With the iteration and upgrading of medical technology and the continuous growth of public health demands,the quality of nursing services has become a core indicator for measuring the effectiveness of the medical syst...With the iteration and upgrading of medical technology and the continuous growth of public health demands,the quality of nursing services has become a core indicator for measuring the effectiveness of the medical system.The clinical practice ability of nursing staff is directly related to the safety of patient diagnosis and treatment and the rehabilitation process.However,the current clinical nursing talent training model is facing bottlenecks such as limited practical scenarios and fragmented case cognition.This study focuses on the teaching application of augmented reality(AR)technology in hospital Settings and systematically reviews the research progress on the improvement of clinical practice ability of trainee nurses based on the AR immersive teaching model.By constructing a clinical teaching scenario that integrates virtual and real,AR technology can dynamically simulate complex case handling processes and enhance nursing students’three-dimensional cognition of condition assessment,operation norms,and emergency plans.Hospitals,as the core base for practical teaching,can effectively shorten the connection cycle between theoretical teaching and clinical practice by integrating AR technology,improve the clinical practice level of trainee nurses,and provide an innovative model for optimizing the path of clinical nursing talent cultivation.展开更多
Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing studen...Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.展开更多
Urethral catheterization is an important skill to develop as consultations for“difficult catheterization”are common in practice.Developing a broad approach to difficult urethral catheterization is crucial to improve...Urethral catheterization is an important skill to develop as consultations for“difficult catheterization”are common in practice.Developing a broad approach to difficult urethral catheterization is crucial to improve trainee success rates.Strategies and techniques to improve catheterization success are often passed down and shared between trainees without formal documentation or dissemination of techniques.Herein,we present a framework for difficult urethral catheterization based on clinical history and patient examination,while also providing additional techniques and troubleshooting to overcome common challenges with urethral catheterization in adult and pediatric patients.展开更多
The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(...The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(CSL)classroom.To this end,a mixed-methods approach was adopted in this study,including the questionnaire to explore teachers’perceptions as well as classroom observation to understand teachers’pedagogical practices during class.Fifteen trainee teachers from the same teacher training program in a university in China were identified and recruited to help complete the current research.The present study indicates that in the CSL context,teachers play an essential role in the language classroom and serve as the main resource of classroom feedback.When comparing trainee teachers’stated beliefs to their teaching practices,some similarities could be identified between them,however,clear divergence was also noticeable in the present study.Compared to the previous studies on oral corrective feedback in ESL and EFL contexts,most of the findings in the current study could correspond to those outcomes.The implication emphasizes the importance of offering more support to trainee teachers to help them deal with the complex classroom context such as through teacher training programs.Further investigations on students’perceptions of oral corrective feedback in class would also contribute to the understanding of oral corrective feedback in the CSL context.展开更多
Background: Heat stroke is a life-threatening condition with exertional heat stroke occurring frequently among soldiers and athletes. Because of its common occurrence, many military trainees practice preventive measur...Background: Heat stroke is a life-threatening condition with exertional heat stroke occurring frequently among soldiers and athletes. Because of its common occurrence, many military trainees practice preventive measures prior to any activity requiring severe exertion. Although it is said to be common in practice, different presentations of heat stroke are scarcely described in literature.Case Presentation: We describe a case of an exertional heat stroke in a 23-year-old male Sinhalese soldier who developed early changes of renal failure, liver failure and rhabdomyolysis. The patient initially presented with convulsions, delirium and loss of consciousness to an outside health care facility before being transferred to our institution.Conclusion: It is clear that heat stroke does occur in military trainees while preventive strategies are being practiced. It is important for those who provide healthcare to soldiers to provide proper advice on how to identify impending heat stroke prior to any exercises resulting in severe physical exertion. Further, treating physicians should educate all military trainees about preventive strategies.展开更多
Introduction: GPs are often the first contact point for mental health concerns. Training to qualify as a GP involves completing a three-to-four year program. Among other things, the training program may include a six-...Introduction: GPs are often the first contact point for mental health concerns. Training to qualify as a GP involves completing a three-to-four year program. Among other things, the training program may include a six-hour mental health training workshop. The study’s purpose was to compare GPs’ and Trainees’ perceptions of difficult-to-treat-depression (DTTD). Methods: Using a semi-structured interview schedule comprising six questions, 10 GPs and six Trainees participated in focus groups or telephone interview. To understand participants’ perspectives, data were analyzed using the Framework Method. Findings: Trainees were less clear than GPs about the meaning of DTTD and other diagnostic terms. GPs’ diagnosis included querying diagnosis and treatment options. Trainees’ experience was limited but they raised barriers including non-response to various treatment trials. Both groups identified management difficulties including: doctor shopping, suicide risk, patients not being well informed;with management difficulties exacerbated by limited access/referring to health professionals, cost and/or unavailability of bulk billing. While some GPs and Trainees had heard of an illness management model or chronic illness model, few used a model. Most reported limited referring to psychiatrists, mainly because of cost and/or limited availability. GPs were more likely to refer to other health professionals and use pharmacological and complementary therapies. Both groups discussed the impact of external factors including cultural factors, patient compliance, treatment failure, and the importance of the relationship between the patient and the professional. Trainees were more likely to stress the importance local clinical guidelines. Discussion and Conclusion: Despite the small size and limited nature, this research provides insight into some of the similarities and differences of GPs’ and Trainees’ experiences and understanding of DTTD. This may have implications for training providers, clinical supervisors and Trainees, and suggests that enhancement in the role of mental health training may be relevant.展开更多
AIM: To study the degree of stigmatization among trainee psychiatrists, individual characteristics potentially leading to higher associative stigma, and coping mechanisms.METHODS: Two hundred and seven trainee psychia...AIM: To study the degree of stigmatization among trainee psychiatrists, individual characteristics potentially leading to higher associative stigma, and coping mechanisms.METHODS: Two hundred and seven trainee psychiatrists in Flanders(Belgium), all member of the Flemish Association of Trainee Psychiatrists, were approached to participate in the survey. A non-demanding questionnaire that was specifically designed for the purpose of the study was sent by mail. The questionnaire consisted of three parts, each emphasizing a different aspect of associative stigma: devaluing and humiliating interactions, the focus on stigma during medical train-ing, and identification with negative stereotypes in the media. Answers were scored on a Likert scale ranging from 0 to 3. The results were analyzed using SPSS Version 18.0. RESULTS: The response rate of the study was 75.1%. The internal consistency of the questionnaire was good, with a Cronbach's α of 0.71. Seventy-five percent of all trainee psychiatrists confirmed hearing denigrating or humiliating remarks about the psychiatric profession more than once. Additionally, more than half of them had had remarks about the incompetence of psychiatrists directed at them. Only 1.3% remembered having stigma as a topic during their psychiatric training. Trainees who had been in training for a longer period of time had experienced a significantly higher level of stigmatization than trainees with fewer years of experience(mean total stigma scores of 16.93 ± SD 7.8 vs 14.45 ± SD 6.1, t =-2.179 and P < 0.05). In addition, senior trainees effectively kept quiet about their profession significantly more often than their junior colleagues(mean item score 0.44 ± SD 0.82 vs 0.13 ± SD 0.48, t = 2.874, P < 0.01). Comparable results were found in trainees working in adult psychiatry as were found in those working in child or youth psychiatry(mean item score 0.38 ± SD 0.77 vs 0.15 ± SD 0.53, t =-2.153, P < 0.05). Biologically oriented trainees were more inclined to give preventive explanations about their profession, which can be seen as a coping mechanism used to deal with this stigma(mean item score 2.05 ± SD 1.05 vs 1.34 ± SD 1.1, t =-3.403, P < 0.01).CONCLUSION: Associative stigma in trainee psychiatrists is underestimated. More attention should be paid to this potentially harmful phenomenon in training.展开更多
Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as w...Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as well as to compare university and non-university positions. Method: A questionnaire was administered to all employed doctor trainees at Sahlgrenska University Hospital, Gothenburg, in 2003-2004 (n = 67) plus all students in last term medical school 2005 who had had such a position inside or outside this university hospital (n = 43). The questionnaire included questions on trainee position/s, as well as statements regarding the educational value. Result: 75 unique individuals returned a filled-in questionnaire (response rate: 78%). The respondents experienced the positions as valuable concerning gain in professional confidence (mean ± standard deviation: 3.9 ± 1.1;1 = total disagreement to 5 = total agreement) and independence (3.9 ± 1.1), subsequent learning in medical school (4.3 ± 0.9), and future professional work (4.2 ± 1.0). The gain in professional confidence and independence was greater for those who had worked in a non-university hospital (n = 17) than in a university hospital (n = 29): 4.4 ± 0.6 vs. 3.6 ± 3.6, P = 0.011;4.3 ± 0.7 vs. 3.6 ± 1.1, P = 0.038. Conclusion: Employment as a doctor trainee seems to facilitate subsequent learning in medical school and enhance professional progress;the latter is particularly prominent in non-university hospitals.展开更多
The case study attempts to discover with certainty the competency of accessing, evaluating and applying information in research process acquired by undergraduate trainees of Malaysian Teacher Education Institute in th...The case study attempts to discover with certainty the competency of accessing, evaluating and applying information in research process acquired by undergraduate trainees of Malaysian Teacher Education Institute in the northern region of Peninsula Malaysia. Considered as highly important skills that trainee teachers have to acquire a comprehensive understanding of information literacy to pursue a research. Yet, it is a pivotal fact indicated by recent researchers that most future teachers often enter teaching without the necessary information literacy skills and knowledge in research process. The scope of study is based on full-time final year undergraduate trainee teachers for the Educational Degree Programme doing their school based action research in the states of Kedah, Perlis, and Penang. The study analyzes problems and issues faced by these trainee teachers tied up to information literacy competency in doing research process. The study investigates trainees＇ competencies of accessing, evaluating, and applying information ethically in their research process. The findings hope to give insights to stake holders on the ways to move forward in terms of needs, process and outcomes in accordance with the Malaysian National Information Literacy Agenda.展开更多
Introduction: The author strongly believes that there is a continuous need for personal and professional development in order to keep and improve an individual career path way. It is also imperative to provide evidenc...Introduction: The author strongly believes that there is a continuous need for personal and professional development in order to keep and improve an individual career path way. It is also imperative to provide evidence of these acquired skills and attributes. According to General medical council, it is a responsibility of every doctor to be competent and up to date. This should be achieved by regularly taking part in activities that maintain and further develop competence and performance. This in turn ensures safety and care to patients [1]. Methodology: The author has had excellent opportunities in his career to participate in diverse personal and professional development programmes. It was important to participate in these programmes to achieve career progression. He would like to share three recent activities from his curriculum vitae which resulted in his significant personal and professional development. The author also had his revalidation last year and found to be fit to practice for next 5 years till next revalidation. The author followed an agreed action plan with his supervisor to accomplish this work. Realistic goals and time frame was set with the help of supervisor. Subsequently, the author had a chance to critically analyse below mentioned three different activities, in order to explore all the achieved learning themes behind these events. The author was fortunate enough to be involved into three different personal and professional development programmes. Firstly, he managed a regional colorectal conference and attained an excellent management experience from that conference. He learnt a lot about better time management. He came to know about different management theories and models and is now able to use these theories for his future management responsibilities. Then he had a communication challenge and difficulty in theatre. He was able to resolve that issue with his strong communication skills. He developed his communication skills and assertiveness with the help of this first-hand experience and different communication models. Lastly, the author had a wonderful opportunity to demonstrate and develop his leadership and team working skills in an International Conference. He realized that leader needs to be a role model for his team and should be leaded by his example. He observed and demonstrated different roles of a leader according to needs of his team. He also learnt about different leadership theories and models. He also acquired a good understanding of a team development. Conclusion: It is extremely important for every health care individual to have personal and professional development. The author recommends that lessons learnt from the author’s experience and results can be applied in a broad generalised way to achieve development. It is crucial for us to keep a structured record of this development and provide evidence of the improvement. In short, it was an extremely useful exercise for the author that resulted in significant lifelong development in his management, communication and leadership attributes.展开更多
Translation competence （TC） is the knowledge and skills that a translator needs to know in order to implement translation activities. The current research is based on the website translation project of Xianning News...Translation competence （TC） is the knowledge and skills that a translator needs to know in order to implement translation activities. The current research is based on the website translation project of Xianning News Online. Contrastive analysis is carried out on the trainee translators＇ TC development. By comparing the TC prior and post the project, conclusion is made on the dynamic development of the trainee translators＇ TC within the same environment and a detailed analysis is given on the factors that influence their TC development. The final part is about possible suggestions for future translator training.展开更多
This article reviewed the principles and outcomes of tendon transfer procedures described in the literature to restore function following injuries delivered in a workshop as a way of improving basic science and anatom...This article reviewed the principles and outcomes of tendon transfer procedures described in the literature to restore function following injuries delivered in a workshop as a way of improving basic science and anatomical knowledge in surgical trainees preparing for surgical examinations. Post intervention surveys showed an improvement in trainees’ familiarity with musculoskeletal anatomy and engagement in learning with improved readiness for surgical examinations.展开更多
Linguistic readiness,which refers to language efficiency required for simultaneous interpretation,is different from that in daily communication.This experiment aims at observing the linguistic readiness of simultaneou...Linguistic readiness,which refers to language efficiency required for simultaneous interpretation,is different from that in daily communication.This experiment aims at observing the linguistic readiness of simultaneous interpreting trainees,targeting eight post-graduate students majoring in interpretation.After a mock simultaneous interpreting task,the performance of the trainees will be assessed by themselves and three native speakers as well.Through the comparison of the assessment made by the trainees and the native speakers,the author aims at exploring the gap between the number of information points that the trainees think they have delivered and the number that native speakers obtain from the trainees’production,and classifying those information points that could not be understood by native speakers into different types.A conclusion is reached that their linguistic readiness needs to be improved.Therefore,it is necessary to pay more attention to linguistic readiness in interpreting training.展开更多
Background Various rat kidney transplantation models have been introduced over the decades and the study on the models seems to lack novelty and necessity.However,vascular anastomosis,especially renal vein,is still ve...Background Various rat kidney transplantation models have been introduced over the decades and the study on the models seems to lack novelty and necessity.However,vascular anastomosis,especially renal vein,is still very difficult for trainees.The aim of this study was to provide the modified renal venous anastomosis of rat kidney transplantation to substitute the currant method for trainees.Methods Male Wistar rats were used as donors and recipients,respectively.Left orthotopic transplantation was performed with a modified technique of renal vein anastomosis,combining the end-to-end sutures with epidural catheter.Meanwhile,the survival rate,warm ischemia time,renal venous anastomosis time,and complications were recorded to evaluate the merits of the modified technique compared with the current recommended technique of rat renal vein.Two trainees took part in the learning of the models in two methods for performing 30 operations,respectively.Results The difference in warm ischemia time （from （57.25±7.30） minutes in the first 10 operations to （30.05±1.85）minutes in the third 10 operations） and renal vein anastomosis time （from （32.80±3.80） minutes in the first 10 operations to （19.30±0.98） minutes in the third 10 operations） was significantly short （P＜0.01） and the survival rate was statistically high （from （25±7）％ in the first 10 operations to 70％ in the third 10 operations） in equal number of operations （P＜0.01） by comparing with the current recommended method （（47.60±7.19） minutes to （22.8±1.85） minutes,（22.40±3.10） minutes to （9.95±1.50） minutes,45％±7％ to 80％±0,respectively）.The intraoperative complications and postoperative complications of renal venous anastomosis were also significantly decreased （P＜0.01）.Conclusions The technique with epidural catheter can shorten the learning curve of the trainee learning rat kidney transplantation.It may replace the currently recommended technique of rat renal vein for trainees.展开更多
Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Meth...Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Methods:A randomized controlled trial was used to select 220 trainee nurses from a hospital in 2024 and randomly divided them into the experimental group(n=110)and the control group(n=110).The control group adopted the traditional theory teaching+skill operation demonstration teaching method,while the experimental group implemented the in-situ simulation teaching plan integrating the ideological and political concepts of the curriculum on the basis of the traditional teaching.The scores of the first aid skills operation assessment,the Chinese version of the Jefferson Empathy Scale(JSE-NS),the Nursing Student Professional Identity Scale,and the Humanistic Care Ability Scale(CAI)were compared between the two groups after the intervention.Results:After the intervention,the scores of the first aid skills operation assessment,the total score of JSE-NS and each dimension,the total score of professional identity,and the total score of CAI and each dimension of the nursing students in the experimental group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion:The in-situ simulation teaching method based on the concept of ideological and political education in the curriculum can effectively enhance the first aid skills level,empathy ability,professional identity and humanistic care ability of trainee nurses,and is an effective way to achieve the deep integration of first aid skills training and ideological and political education.展开更多
The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions ...The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are:(1)How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect?(2) What activities do Chinese EFL teachers recollect doing in the practicum? and(3) What are the areas which they are aware of having developed in during the practicum? A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents(44 female) are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activities. When evaluating development and learning opportunity in the practicum, participants reported improvements in general pedagogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effective and what is not of the practicum. It gives guidance to what could be changed for the practicum.展开更多
Chinese scientists have been actively engaged in biotechnology research since the mid-2Oth century.However,biotechnology education,especially biomedical laboratory technology education,is relatively scarce in China.Mo...Chinese scientists have been actively engaged in biotechnology research since the mid-2Oth century.However,biotechnology education,especially biomedical laboratory technology education,is relatively scarce in China.More and more cutting-edge equipment and techniques have been introduced into biomedical laboratories in China,but there is a lack of high-quality techni&ans to apply these advancements to scientific research.In addition,the traditional education and apprenticeship systems have been demonstrated little progress.To address this gap,West China Hospital of Sichuan University established a 2-year educational program for laboratory technology in 2006 based on the residency training program.The project integrates scientific methods into the research laboratory technician training in relevant disciplines,and has developed a systematic,scientific,and effective standardized training system to cultivate high-level and stable experimental technician team for the need of advanced laboratories,which has been demonstrated gready improve the efficiency of biomedical researchers and laboratory facilities.In this article,we introduce the practical experience in establishment and development of a standardized training system for biomedical laboratory technicians to ensure the sustainable development of medical researches.展开更多
BACKGROUND Total laparoscopic distal gastrectomy(TLDG)is increasing due to some advantages over open surgery,which has generated interest in gastrointestinal surgeons.However,TLDG is technically demanding especially f...BACKGROUND Total laparoscopic distal gastrectomy(TLDG)is increasing due to some advantages over open surgery,which has generated interest in gastrointestinal surgeons.However,TLDG is technically demanding especially for lymphadenectomy and gastrointestinal reconstruction.During the course of training,trainee surgeons have less chances to perform open gastrectomy compared with that of senior surgeons.AIM To evaluate an appropriate,efficient and safe laparoscopic training procedures suitable for trainee surgeons.METHODS Ninety-two consecutive patients with gastric cancer who underwent TLDG plus Billroth I reconstruction using an augmented rectangle technique and involving trainees were reviewed.The trainees were taught a laparoscopic view of surgical anatomy,standard operative procedures and practiced essential laparoscopic skills.The TLDG procedure was divided into regional lymph node dissections and gastrointestinal reconstruction for analyzing trainee skills.Early surgical outcomes were compared between trainees and trainers to clarify the feasibility and safety of TLDG performed by trainees.Learning curves were used to assess the utility of our training system.RESULTS Five trainees performed a total of 52 TLDGs(56.5%),while 40 TLDGs were conducted by two trainers(43.5%).Except for depth of invasion and pathologic stage,there were no differences in clinicopathological characteristics.Trainers performed more D2 gastrectomies than trainees.The total operation time was significantly longer in the trainee group.The time spent during the lesser curvature lymph node dissection and the Billroth I reconstruction were similar between the two groups.No difference was found in postoperative complications between the two groups.The learning curve of the trainees plateaued after five TLDG cases.CONCLUSION Preparing trainees with a laparoscopic view of surgical anatomy,standard operative procedures and practice in essential laparoscopic skills enabled trainees to perform TLDG safely and feasibly.展开更多
文摘With the iteration and upgrading of medical technology and the continuous growth of public health demands,the quality of nursing services has become a core indicator for measuring the effectiveness of the medical system.The clinical practice ability of nursing staff is directly related to the safety of patient diagnosis and treatment and the rehabilitation process.However,the current clinical nursing talent training model is facing bottlenecks such as limited practical scenarios and fragmented case cognition.This study focuses on the teaching application of augmented reality(AR)technology in hospital Settings and systematically reviews the research progress on the improvement of clinical practice ability of trainee nurses based on the AR immersive teaching model.By constructing a clinical teaching scenario that integrates virtual and real,AR technology can dynamically simulate complex case handling processes and enhance nursing students’three-dimensional cognition of condition assessment,operation norms,and emergency plans.Hospitals,as the core base for practical teaching,can effectively shorten the connection cycle between theoretical teaching and clinical practice by integrating AR technology,improve the clinical practice level of trainee nurses,and provide an innovative model for optimizing the path of clinical nursing talent cultivation.
基金Research and Practice on the Training Model of Clinical Medical Talents in the Context of“New Medicine”at Chengdu Medical College Educational Teaching Reform Project(Project No.:JG2023058)Research and Practice on the Training model of Clinical Medical Talents in the Context of“New Medical Science”(Project No.:JG2023057)。
文摘Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.
文摘Urethral catheterization is an important skill to develop as consultations for“difficult catheterization”are common in practice.Developing a broad approach to difficult urethral catheterization is crucial to improve trainee success rates.Strategies and techniques to improve catheterization success are often passed down and shared between trainees without formal documentation or dissemination of techniques.Herein,we present a framework for difficult urethral catheterization based on clinical history and patient examination,while also providing additional techniques and troubleshooting to overcome common challenges with urethral catheterization in adult and pediatric patients.
文摘The aim of the present study is to explore how native Chinese trainee teachers reflect on their usages of oral corrective feedback in class and what their actual teaching practices are in Chinese as a second language(CSL)classroom.To this end,a mixed-methods approach was adopted in this study,including the questionnaire to explore teachers’perceptions as well as classroom observation to understand teachers’pedagogical practices during class.Fifteen trainee teachers from the same teacher training program in a university in China were identified and recruited to help complete the current research.The present study indicates that in the CSL context,teachers play an essential role in the language classroom and serve as the main resource of classroom feedback.When comparing trainee teachers’stated beliefs to their teaching practices,some similarities could be identified between them,however,clear divergence was also noticeable in the present study.Compared to the previous studies on oral corrective feedback in ESL and EFL contexts,most of the findings in the current study could correspond to those outcomes.The implication emphasizes the importance of offering more support to trainee teachers to help them deal with the complex classroom context such as through teacher training programs.Further investigations on students’perceptions of oral corrective feedback in class would also contribute to the understanding of oral corrective feedback in the CSL context.
文摘Background: Heat stroke is a life-threatening condition with exertional heat stroke occurring frequently among soldiers and athletes. Because of its common occurrence, many military trainees practice preventive measures prior to any activity requiring severe exertion. Although it is said to be common in practice, different presentations of heat stroke are scarcely described in literature.Case Presentation: We describe a case of an exertional heat stroke in a 23-year-old male Sinhalese soldier who developed early changes of renal failure, liver failure and rhabdomyolysis. The patient initially presented with convulsions, delirium and loss of consciousness to an outside health care facility before being transferred to our institution.Conclusion: It is clear that heat stroke does occur in military trainees while preventive strategies are being practiced. It is important for those who provide healthcare to soldiers to provide proper advice on how to identify impending heat stroke prior to any exercises resulting in severe physical exertion. Further, treating physicians should educate all military trainees about preventive strategies.
文摘Introduction: GPs are often the first contact point for mental health concerns. Training to qualify as a GP involves completing a three-to-four year program. Among other things, the training program may include a six-hour mental health training workshop. The study’s purpose was to compare GPs’ and Trainees’ perceptions of difficult-to-treat-depression (DTTD). Methods: Using a semi-structured interview schedule comprising six questions, 10 GPs and six Trainees participated in focus groups or telephone interview. To understand participants’ perspectives, data were analyzed using the Framework Method. Findings: Trainees were less clear than GPs about the meaning of DTTD and other diagnostic terms. GPs’ diagnosis included querying diagnosis and treatment options. Trainees’ experience was limited but they raised barriers including non-response to various treatment trials. Both groups identified management difficulties including: doctor shopping, suicide risk, patients not being well informed;with management difficulties exacerbated by limited access/referring to health professionals, cost and/or unavailability of bulk billing. While some GPs and Trainees had heard of an illness management model or chronic illness model, few used a model. Most reported limited referring to psychiatrists, mainly because of cost and/or limited availability. GPs were more likely to refer to other health professionals and use pharmacological and complementary therapies. Both groups discussed the impact of external factors including cultural factors, patient compliance, treatment failure, and the importance of the relationship between the patient and the professional. Trainees were more likely to stress the importance local clinical guidelines. Discussion and Conclusion: Despite the small size and limited nature, this research provides insight into some of the similarities and differences of GPs’ and Trainees’ experiences and understanding of DTTD. This may have implications for training providers, clinical supervisors and Trainees, and suggests that enhancement in the role of mental health training may be relevant.
文摘AIM: To study the degree of stigmatization among trainee psychiatrists, individual characteristics potentially leading to higher associative stigma, and coping mechanisms.METHODS: Two hundred and seven trainee psychiatrists in Flanders(Belgium), all member of the Flemish Association of Trainee Psychiatrists, were approached to participate in the survey. A non-demanding questionnaire that was specifically designed for the purpose of the study was sent by mail. The questionnaire consisted of three parts, each emphasizing a different aspect of associative stigma: devaluing and humiliating interactions, the focus on stigma during medical train-ing, and identification with negative stereotypes in the media. Answers were scored on a Likert scale ranging from 0 to 3. The results were analyzed using SPSS Version 18.0. RESULTS: The response rate of the study was 75.1%. The internal consistency of the questionnaire was good, with a Cronbach's α of 0.71. Seventy-five percent of all trainee psychiatrists confirmed hearing denigrating or humiliating remarks about the psychiatric profession more than once. Additionally, more than half of them had had remarks about the incompetence of psychiatrists directed at them. Only 1.3% remembered having stigma as a topic during their psychiatric training. Trainees who had been in training for a longer period of time had experienced a significantly higher level of stigmatization than trainees with fewer years of experience(mean total stigma scores of 16.93 ± SD 7.8 vs 14.45 ± SD 6.1, t =-2.179 and P < 0.05). In addition, senior trainees effectively kept quiet about their profession significantly more often than their junior colleagues(mean item score 0.44 ± SD 0.82 vs 0.13 ± SD 0.48, t = 2.874, P < 0.01). Comparable results were found in trainees working in adult psychiatry as were found in those working in child or youth psychiatry(mean item score 0.38 ± SD 0.77 vs 0.15 ± SD 0.53, t =-2.153, P < 0.05). Biologically oriented trainees were more inclined to give preventive explanations about their profession, which can be seen as a coping mechanism used to deal with this stigma(mean item score 2.05 ± SD 1.05 vs 1.34 ± SD 1.1, t =-3.403, P < 0.01).CONCLUSION: Associative stigma in trainee psychiatrists is underestimated. More attention should be paid to this potentially harmful phenomenon in training.
文摘Background: In Sweden, medical students can work as employed doctor trainees under supervision during medical school breaks. The aim of the present study was to evaluate the educational value of such employments, as well as to compare university and non-university positions. Method: A questionnaire was administered to all employed doctor trainees at Sahlgrenska University Hospital, Gothenburg, in 2003-2004 (n = 67) plus all students in last term medical school 2005 who had had such a position inside or outside this university hospital (n = 43). The questionnaire included questions on trainee position/s, as well as statements regarding the educational value. Result: 75 unique individuals returned a filled-in questionnaire (response rate: 78%). The respondents experienced the positions as valuable concerning gain in professional confidence (mean ± standard deviation: 3.9 ± 1.1;1 = total disagreement to 5 = total agreement) and independence (3.9 ± 1.1), subsequent learning in medical school (4.3 ± 0.9), and future professional work (4.2 ± 1.0). The gain in professional confidence and independence was greater for those who had worked in a non-university hospital (n = 17) than in a university hospital (n = 29): 4.4 ± 0.6 vs. 3.6 ± 3.6, P = 0.011;4.3 ± 0.7 vs. 3.6 ± 1.1, P = 0.038. Conclusion: Employment as a doctor trainee seems to facilitate subsequent learning in medical school and enhance professional progress;the latter is particularly prominent in non-university hospitals.
文摘The case study attempts to discover with certainty the competency of accessing, evaluating and applying information in research process acquired by undergraduate trainees of Malaysian Teacher Education Institute in the northern region of Peninsula Malaysia. Considered as highly important skills that trainee teachers have to acquire a comprehensive understanding of information literacy to pursue a research. Yet, it is a pivotal fact indicated by recent researchers that most future teachers often enter teaching without the necessary information literacy skills and knowledge in research process. The scope of study is based on full-time final year undergraduate trainee teachers for the Educational Degree Programme doing their school based action research in the states of Kedah, Perlis, and Penang. The study analyzes problems and issues faced by these trainee teachers tied up to information literacy competency in doing research process. The study investigates trainees＇ competencies of accessing, evaluating, and applying information ethically in their research process. The findings hope to give insights to stake holders on the ways to move forward in terms of needs, process and outcomes in accordance with the Malaysian National Information Literacy Agenda.
文摘Introduction: The author strongly believes that there is a continuous need for personal and professional development in order to keep and improve an individual career path way. It is also imperative to provide evidence of these acquired skills and attributes. According to General medical council, it is a responsibility of every doctor to be competent and up to date. This should be achieved by regularly taking part in activities that maintain and further develop competence and performance. This in turn ensures safety and care to patients [1]. Methodology: The author has had excellent opportunities in his career to participate in diverse personal and professional development programmes. It was important to participate in these programmes to achieve career progression. He would like to share three recent activities from his curriculum vitae which resulted in his significant personal and professional development. The author also had his revalidation last year and found to be fit to practice for next 5 years till next revalidation. The author followed an agreed action plan with his supervisor to accomplish this work. Realistic goals and time frame was set with the help of supervisor. Subsequently, the author had a chance to critically analyse below mentioned three different activities, in order to explore all the achieved learning themes behind these events. The author was fortunate enough to be involved into three different personal and professional development programmes. Firstly, he managed a regional colorectal conference and attained an excellent management experience from that conference. He learnt a lot about better time management. He came to know about different management theories and models and is now able to use these theories for his future management responsibilities. Then he had a communication challenge and difficulty in theatre. He was able to resolve that issue with his strong communication skills. He developed his communication skills and assertiveness with the help of this first-hand experience and different communication models. Lastly, the author had a wonderful opportunity to demonstrate and develop his leadership and team working skills in an International Conference. He realized that leader needs to be a role model for his team and should be leaded by his example. He observed and demonstrated different roles of a leader according to needs of his team. He also learnt about different leadership theories and models. He also acquired a good understanding of a team development. Conclusion: It is extremely important for every health care individual to have personal and professional development. The author recommends that lessons learnt from the author’s experience and results can be applied in a broad generalised way to achieve development. It is crucial for us to keep a structured record of this development and provide evidence of the improvement. In short, it was an extremely useful exercise for the author that resulted in significant lifelong development in his management, communication and leadership attributes.
文摘Translation competence （TC） is the knowledge and skills that a translator needs to know in order to implement translation activities. The current research is based on the website translation project of Xianning News Online. Contrastive analysis is carried out on the trainee translators＇ TC development. By comparing the TC prior and post the project, conclusion is made on the dynamic development of the trainee translators＇ TC within the same environment and a detailed analysis is given on the factors that influence their TC development. The final part is about possible suggestions for future translator training.
文摘This article reviewed the principles and outcomes of tendon transfer procedures described in the literature to restore function following injuries delivered in a workshop as a way of improving basic science and anatomical knowledge in surgical trainees preparing for surgical examinations. Post intervention surveys showed an improvement in trainees’ familiarity with musculoskeletal anatomy and engagement in learning with improved readiness for surgical examinations.
文摘Linguistic readiness,which refers to language efficiency required for simultaneous interpretation,is different from that in daily communication.This experiment aims at observing the linguistic readiness of simultaneous interpreting trainees,targeting eight post-graduate students majoring in interpretation.After a mock simultaneous interpreting task,the performance of the trainees will be assessed by themselves and three native speakers as well.Through the comparison of the assessment made by the trainees and the native speakers,the author aims at exploring the gap between the number of information points that the trainees think they have delivered and the number that native speakers obtain from the trainees’production,and classifying those information points that could not be understood by native speakers into different types.A conclusion is reached that their linguistic readiness needs to be improved.Therefore,it is necessary to pay more attention to linguistic readiness in interpreting training.
文摘Background Various rat kidney transplantation models have been introduced over the decades and the study on the models seems to lack novelty and necessity.However,vascular anastomosis,especially renal vein,is still very difficult for trainees.The aim of this study was to provide the modified renal venous anastomosis of rat kidney transplantation to substitute the currant method for trainees.Methods Male Wistar rats were used as donors and recipients,respectively.Left orthotopic transplantation was performed with a modified technique of renal vein anastomosis,combining the end-to-end sutures with epidural catheter.Meanwhile,the survival rate,warm ischemia time,renal venous anastomosis time,and complications were recorded to evaluate the merits of the modified technique compared with the current recommended technique of rat renal vein.Two trainees took part in the learning of the models in two methods for performing 30 operations,respectively.Results The difference in warm ischemia time （from （57.25±7.30） minutes in the first 10 operations to （30.05±1.85）minutes in the third 10 operations） and renal vein anastomosis time （from （32.80±3.80） minutes in the first 10 operations to （19.30±0.98） minutes in the third 10 operations） was significantly short （P＜0.01） and the survival rate was statistically high （from （25±7）％ in the first 10 operations to 70％ in the third 10 operations） in equal number of operations （P＜0.01） by comparing with the current recommended method （（47.60±7.19） minutes to （22.8±1.85） minutes,（22.40±3.10） minutes to （9.95±1.50） minutes,45％±7％ to 80％±0,respectively）.The intraoperative complications and postoperative complications of renal venous anastomosis were also significantly decreased （P＜0.01）.Conclusions The technique with epidural catheter can shorten the learning curve of the trainee learning rat kidney transplantation.It may replace the currently recommended technique of rat renal vein for trainees.
基金2023 Sichuan Nursing Vocational College Humanities and Social Sciences Research Project(Project No.:2023RWSY53)。
文摘Objective:To explore the application effect of in-situ simulation teaching method based on the concept of ideological and political education in the first aid skills training of clinical practice nursing students.Methods:A randomized controlled trial was used to select 220 trainee nurses from a hospital in 2024 and randomly divided them into the experimental group(n=110)and the control group(n=110).The control group adopted the traditional theory teaching+skill operation demonstration teaching method,while the experimental group implemented the in-situ simulation teaching plan integrating the ideological and political concepts of the curriculum on the basis of the traditional teaching.The scores of the first aid skills operation assessment,the Chinese version of the Jefferson Empathy Scale(JSE-NS),the Nursing Student Professional Identity Scale,and the Humanistic Care Ability Scale(CAI)were compared between the two groups after the intervention.Results:After the intervention,the scores of the first aid skills operation assessment,the total score of JSE-NS and each dimension,the total score of professional identity,and the total score of CAI and each dimension of the nursing students in the experimental group were significantly higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion:The in-situ simulation teaching method based on the concept of ideological and political education in the curriculum can effectively enhance the first aid skills level,empathy ability,professional identity and humanistic care ability of trainee nurses,and is an effective way to achieve the deep integration of first aid skills training and ideological and political education.
文摘The goal of this small scale retrospective study is to examine the perceptions of Chinese EFL(English as a foreign language) teacher trainees of what they do and what they develop in the practicum. Research questions guiding this research are:(1)How much relative attention do Chinese teachers attribute to teaching EFL areas in the practicum in retrospect?(2) What activities do Chinese EFL teachers recollect doing in the practicum? and(3) What are the areas which they are aware of having developed in during the practicum? A questionnaire targeting EFL areas and general activities is employed to collect data; items contain 5-point Likert scales and three open-ended questions. Forty-eight respondents(44 female) are included in the sample. In the teaching of EFL areas, the results indicate that the participants experienced more emphasis on exam-oriented areas. The means for practicum activities show that participants highlighted learning by observation, discussion, and journals, among their various recalled activities. When evaluating development and learning opportunity in the practicum, participants reported improvements in general pedagogical knowledge, but they missed out on other aspects of teacher knowledge. The findings bring about evidence in what is effective and what is not of the practicum. It gives guidance to what could be changed for the practicum.
文摘Chinese scientists have been actively engaged in biotechnology research since the mid-2Oth century.However,biotechnology education,especially biomedical laboratory technology education,is relatively scarce in China.More and more cutting-edge equipment and techniques have been introduced into biomedical laboratories in China,but there is a lack of high-quality techni&ans to apply these advancements to scientific research.In addition,the traditional education and apprenticeship systems have been demonstrated little progress.To address this gap,West China Hospital of Sichuan University established a 2-year educational program for laboratory technology in 2006 based on the residency training program.The project integrates scientific methods into the research laboratory technician training in relevant disciplines,and has developed a systematic,scientific,and effective standardized training system to cultivate high-level and stable experimental technician team for the need of advanced laboratories,which has been demonstrated gready improve the efficiency of biomedical researchers and laboratory facilities.In this article,we introduce the practical experience in establishment and development of a standardized training system for biomedical laboratory technicians to ensure the sustainable development of medical researches.
基金Japan China Sasakawa Medical Fellowshipthe China Scholarship Council,No.201908310012。
文摘BACKGROUND Total laparoscopic distal gastrectomy(TLDG)is increasing due to some advantages over open surgery,which has generated interest in gastrointestinal surgeons.However,TLDG is technically demanding especially for lymphadenectomy and gastrointestinal reconstruction.During the course of training,trainee surgeons have less chances to perform open gastrectomy compared with that of senior surgeons.AIM To evaluate an appropriate,efficient and safe laparoscopic training procedures suitable for trainee surgeons.METHODS Ninety-two consecutive patients with gastric cancer who underwent TLDG plus Billroth I reconstruction using an augmented rectangle technique and involving trainees were reviewed.The trainees were taught a laparoscopic view of surgical anatomy,standard operative procedures and practiced essential laparoscopic skills.The TLDG procedure was divided into regional lymph node dissections and gastrointestinal reconstruction for analyzing trainee skills.Early surgical outcomes were compared between trainees and trainers to clarify the feasibility and safety of TLDG performed by trainees.Learning curves were used to assess the utility of our training system.RESULTS Five trainees performed a total of 52 TLDGs(56.5%),while 40 TLDGs were conducted by two trainers(43.5%).Except for depth of invasion and pathologic stage,there were no differences in clinicopathological characteristics.Trainers performed more D2 gastrectomies than trainees.The total operation time was significantly longer in the trainee group.The time spent during the lesser curvature lymph node dissection and the Billroth I reconstruction were similar between the two groups.No difference was found in postoperative complications between the two groups.The learning curve of the trainees plateaued after five TLDG cases.CONCLUSION Preparing trainees with a laparoscopic view of surgical anatomy,standard operative procedures and practice in essential laparoscopic skills enabled trainees to perform TLDG safely and feasibly.
