine HIV and testing services in 2019 along with the Impilo Electronic Health Record System. For the period January-June 2020, only 1 out of 13 health facilities in Mutare district reported seven newly diagnosed HIV patients through the electronic health record system compared to 483 in the District Health Information System (DHIS-2) recorded from paper-based registers. We evaluated the case-based surveillance system attributes, usefulness and reasons for under-reporting from January-December 2020. <strong>Methods:</strong> We conducted a descriptive cross-sectional study using updated Centres for Disease Control guidelines for evaluating public health surveillance systems. Questionnaires were administered to 36 health workers involved in HIV testing services. Facility checklists were used to collect data on knowledge, system attributes and usefulness of the system. Completed HIV case-based surveillance forms were assessed for completeness. Epi Info Version 7 was used to generate frequencies, means and proportions. <strong>Results:</strong> The reasons for under-reporting of patients in the electronic health record system were lack of reporting guidelines 26/36 (72%), limited coordination between technical staff and health facilities 24/36 (67%) and limited competency on the Electronic health record system 22/36 (61%). Timeliness, completeness, and validity were 88%, 82% and 100% respectively. The stability of the system was affected by the lack of standard operating procedures during system interruptions. Overall representativeness was 45% despite increasing from 3/226 (1%) to 224/303 (73%) between Quarter-1 and Quarter-4 of 2020. Acceptability was 100% due to reduced paperwork and the ability to generate simple reports. The information generated was used to identify new infection hotspots 28/36 (78%). <strong>Conclusion:</strong> The HIV cases based surveillance system was timely, acceptable with good data quality. Representativeness was poor due to limited competency on the electronic health record system. As a result, health workers received further training.展开更多
目的探讨基于器官系统的学习(organ system based learning,OSBL)联合案例教学法(case-based learning,CBL)新教学模式在医学影像学教学中的应用效果。方法选取2022年9月至2023年9月内蒙古医科大学医学影像学专业学生100名,按班级将其分...目的探讨基于器官系统的学习(organ system based learning,OSBL)联合案例教学法(case-based learning,CBL)新教学模式在医学影像学教学中的应用效果。方法选取2022年9月至2023年9月内蒙古医科大学医学影像学专业学生100名,按班级将其分为2组,对照组48名,采用传统模式教学,研究组52名,采用OSBL联合CBL新教学模式教学。对比2组理论考试成绩(外科学、内科学)、实践操作成绩(影像阅片诊断、影像综合分析、阅片总成绩)、综合能力、教学满意度。结果研究组学生期末外科学、内科学理论考试成绩为(90.24±2.32)分、(91.31±2.25)分,均较期中成绩升高,且高于对照组的(88.94±2.51)分、(89.64±2.62)分,差异有统计学意义(P<0.05)。研究组学生期末影像阅片诊断、影像综合分析实践操作成绩以及阅片总成绩为(42.25±1.94)分、(42.68±1.85)分、(83.93±2.90)分,均较期中成绩升高,且高于对照组的(40.11±2.53)分、(41.42±1.67)分、(80.53±1.96)分,差异有统计学意义(P<0.05)。相比对照组,研究组学习主动性、学习兴趣、实践能力、阅片能力、影像诊断思维、分析解决问题能力评分更高,差异有统计学意义(P<0.05)。研究组学生教学满意度为98.08%,高于对照组的83.33%,差异有统计学意义(P<0.05)。结论OSBL联合CBL新教学模式在医学影像学教学中的教学效果显著,可提高学生理论、操作成绩,促进其综合能力发展,提高教学满意度。展开更多
文摘<strong>Background:</strong> Zimbabwe started HIV case-based surveillance in April 2017. Rapid testing for HIV recent infection was introduced into routine HIV and testing services in 2019 along with the Impilo Electronic Health Record System. For the period January-June 2020, only 1 out of 13 health facilities in Mutare district reported seven newly diagnosed HIV patients through the electronic health record system compared to 483 in the District Health Information System (DHIS-2) recorded from paper-based registers. We evaluated the case-based surveillance system attributes, usefulness and reasons for under-reporting from January-December 2020. <strong>Methods:</strong> We conducted a descriptive cross-sectional study using updated Centres for Disease Control guidelines for evaluating public health surveillance systems. Questionnaires were administered to 36 health workers involved in HIV testing services. Facility checklists were used to collect data on knowledge, system attributes and usefulness of the system. Completed HIV case-based surveillance forms were assessed for completeness. Epi Info Version 7 was used to generate frequencies, means and proportions. <strong>Results:</strong> The reasons for under-reporting of patients in the electronic health record system were lack of reporting guidelines 26/36 (72%), limited coordination between technical staff and health facilities 24/36 (67%) and limited competency on the Electronic health record system 22/36 (61%). Timeliness, completeness, and validity were 88%, 82% and 100% respectively. The stability of the system was affected by the lack of standard operating procedures during system interruptions. Overall representativeness was 45% despite increasing from 3/226 (1%) to 224/303 (73%) between Quarter-1 and Quarter-4 of 2020. Acceptability was 100% due to reduced paperwork and the ability to generate simple reports. The information generated was used to identify new infection hotspots 28/36 (78%). <strong>Conclusion:</strong> The HIV cases based surveillance system was timely, acceptable with good data quality. Representativeness was poor due to limited competency on the electronic health record system. As a result, health workers received further training.
文摘目的探讨基于器官系统的学习(organ system based learning,OSBL)联合案例教学法(case-based learning,CBL)新教学模式在医学影像学教学中的应用效果。方法选取2022年9月至2023年9月内蒙古医科大学医学影像学专业学生100名,按班级将其分为2组,对照组48名,采用传统模式教学,研究组52名,采用OSBL联合CBL新教学模式教学。对比2组理论考试成绩(外科学、内科学)、实践操作成绩(影像阅片诊断、影像综合分析、阅片总成绩)、综合能力、教学满意度。结果研究组学生期末外科学、内科学理论考试成绩为(90.24±2.32)分、(91.31±2.25)分,均较期中成绩升高,且高于对照组的(88.94±2.51)分、(89.64±2.62)分,差异有统计学意义(P<0.05)。研究组学生期末影像阅片诊断、影像综合分析实践操作成绩以及阅片总成绩为(42.25±1.94)分、(42.68±1.85)分、(83.93±2.90)分,均较期中成绩升高,且高于对照组的(40.11±2.53)分、(41.42±1.67)分、(80.53±1.96)分,差异有统计学意义(P<0.05)。相比对照组,研究组学习主动性、学习兴趣、实践能力、阅片能力、影像诊断思维、分析解决问题能力评分更高,差异有统计学意义(P<0.05)。研究组学生教学满意度为98.08%,高于对照组的83.33%,差异有统计学意义(P<0.05)。结论OSBL联合CBL新教学模式在医学影像学教学中的教学效果显著,可提高学生理论、操作成绩,促进其综合能力发展,提高教学满意度。
