Practice of Clinical Teaching Reform based on Health Belief Model

The purpose of this study is to study the effect of this health education mode on the practice of clinical teaching reform based on the health belief model. We made an attempt and satisfaction survey on three teaching methods of clinical medicine courses for 90 students in our school. The results show that the clinical teaching method based on the health belief model is novel, clear in thinking, focused and easy to understand and remember. At the same time, taking cases to analyze, it strengthens the training of clinical thinking, cultivates a kind of ability and stimulates learning interest. This shows that the practice of clinical teaching reform based on health belief model is basically complete and feasible, and provides a set of scientific and reasonable methods for clinical teaching in the future.

Application of blended teaching model based on SPOC and TBL in dermatology and venereology

Background In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. Methods A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. Results Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). Conclusions The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.

Choosing what works for whom: towards a better use of mechanistic knowledge in clinical practice

Background Clinicians commonly try to use mechanism-based knowledge to make sense of the complexity and uncertainty of chronic pain treatments to create a rationale for their clinical decision-making. Although this seems intuitive, there are some problems with this approach. Discussion The widespread use of mechanism-based knowledge in clinical practice can be a source of confusion for clinicians, especially when complex interventions with different proposed mechanisms of action are equally effective. Although the available mechanistic evidence is still of very poor quality, in choosing from various treatment options for people with chronic pain, an approach that correctly incorporates mechanistic reasoning might aid clinical thinking and practice. Conclusion By explaining that not all evidence of mechanism is the same and by making a proposal to start using mechanism-based knowledge in clinical practice properly, we hope to help clinicians to incorporate mechanistic reasoning to prioritize and start choosing what may best work for whom.

Distance education in the professional training of future doctors: pro et contra

The article shows problems of distance education at a medical university. It is proved that despite the specifics of the training of medical professionals, distance education should exist, although in a limited form. The pros and cons of distance education at a medical university were highlighted and analyzed. Particular attention is paid to the problems of introducting distance education in the studying process of disciplines at clinical departments. The selected advantages are aimed at forming a theoretical basis in the training of future doctors. The shortcomings of distance education at a medical university were reviewed in detail, including general (mostly technical and organizational aspects) and inherent only in medical university (lack of immersion in the professional environment, the impossibility of forming clinical thinking, etc.).

180 years of serving The Homeland (for the anniversary of the department and сlinic of faculty surgery of S.P. Fedorov)

This study presents the main historical aspects of the formation and subsequent development of the department and clinic of the faculty surgery of S.P. Fedorov, which is one of the leading surgical institutions in Russia. The main achievements of the multifaceted activities of the department and clinical teams over a 180-year period of fruitful work are analyzed. The paper also highlighted the role of N.I. Pirogov as a brilliant surgeon and the first head of the department in the formation of the basic principles of the development of surgery as a clinical and scientific discipline, which formed the basis for the subsequent work of the department team. The implementation of his innovative idea at that time of combining the department and clinic made it possible to implement the concept of surgery at the patients bedside; as a result, its theoretical and practical foundations were harmoniously combined in the educational process. This contributed to the formation of clinical thinking and significantly increased the level of professional training of doctors. Students of N.I. Pirogov have rich scientific, clinical, and pedagogical potential, which was accompanied by loyalty to traditions. Professor S.P. Fedorov made a huge contribution to the development of the scientific department school. For more than 30 years of his brilliant leadership, the department has become a real cradle of several scientific and practical areas, including urology, oncology, transfusiology, neurosurgery, hepatobiliary, and endocrine surgery. Compliance with the continuity between subsequent generations of surgeons, together with the talent and outstanding abilities of the department heads, such as V.N. Shamov, V.M. Sitenko, and N.A. Maistrenko, made it possible not only to implement the ideas of N.I. Pirogov but also to create a unique scientific school, whose representatives have made a great contribution to the development of several surgical disciplines.

Current Aspects of Professional Training of Anesthesiologists and Intensive Care Specialists in Residency Programs

The aim is to study the current aspects of resident training in anesthesiology and intensive care. The article focuses on the theoretical training of residents, the importance of a thorough knowledge of pathophysiology, and the formation of clinical thinking. Opportunities for the use of innovative educational computer technologies in residency training are shown. A consistent interdisciplinary pedagogical interaction makes it possible to improve the outcomes of residency training by achieving the main goal of developing a physician who has acquired universal, general and specific professional competences and is capable of providing high-quality medical care.

The Effect of Nursing Simulation on the Clinical Judgment of Nursing Care for Patients with Increased Intracranial Pressure (IICP)

Background: Nursing educators commonly adopt simulations to educate nursing students and evaluate their clinical thinking, clinical reasoning, and clinical judgment. We aimed to determine the effectiveness of established nursing care simulations by evaluating, through video, a select number of nursing students in scenarios that simulate nursing care for Increased Intracranial Pressure (IICP) patients. Methods: The participants were students in their senior year at a nursing college in South Korea in 2018. We adopted a mixed-method design by first conducting a nonequivalent control group pre-test/post-test research design, then analyzing the experimental group’s simulation videos. The participants consisted of 38 students in the experimental group and 39 students in the control group, and each group consisted of 9 teams. This study measured the level of anxiety (Cronbach’s α=0.780), critical thinking (Cronbach’s α=0.895), performance (Cronbach’s α=0.927), theoretical knowledge (Cronbach’s α=0.970), and analyzed clinical judgments by directly reviewing video from the experimental group. We used a mixed methods appraisal tool (MMAT) version 2018 as its research checklist. Results: Confidence (P=0.000), theoretical knowledge (P=0.000), clinical performance (P=0.017) indicated statistically significant increases in the experimental group. We subsequently identified 10 clinical judgment processes, including “Identify the patient’s condition” to “Reassess the condition after symptoms improve” by analyzing the simulation videos. Conclusion: Developing a simulation for nursing care is effective in honing students’ clinical judgment and enhancing their theoretical knowledge, confidence, and clinical performance.

THE DEPENDENCE OF MEDICAL AND DIAGNOSTIC MEASURES CARRIED OUT IN GERIATRICS ON AGE, GENDER AND THE DOCTOR’S HEALTH STATUS

В статье обсуждаются вопросы вероятной зависимости действий специалиста, работающего с пациентами гериатрического профиля, от возрастных, гендерных и иных характеристик данного специалиста. Такой, на первый взгляд, нетрадиционный подход к научным исследованиям в области геронтологии и гериатрии выявляет отчетливые различия в ряде аспектов клинического мышления и следования клиническим рекомендациям у врачей разного возраста, пола, при разном состоянии их собственного здоровья. На основе анкетирования 126 врачей и анализа 2 394 их мнений получены результаты, свидетельствующие об определенном консерватизме врачей старше 50 лет, особенно мужчин, имеющих большой клинический опыт. Обсуждаются случаи так называемого самоэйджизма пожилого специалиста, использующего в своих профессиональных действиях результаты диагностики и лечения той возраст-ассоциированной патологии, которой страдает он сам. Предлагается в процессе повышения квалификации или профессиональной переподготовки врачей-гериатров учитывать их возраст, пол и состояние здоровья, а также сопровождать занятия обязательным определением биологического возраста самого специалиста. The article discusses the probable dependence of the actions of a specialist working with geriatric patients on the age, gender, and other characteristics of this specialist. This seemingly unconventional approach to research in the field of gerontology and geriatrics reveals distinct differences in a number of aspects of clinical thinking and following clinical recommendations in doctors of different ages, genders, and in different states of their own health. On the basis of a survey of 126 doctors and an analysis of 2 394 of their opinions, the results were obtained, indicating a certain conservatism of doctors over the age of 50, especially men with extensive clinical experience. The article discusses cases of so-called self-ageism of an elderly specialist who uses in his professional actions the results of diagnosis and treatment of the age-associated pathology that he himself suffers from. It is proposed in the process of continuing education or professional training of geriatricians to take into account their age, sex and health status, as well as accompany classes mandatory determination of the biological age of the specialist.

The Use of a Virtual Simulator for Practicing the Skills of Auscultation of Sounds of the Lungs of Children in the Formation of Clinical Thinking

Auscultation skills are some of the most important basic methods of patient examination. The educational process of teaching auscultation is complex in itself, and in the context of the pandemic of the new coronavirus infection and the widespread epidemiological limitations, the complexity of learning is multiplied, which requires alternative teaching methods. The Virtual Lung Sound Auscultation Simulator creates a learning platform for auscultation by delivering real pre-recorded cardiopulmonary sounds on the virtual chest of a child.

Simulation Education of Healthcare Professionals in a High-Tech Multidisciplinary Clinic

The publication is devoted to the experience of organizing and applying simulation training in medicine on the basis of a multidisciplinary clinic. The authors noted modern approaches and rates of development of technologies in medicine, which require medical personnel to quickly and efficiently acquire manual skills and develop clinical thinking with minimization of diagnostic and treatment errors and safety for the patient. Simulation training is the educational stage that allows you to go through the required training path in a minimum time with maximum effect.