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Objective:To explore the formulation of the evaluation system of nuclear emergency medical rescue drills.Methods:By using the analytic hierarchy process, theoretical analysis and expert consultation, the evaluation system was established, and online questionnaires were used to investigate student satisfaction. Excel software was used for data entry, Matlab 6.5 software was used for weight calculation, and questionnaire data were authorized to SPSSAU online platform to analyze the correlation coefficient between trainees' attitude towards drills and satisfaction of the evaluation system.Results:An evaluation system of nuclear emergency medical rescue drills composed of multiple indicators was constructed, and the weights of each indicator of the system were obtained. The corresponding weights for group comprehensive proficiency, topic theoretical oral examination, personal practice and virtual system were 0.108, 0.557, 0.280 and 0.054, respectively. Simultaneously, the evaluation of the system by the trainees was investigated, and it was found that there was a significant correlation between the trainee's attitude towards the drills and satisfaction with the system.Conclusion:The nuclear emergency medical rescue evaluation system formed in this research is expected to provide theoretical methods for comprehensive evaluation of students' knowledge and capabilities, and at the same time it's helpful to improve the nuclear emergency rescue capabilities of students.
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Objective:To explore the application effect of problem-based learning (PBL) combined with situational teaching in medical rescue of nuclear emergency teaching.Methods:The 100 students from Batch 2017 of the Army Medical University were selected as the teaching objects, and the nuclear emergency medical lessons were divided into two parts: the control group (the first 20 lessons) and the experimental group (the last 20 lessons). The control group adopted traditional teaching method, the experimental group adopted PBL teaching mode for theoretical teaching, and situational teaching method for skill practices. The teaching effect of the two groups of students were examined by theoretical examination, skill practical assessment and questionnaire survey. SPSS 17.0 was used for chi-square test.Results:Theoretical examination results of experimental group (77.10±8.11) were higher than those of control group (73.97±7.93), with significant differences ( P<0.01). Practical assessment results of experimental group (78.40±6.35) was higher than those of control group (71.04±7.51), with significant differences ( P<0.01). Concerning the results of theoretical examination, practical assessment and student self-evaluation, the experimental group was superior to the control group in all aspects (all P<0.05). Conclusion:Compared with traditional teaching methods, the PBL combined with situational teaching could encourage the learning interest of students, enhance their ability of independent learning, promote them to master the knowledge and skills of medical rescue of nuclear emergency adroitly, cultivate their team spirit and elevate the practical ability of students.
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In order to improve our military's medical support capabilities, the Army Military Medical University regularly organizes comprehensive military medical drills, of which nuclear emergency medical rescue is an important subject. Therefore, it is urgent to form a standardized teaching process of nuclear emergency medical rescue drills. Firstly, based on the two major tasks of nuclear emergency medical rescue, and "emergency treatment of nuclear wounded in killing area" and "early treatment of nuclear wounded in developing area," a nuclear emergency medical rescue drill teaching process has been formed, including "reconnaissance, detection, classification, decontamination and treatment". Then, it's applied to actual teaching, and the problems in teaching are found by analyzing the changes in the rescue ability of the students before and after learning. Finally, the corresponding improvement measures are put forward to open up new ideas for drill teaching.
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Objective@#To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment.@*Methods@#A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue.@*Results@#Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2% (89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5% (87/120) had better comprehension of nuclear protection medicine; 82.5% (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures; 80.0% (96/120) students believed that it was able to stimulate interests for study and exploration; 77.5% (90/120) students considered that it was able to promote study initiatives; 84.2% (101/120) students believed that it was able to deepen understandings to nuclear protection medicine.@*Conclusion@#Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness.
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Objective To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment. Methods A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue. Results Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2％(89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5％ (87/120) had better comprehension of nuclear protection medicine; 82.5％ (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures;80.0％(96/120) students believed that it was able to stimulate interests for study and exploration; 77.5％ (90/120) students considered that it was able to promote study initiatives; 84.2％ (101/120) students believed that it was able to deepen understandings to nuclear protection medicine . Conclusion Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness.
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Combined radiation-trauma injury is mainly observed in radiation treatment of cancer and radiation injury with traumatic patients. The prominent problem of combined radiation-trauma injury is delayed or prolonged wound healing. The mechanism of the impaired wound healing is complicated, and the current effective treatment method are limited. This paper reviews the mechanism and treatment of this impaired wound healing, including the cellular depletion, stromal cell dysfunction, aberrant collagen deposition, microvascular damage, as well as the targeted therapies for the impaired wound healing such as stem cell repletion, antioxidant therapy, transforming growth factor beta-1 ( TGF-β1 ) modulation, and implantable biomaterials. This paper is designed to provide a reference for further deep research on the mechanism and treatment of radiation-trauma injury.