ObjectiveTo evaluate the effect of basic life support (BLS) intensive training for medical students who have received BLS training within one year. MethodsWe enrolled 865 medical students between January to December 2015 who had received BLS training within one year. These students were divided into three groups [undergraduate upcoming doctor (group A, n=436), postgraduate upcoming doctor (group B, n=197), and undergraduate upcoming medical technician (group C, n=232)] based on their major and educational background. In the study, they received on-the-spot BLS intensive training, and took BLS basic knowledge examination, skill examination and comprehensive capacity test before and after training. During the study, comprehensive capacity was evaluated by training scale including such items as emergency awareness, psychological diathesis, disposal ability, cooperation ability, and operation accuracy. ResultsBLS basic knowledge scores for the above three groups before and after training were respectively 58.9±9.5 vs 93.5±7.6, 52.5±4.5 vs 90.3±3.5, 54.8±5.3 vs 88.5±4.5, and the skill scores were 58.8±3.2 vs 95.3±1.7, 57.6±4.2 vs 90.5±2.3, 50.9±3.8 vs 93.5±1.8, respectively. The scores after training were significantly better than those before training (P＜0.05). Comprehensive capacity was also improved significantly after intensive training (P＜0.05). ConclusionsEstablishing a BLS intensive training program has important clinical significances for updating and consolidating the emergency knowledge, improving teaching quality and emergency training effect. So it is worth popularizing.
ObjectiveTo systematically evaluate the expression and clinical features of phospho-p70 ribosomal protein S6 kinase (p-p70S6K) in lung cancer. MethodsWe systematically searched the published researches about p-p70S6K expression and clinical features of lung cancer in Medline, EMbase, Chinese BioMedical Literature, China National Knowledge Infrastructure and WeiPu databases from their establishment to February 4th, 2014. According to the inclusion and exclusion criteria, the data were extracted and the Cochrane Review Manager 5 and Stata 12.0 were used for data analysis. ResultsEight studies including 953 patients were included in this systematic review. Analysis with random effects model showed that the positive expression rate of p-p70S6K in non-small cell lung cancer (NSCLC) tissues spread from 41% to 70%. In small cell lung cancer tissues, the positive expression rate of p-p70S6K ranged from 17% to 91%. The positive expression rate of p-p70S6K in NSCLC was significantly higher than adjacent normal tissues[OR=5.08, 95%CI (2.96, 8.71), P<0.00001]. Divided by status of cell differentiation, the positive expression rate of p-p70S6K between low differentiation and moderate-high differentiation groups had no statistically significant difference[OR=1.40, 95%CI (0.50, 3.92), P=0.53]. In addition, the positive expression rate of p-p70S6K was not related to lymph node metastasis[OR=1.11, 95%CI (0.56, 2.23), P=0.76]. ConclusionCompared with adjacent normal tissues, positive expression rate of p-p70S6K in NSCLC is significantly higher, indicating that p-p70S6K may be associated with the development of lung cancer. The positive expression rate of p-p70S6K in different kinds of lung cancer is still unclear, which needs further studies to explore.
Medical simulation teaching is a bridge course from theoretical knowledge to clinical practice. At present, the medical simulation teaching is facing many problems. The iSIM is a systematic method to optimize medical simulation teaching. It aims to maximize the effect of medical simulation teaching by various teaching methods and assistant technologies. The combination of iSIM and medical simulation teaching can develop the correct clinical thinking, improve the clinical skills and strengthen the communication skills, so as to improve the medical quality in the real clinical environment. Based on experience Center of Experimental Teaching on Clinical Skills of West China Hospital , this paper introduces how to use iSIM to optimize medical simulation teaching.
ObjectiveTo explore the teaching effects of scene simulation of medical disputes in clinical skills training. MethodsBetween September 2012 and June 2013, 93 clinical medicine undergraduates in Grade 2010 (8-year study) were randomly divided into the scene simulation teaching of medical disputes group (n=47) and the control group with traditional training (n=46) for clinical skills training. Teaching effects were assessed by clinical skills operation tests. ResultsThrough scene simulation teaching of medical disputes, the trainees' clinical disposal ability, operating skills, communication skills, cultural knowledge, and legal knowledge dimension scores were all significantly better than previous tests (P<0.05). ConclusionScene simulation of medical disputes has an obvious advantage in clinical skills training.
Objective To investigate the awareness of diabetes complications in outpatients with diabetes. Methods A total of 300 cases of diabetic were collected from Department of Endocrinology between September 1st and October 10th, 2016. The awareness of diabetes complications in patients with diabetes was investigated by a self-made questionnaire, and the influencing factors on the awareness rate of diabetes complications were analyzed. Results The awareness rates of acute and chronic complications were all low. The awareness rate of hypoglycemia was the highest (59.0%) and the chronic pyelonephritis was the lowest (22.0%). In addition, the difference in awareness rate between different sexes was not significant (P>0.05). Educational extent had significant influence on the awareness rate of chronic pyelonephritis, retinopathy, glaucoma, myopia or hyperopia, iridocliory lesions, polyneuropathy, oculomotor and abducens nerve paralysis, vegetative nerve lesion, skin, muscle, and joints lesions, and infection complications (P<0.05). Occupation had significant influence on the awareness rate of ketoacidosis, diabetic hyperosmolar coma, hypoglycemia, diabetic cardiopathy, iridocliory lesions, polyneuropathy, oculomotor and abducens nerve paralysis, vegetative nerve lesion, skin, muscle, and joints lesions, and infection complications (P<0.05). Conclusions The awareness of diabetes complications in outpatients with diabetes is low. It is needed to strengthen the health education of diabetes complications and improve the awareness rate of complications.
ObjectiveTo investigate the effects of medical simulation (MST) combined with case-based learning (CBL) in training of trainee doctors in emergency department. MethodA total of 120 trainee doctors practicing in the emergency department between March 2008 and December 2014 were randomly divided into two groups:MST combined with CBL group and CBL group, who accepted MST combined with CBL training and merely CBL training, respectively. The training effects were evaluated in terms of theoretical knowledge, practical operation, comprehensive abilities of case analysis and questionnaire survey. The results were compared and analyzed with the t test. The P value less than 0.05 was a significant difference. ResultsTrainee doctors in MST combined with CBL group acquired higher scores in all of the indicators (P<0.05). ConclusionsMST combined with CBL is a feasible method and has a better effect in training of trainee doctors in Emergency Department.