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Introduction:The primary source of health information for a patient is medical record data. Thus, accurate, complete, and properly recorded patient data are important to provide the best treatment. The workload of the hospital may be reduced and operate more effectively in the hospital if staff members have the necessary knowledge, awareness, and desired clinical abilities, together with an understanding of medical records. Materials and Methods: From January 1 to December 31, 2017, the study was carried out at Tertiary Care Hospital Medical Record Department (MRD). The staff was evaluated for their competency and skill gaps using questionnaires. The complete use of the medical records was then evaluated per quarter for a year. Results: The staff showed adequate understanding of the various questions about medical records. Over the year, there was the highest utilization of files from the MRD, with medicine and obstetrics and gynecology in broad specialties and the department of cardiology with nephrology having the highest utilization in superspecialties. Conclusion: The job environment was pleasant for the staff, and the questionnaire revealed adequate knowledge. Increased satisfaction among MRD staff members, as well as among doctors, nurses, paramedics, and patients, may be related to the utilization being greater in MRD that has been scientifically designed, well‑planned, and appropriately structured, with the best physical amenities
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Objective:To analyze the clinical knowledge and training needs of general practitioners from subjective perception and objective assessment, and to analyze their relationship.Methods:A survey was conducted among general practitioners from community health service centers in Shanghai Changning district from September to December 2020. Based on the general practitioner competency indicator system designed by the project team, 17 clinical knowledge competency evaluation indicators were developed through expert consultation, and used for subjective perception and objective assessment of clinical knowledge and learning needs among general practitioners. The influencing factors of objective assessment scores were analyzed, and the relationship between subjective perception and objective assessment scores was analyzed using the four quadrant method.Results:A total of 136 general practitioners participated in the study with the mean age of (39.25±5.90) years, most of whom were attending physician (67.65%, 92/136) and had undergraduate education (88.20%, 122/136). The average daily application frequency score was (1.55±0.21), and the training needs score was (1.65±0.09) for 17 clinical knowledge items; the average objective evaluation score was (74.21±14.0) points. The older the age ( OR=1.25, 95% CI:1.14-1.37), the higher the educational level ( OR=2.11, 95% CI:1.57-2.83), and the longer the working years ( OR=1.16, 95% CI:1.04-1.30) were significantly correlated with the higher objective evaluation scores (all P<0.05). The objective evaluation scores of endocrine diseases such as diabetes, cerebrovascular diseases and respiratory diseases are the highest, and the daily application frequency and learning needs are high (the first quadrant); The objective evaluation scores of common orthopedic diseases, common psychological diseases, and planned immunity indicators were relatively low, but their daily application frequency and learning needs were relatively high (second quadrant). The objective evaluation scores of indicators such as common malignant tumors, common dermatology diseases and health problems, and common ENT diseases were low, and the daily application frequency and learning needs were also low (the third quadrant). The objective evaluation scores of indicators such as hospice and palliative care are relatively high, but their daily application frequency and training needs are relatively low (listed in the fourth quadrant). Conclusions:The clinical knowledge levels of general practitioners are correlated with age, education level, and years of practice. There is a certain overlap between the objective evaluation results of clinical knowledge and the frequency of knowledge usage and training needs of general practitioners, and a targeted training mechanism should be established.
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The knowledge and clinical skill competition scores of 331 general practitioners (GPs),who attended the grassroots health posts training in Sichuan Province and Chengdu Municipality in 2016 and 2017,were documented.The factors influencing the competition results were analyzed.The mean knowledge test score of 331 participants were higher than the clinical skill score [(76.89±6.56) vs.(54.13±10.91),P＜0.01].The mean operational score in the clinical skill competition was higher than that of medical history collection,physical examination and clinical interview abilities [(32.31 ±3.28) vs.(21.82±5.09),P＜0.01].There were significant differences in knowledge and clinical skill scores among doctors from different regions or with different professional ranks (P＞0.05).The levels of clinical skills of general practitioners at the grass-roots level need to be further improved,according to relevant influencing factors.
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BACKGROUND: Clinical Pharmacy Practice Experience (CPPE) is an important curriculum that offers students patient-centered disease prevention and treatment with evidence-based optimal pharmacotherapy for better clinical outcomes. However, few studies have evaluated the perception of pharmacy students regarding CPPE in tertiary and secondary hospitals. This study aimed to evaluate the perception of pharmacy students regarding the learning program of CPPE. METHODS: The survey questionnaire consisted of 15 self-administered questions regarding pharmacy practices, barriers, and improvement of practical training. Fourteen institutional pharmacies located in seven regions responded to a survey questionnaire from March 1 to June 30, 2017. The participants were pharmacy students doing clerkship in a hospital setting. RESULTS: The response rate was 73.6%. Thirty-five participants (22.4%) had used a hospital library, but 121 (77.6%) had never used the library for drug information resources. Eighty-one (50.0%) responded that clinical knowledge and drug information was the most beneficial practice. Thirty-seven (31.1%) respondents in the tertiary hospitals and 19 (46.3%) in the secondary hospitals answered that they were filling prescriptions during the daily break. On the other hand, 72 respondents (60.5%) in the tertiary hospitals and 17 (41.5%) in the secondary hospitals did literature research to prepare for presentation. CONCLUSION: More students in secondary hospitals continue to fill prescriptions during the daily break, as compared to those in tertiary hospitals. Therefore, the authors suggest self-directed learning to improve clinical performance and each institution considers offering onsite or online library service to improve evidence-based CPPE for pharmacy school students.
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The paper investigates 31 foreign representative clinical knowledge base,analyzes development status including the establishment and maintenance institutions,user version control,localization application,clinical evidence resources,clinical specific content representation,evidence quality evaluation criteria and so on,summarizes revelation for domestic clinical knowledge base construction.
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BACKGROUND: In order to achieve the goals of community pharmacy practice, its legal, labour-related, and economic barriers need to be identified. This study examined pharmacists' perceptions of constraints on providing optimal pharmacy services in order to identify underlying factors and analyse the associations between barriers and pharmaceutical services in community pharmacies. METHODS: A survey targeting pharmacy owners was conducted from May to June 2012 using a structured questionnaire including nine pharmaceutical service items. According to the service provision level, we classified pharmacists as inactive (fewer than 5 items among the listed 9 service items) and active providers (5 or more items). Principal component analysis was used to group significant factors for barriers into four thematic components. Associations between the participants' demographics and pharmacy characteristics and the services provided were explored by logistic regression analyses. RESULTS: Participants were 402 pharmacists. Over 60% provided disease management services for hypertension, diabetes, and hyperlipidaemia. Variables that affected pharmaceutical services included the lack of separate areas for patient counselling (OR: 2.12, 95% CI: 1.18-3.80), and clinical knowledge and information-related barriers (OR: 0.59, 95% CI: 0.36-0.97). CONCLUSION: Strategies for improving clinical knowledge and providing expeditious information are necessary in order to improve community pharmacy services.
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Humans , Community Pharmacy Services , Demography , Disease Management , Hypertension , Logistic Models , Pharmaceutical Services , Pharmacies , Pharmacists , Pharmacy , Principal Component AnalysisABSTRACT
According to the requirements of the ‘three guidance’ talent-cultivation model pro-posed by our university, humanistic spirit was permeated from multi angels during the process of phys-iology. Students'occupation quality was cultivated; physiology knowledge and clinical practice was combined for students; early contacting with clinical knowledge was conducted and teacher-student role reversal method was applied to train students' communication skills. Teaching practice showed that the reformed teaching model not only can ensure the quality of teaching but also can improve the comprehensive quality of students.
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PURPOSE: Although remediation and reassessment of at-risk students are essential functions of medical education, there are no guidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediation program that was delivered as team-based learning (TBL) sessions. METHODS: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teams of four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediation period of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented. RESULTS: Students who participated in the remediation program had significantly better total scores on re-examination (remediation group 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructive and helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination. CONCLUSION: TBL is an effective method of remediating at-risk students. Further research with regard to the successful design and implementation of a remediation program for at-risk students is needed.
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Humans , Education, Medical , Learning , Licensure , Methods , Students, MedicalABSTRACT
Objective To evaluate obstetrics and gynecology training quality by analysis of clinical knowledge and clinical skills scores for long-term graduates.Methods A retrospective analysis of clinical knowledge and clinical skills scores was performed in obstetrics and gynecology training for 134 long-term graduates.Results The clinical knowledge and clinical skills scores of obstetrics and gynecology training were 82.27?7.68,87.69?7.24.There was no,P﹥0.05.Only the scores of clinical skills judged by one teacher in interview was correlated with clinical knowledge scores,while there were no correlation between clinical knowledge judged by other five teachers and scores of clinical skills.Conclusion There was no correlation between clinical knowledge and the scores of clinical skills scores.Culturing students’practical ability and communication ability is worth strengthening,while the consistency of teachers’evaluation standard should be improved.
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Objective:To explore the interns' degree of lost basic science and the influence on studying clinical knowledge.Method:Medical students attending the third(n=100) and the fifth(n=100) of medical studies selected randomly from the Guilin Medical School were given the same test composed of 20 pairs of questions and each pair contains one basic and one clinical question which were correlative.The scores of the two groups were compared.Result:Third year students scored significantly higher in basic than clinical questions(P0.05).Conclusion:There is a positive relationship between mastery of basic knowledge and the ability of dealing with clinical problems.Quite a few basic knowledge of medical students is lost when they begin clinical practice.
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Objective:The purpose of this study was to improve teaching quality of pharmacology by integrating different form of clinical knowledge.Methods:We tried to add the clinical documents such as some related videos and pictures,many common drugs' trade-names and analysis of typical cases into teaching of pharmacology in undergraduate course in our college.Results:Both the theory examination scores and ability of aggregate analysis of cases were higher in the experiment groups than in the controlled ones.And the students considered that the teaching mode with clinical knowledge could stir up their interest in learning pharmacology and increase teaching effect.Conclusion:The teaching mode of incorporating clinical knowledge into pharmacology would be helpful to improve teaching quality of pharmacology.
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The study was conducted in 183 sixth year medical students of academic year 1989 at Faculty of Medicine Siriraj Hospital. The questionnaires were composed of 56 topics randomly drawn from 213 topics in the table of specification of standard minimal requirement for medical degree in Thailand. Multiple choice test of 322 questions were also constructed according to the table of specification. The students were asked to respond the questionnaires just prior to the test containing the items in questionnaires. The study results revealed that there were no correlations between the responses from questionnaires and the scores from multiple choice tests. About 57 to 63% of the students gave correct answers to the tests no matter what they responded to any categories in questionnaires. It is indicated that attitude assessment of clinical knowledge using questionnaires is not valid to predict clinical knowledge attained in medical students and it should neither be used as an instrument to evaluate clinical knowledge nor as an indicator for making policy in medical education.