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Abstract Objective: To evaluate the effect of high-fidelity simulation of pediatric emergencies compared to case-based discussion on the development of self-confidence, theoretical knowledge, clinical reasoning, communication, attitude, and leadership in undergraduate medical students. Methods: 33 medical students were allocated to two teaching methods: high-fidelity simulation (HFS, n = 18) or case-based discussion (CBD, n = 15). Self-confidence and knowledge tests were applied before and after the interventions and the effect of HFS on both outcomes was estimated with mixed-effect models. An Objective Structured Clinical Examination activity was conducted after the interventions, while two independent raters used specific simulation checklists to assess clinical reasoning, communication, attitude, and leadership. The effect of HFS on these outcomes was estimated with linear and logistic regressions. The effect size was estimated with the Hedge'sg. Results: Both groups had an increase in self-confidence (HFS 59.1 × 93.6, p < 0.001; CDB 50.5 × 88.2, p < 0.001) and knowledge scores over time (HFS 45.1 × 63.2, p = 0.001; CDB 43.5 × 56.7, p-value < 0.01), but no difference was observed between groups (group*time effect in the mixed effect models adjusted for the student ranking) for both tests (p = 0.6565 and p = 0.3331, respectively). The simulation checklist scores of the HFS group were higher than those of the CBD group, with large effect sizes in all domains (Hedges g 1.15 to 2.20). Conclusion: HFS performed better than CBD in developing clinical reasoning, communication, attitude, and leadership in undergraduate medical students in pediatric emergency care, but no significant difference was observed in self-confidence and theoretical knowledge.
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The core of diagnosing and treating diseases in traditional Chinese medicine lies in syndrome differentiation. The eight principles of syndrome differentiation serve as guidance for syndrome differentiation. As one of the eight principles of syndrome differentiation, the differentiation of deficiency and excess is the basic and critical method. Ischemic stroke is currently the leading cause harming the health of Chinese residents. Although the hypotheses about the cause of ischemic stroke have evolved from external wind to the later internal wind and to the modern theory of toxin damaging the brain collaterals, they all believe that this disease is rooted in internal deficiency and external excess. According to available studies, although stroke is characterized by complex pathogenesis and rapid progression of syndromes, the key cause evolution has a regularity, that is, from excess to deficiency. This article analyzes the historical evolution of the etiology, pathogenesis, and syndrome differentiation schemes of stroke. There are diverse schemes for the syndrome differentiation of stroke, which make it difficult to choose in clinical practice. In view of this problem, this paper puts forward a new approach of staging sequential treatment of ischemic stroke based on the differentiation of deficiency and excess according to the evolution law of the key cause of stroke. Furthermore, we conducted a randomized controlled study on 100 patients with ischemic stroke to evaluate this new approach. The results showed that the staging sequential treatment of ischemic stroke based on the differentiation of deficiency and excess demonstrated definite clinical efficacy. In addition, this article reviews the previous research results of our team and the research achievements of other teams to preliminarily explore the relationship between stroke syndromes and biomarkers, aiming to provide an objective basis for unveiling the pathogenesis of stroke. In summary, according to the key cause evolution (from excess to deficiency), the treatment of ischemic stroke by stages based on differentiation of deficiency and excess can facilitate the rapid intervention and improve the clinical efficacy on ischemic stroke.
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@#Occupational therapists are known to be holistic practitioners who facilitate occupational performance and promote occupational justice. However, limited literature explores the role of the profession for members of the society who identify themselves as lesbians, gays, bisexuals, and transgender (LGBT). This paper analyzes a panel discussion at an international event hosted by a university in the Philippines regarding gender and sexuality. This short report aims to identify the roles of occupational therapists among the LGBT community through the lens of professionals. Upon thematic analysis of the transcription of the discussion, five roles of occupational therapists were identified. These are (1) navigators on the complexity of gender and sexuality, (2) researchers on evidenced-based and practical practices toward the LGBT community, (3) enablers of gender expression among the LGBT community, (4) allies of the LGBT community, and (5) advocates of inclusion in all spaces. It provides actionable approaches for occupational therapists to facilitate gender-affirming healthcare for the LGBT community. Moreover, these findings hold the potential to influence forthcoming policies and educational initiatives for both occupational therapists and allied professionals.
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Rôle , ErgothérapieRésumé
Objectives: There are known barriers to advance care planning practices for both health care providers and patients. Since physicians were the main occupations that introduce ACP, the goal of this study was to clarify where the difficulties were felt in the practice of ACP by looking back on the practice of physicians who were working in a designated cancer hospital. Methods: Semi-structured interviews were conducted with 10 physicians who were recommended by the palliative care team as physicians who clinically practice ACP for cancer patients. Interviews were transcribed verbatim, coded, and analyzed using content analysis by Graneheim et al. Results: We finally classified into 6 major categories as follows: Insufficient readiness of patients/Insufficient readiness of medical staff/Discrepancy in communication/Lack of evaluation index of ACP/Dilemma with professional ethics. Conclusion: Patients and health care providers each lacked readiness for ACP, and physicians found it difficult due to the resulting communication discrepancies and lack of colleagues with whom they could collaborate.
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RESUMEN Se aplicó un foro de discusión virtual como recurso didáctico para el desarrollo de la capacidad argumentativa en estudiantes de Odontología del curso de Oclusión. El foro se aplicó en reemplazo de las evaluaciones semanales que tenían como finalidad evaluar si los estudiantes conocían los conceptos impartidos en cada clase magistral. Participaron 48 estudiantes y se analizaron las variables foro de discusión virtual y la capacidad argumentativa. Se obtuvo como resultado que el foro virtual utilizado como recurso didáctico influyó en la capacidad argumentativa de los estudiantes. Este hallazgo está en concordancia con diversos estudios realizados tanto en educación básica como en educación universitaria. Se concluye que el foro de discusión aplicado contribuye al desarrollo de capacidades cognitivas, específicamente las relacionadas con la argumentación.
ABSTRACT A virtual discussion forum was used as a didactic resource for developing argumentative skills in dental students in the occlusion course. The forum was applied as a replacement for the weekly evaluations intended to assess whether the students knew the concepts taught in each master class. Forty-eight students participated, and the variables of the virtual discussion forum and argumentative capacity were analyzed. The result was that the virtual forum used as a didactic resource influenced the argumentative capacity of the students. This finding agrees with several studies carried out in basic education as well as in university education. It is concluded that the discussion forum applied contributes to the development of cognitive abilities, specifically those related to argumentation.
RESUMO Um fórum de discussão virtual foi utilizado como recurso didático para o desenvolvimento de habilidades argumentativas nos alunos de odontologia do curso de oclusão. O fórum foi aplicado em substituição às avaliações semanais que tinham como objetivo avaliar se os alunos conheciam os conceitos leccionados em cada aula magna. Participaram 48 alunos e foram analisadas as variáveis fórum de discussão virtual e capacidade de argumentação. O resultado foi que o fórum virtual utilizado como recurso didático influenciou a capacidade de argumentação dos alunos. Esse achado está de acordo com diversos estudos realizados tanto na educação básica quanto no ensino universitário. Conclui-se que o fórum de discussão aplicado contribui para o desenvolvimento de habilidades cognitivas, especificamente as relacionadas à argumentação.
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Introduction: The COVID-19 pandemic imposed new challenge to the implementation of the National Leprosy Eradication Programme. According to national data, after lockdown due to COVID-19, there was a 29% reduction in total leprosy cases reported in the first quarter (April-June) of 2020 in comparison to 2019. Objectives: To explore the difficulties faced by different stakeholders of the National Leprosy Eradication Programme like policy makers, doctors, grass root level health workers as well as leprosy patients during COVID-19 pandemic with respect to programme implementation and access to leprosy care. Materials and Methods: Qualitative research was undertaken including two focus-group-discussions held among six leprosy patients diagnosed after lockdown and nine ASHA workers as well as six in-depth interviews of doctors, leprologists, and programme managers. Ethics committee approval was sought and informed consent was obtained from all participants. All focus-group-discussions were electronically recorded and the in-depth interviews telephonically recorded, transcribed and translated from Bengali-to-English. Transcripts were separately coded by researchers and thematically analysed with the help of Visual-Anthropac software version 1.0. Results: Solitary focus on COVID-19 control, capacity building and information, education and communication, leprosy case search & surveillance, co-infection among health workers, transportation issues were the themes explored from focus-group-discussions of health workers and ASHA workers. Similarly, the present study identified six themes from in-depth interviews of programme manager, leprologists, programme manager as diagnostic difficulty, operational issues, rehabilitation issues, capacity building & information education and communication activities and way forward. Limitations: The research reveals the perceptions of rural population of Eastern India with high leprosy prevalence, which might not be applicable for urban areas or low prevalent districts Conclusion: The solitary focus of the administration towards COVID and shifting the infrastructure and human resource only towards the management of COVID can lead to resurgence of the leprosy. Having an organised framework of operations, catering to the need of the front-line workers in rendering services, utilizing the digital platform and social media, and focusing on rehabilitation would be needed to overcome the crisis
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El objetivo principal de la presente investigación es determinar la influencia entre las habilidades de pensamiento crítico, técnicas de oratoria y argumentación en las dinámicas de debates en el ámbito educativo, las cuales integran dentro de sus ambientes y herramientas de aprendizaje grupos de debates y el desarrollo de procesos cognitivos de orden superior. La metodología utilizada fue de corte mixta. Dentro de los resultados, existen hallazgos significativos que avalan el desarrollo de destrezas en la metodología de debate, permitiendo concluir su influencia en la potenciación de habilidades cognoscitivas, interpersonales y académicas.
The main objective of the present research is to determine the influence between critical thinking skills, public speaking techniques, and argumentation on the dynamics of debates in the educational environment, which integrate within their environments and learning tools debate groups and the development of higher order cognitive processes. The methodology used was mixed. Within the results, there are significant findings that support the development of skills in the debate methodology, by allowing to conclude its influence on the enhancement of cognitive, interpersonal, and academic skills.
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Purpose: Coronavirus disease 2019 (COVID?19) pandemic affected the in?person rehabilitation/habilitation services in families with children with cerebral visual impairment (CVI) in India. This study aimed to develop a structured and family?centered telerehabilitation model alongside conventional in?person intervention in children with CVI to observe its feasibility in the Indian population. Methods: This pilot study included 22 participants with a median age of 2.5 years (range: 1–6) who underwent a detailed comprehensive eye examination followed by functional vision assessment. The visual function classification system (VFCS) was administered to the children and the structured clinical question inventory (SCQI) to the parents. Every participant underwent 3 months of telerehabilitation including planning, training, and monitoring by experts. At 1 month, the parental care and ability (PCA) rubric was administered to the parents. After 3 months, in an in?person follow?up, all the measures were reassessed for 15 children. Results: After 3 months of Tele?rehabilitation there were significant improvements noted in PCA rubric scores (P<0.05). Also, statistically significant improvements were noted in functional vision measured using SCQI and VFCS scores (P<0.05) compared to baseline. Conclusion: The outcomes of the study provide the first steps towards understanding the use of a novel tele?rehabilitation model in childhood CVI along?side conventional face?to?face intervention. The added role of parental involvement in such a model is highly essential.
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As educadoras que atuam na Educação Infantil participam da subjetivação de bebês e crianças pequenas, o que pode ser extremamente exigente. Nesse sentido, este estudo teve como objetivo oferecer um espaço de escuta para educadoras, com vistas a refletir sobre os desafios da função de cuidar de bebês e crianças bem pequenas na Educação Infantil. Foram realizadas duas edições de um grupo de discussão de trabalho, nas quais participaram cinco educadoras. O material produzido no grupo de discussão de trabalho, juntamente com relatos discutidos em supervisão, foi analisado qualitativamente, a partir de análise temática indutiva. Os resultados evidenciam que o cuidado exige presença, previsibilidade, intimidade e sensibilidade, o que, muitas vezes, é solicitado pelos próprios bebês/crianças que convocam o adulto. Entretanto, responder a essas demandas de forma individualizada num ambiente coletivo pode trazer desconforto, mal-estar e angústia. O grupo de discussão de trabalho oportunizou às educadoras tomarem consciência de como se utilizavam, por vezes, de um estilo de cuidado mais mecanizado e controlador, de forma a se protegerem dessas demandas. Em síntese, o bebê/criança desacomoda o adulto e o convoca a (re)pensar sobre seu fazer, apontando a importância de espaços de escuta e reflexão aos profissionais da educação.
Working in Early Childhood Education implies that the adult caregiver participates in the subjectivation of babies, which can be extremely demanding. This study aimed to offer a listening space for nursery educators to reflect on the challenges of the role of caring for babies and very young children in Early Childhood Education. Two editions of the work discussion group were held, in which five educators participated. The material was qualitatively analyzed, considering the inductive thematic analysis. The results showed that care requires presence, predictability, intimacy, and sensitivity, requests often made by the babies and the children themselves who call the adult to respond from this place. However, responding to this demand individually in a collective environment can bring discomfort, malaise, and anguish. The group made it possible for educators to become aware of how they used a more mechanized and controlling style of care, to protect themselves from these demands. In summary, the baby and the children discomfort the adult and invite him/her to (re) think about his actions, pointing out the importance of spaces for listening and reflection to education professionals.
Trabajar en Educación Infantil implica que el adulto cuidador participe enlasubjetivación de los bebés, lo que puede ser extremadamente exigente. Por eso, este estudio tuvo como objetivo ofrecer un espacio de escucha a los educadores, con el fin de reflexionar sobre los retos del cuidado de los bebés y niños muy pequeños en la Educación Infantil. Se realizaron dos ediciones de los grupos de discusión de trabajo, en las que participaron cinco educadores. El material fue analizado cualitativamente, a partir del análisis temático inductivo. Los resultados muestran que el cuidado requiere presencia, previsibilidad, intimidad y sensibilidad, peticiones, muchas veces, realizadas por los propios bebés y niños que convocan al adulto. Sin embargo, responder a esta demanda de forma individual en un entorno colectivo puede traer malestar y angustia. Los grupos hizo posible que los educadores tomaran conciencia de cómo utilizaban un estilo de atención más mecanizado y controlador, para protegerse de estas demandas. En resumen, el bebé y los niños incomodan al adulto y lo invitan a (re) pensar en sus acciones, señalando la importancia de los espacios de escucha y reflexión de los profesionales de la educación.
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Humains , Femelle , Adulte , Adulte d'âge moyen , Soins de l'enfant , Enfant d'âge préscolaire , Éducation de l'enfant , Corps enseignant/psychologie , Conditions de Travail , Nourrisson , Brésil , Récit personnel , Détresse psychologiqueRésumé
Abstract: Introduction: COVID-19 pandemic has disrupted educational activities since 2020. AO Trauma Latin American courses took place in a blended modality during 2021 and participant's feedback was positive. In this study, we aim to identify if there was any difference in learning, planning, and executing an osteosynthesis on a bone model with synchronous or asynchronous faculty support during an online asynchronous learning program. Material and methods: we designed an online asynchronous course designed for teaching about trimalleolar ankle fractures. We randomized twenty participants into two groups: the control group had synchronous faculty support and the intervention group had asynchronous faculty support. Participants were evaluated with initial and final quizzes, preoperative planning, and execution of an osteosynthesis on a bone model. Comparisons of scores between CG and IG were performed using the Mann-Whitney U test for non-parametric variables. A two-tailed p < 0.05 was considered statistically significant. Results: we did not find a significant difference between synchronous or asynchronous faculty support during our asynchronous learning program in quiz results, preoperative planning, global rating scale or the result of the osteosynthesis as compared to the preoperative plan. Conclusion: there appears to be no difference in participant learning with synchronous or asynchronous faculty support during an online, asynchronous course. Asynchronous activities appear to be effective teaching methods and should be considered in continuous medical education in orthopedics. Larger studies are needed to identify differences in participant learning outcomes between synchronous and asynchronous faculty support models.
Resumen: Introducción: la pandemia de COVID-19 ha interrumpido las actividades educativas desde 2020. Los cursos de AO Trauma Latinoamérica se realizaron en modalidad semipresencial durante 2021 y la retroalimentación de los participantes fue positiva. En este estudio, nuestro objetivo es identificar si hubo alguna diferencia en el aprendizaje, la planificación y la ejecución de una osteosíntesis en un modelo óseo con el apoyo sincrónico o asincrónico de la facultad durante un programa de aprendizaje asincrónico en línea. Material y métodos: diseñamos un curso asíncrono en línea para la enseñanza de las fracturas trimaleolares de tobillo. Se distribuyó aleatoriamente a 20 participantes en dos grupos: el grupo de control tuvo apoyo docente sincrónico y el grupo de intervención tuvo apoyo docente asincrónico. Se evaluó a los participantes con cuestionarios iniciales y finales, planificación preoperatoria y ejecución de una osteosíntesis en un modelo óseo. Las comparaciones de las puntuaciones entre GC e GI se realizaron mediante la prueba U de Mann-Whitney para variables no paramétricas. Una p de dos colas < 0.05 se consideró estadísticamente significativa. Resultados: no encontramos diferencia significativa entre el apoyo del profesorado síncrono o asíncrono durante nuestro programa de aprendizaje asíncrono en los resultados de los cuestionarios, la planificación preoperatoria, la escala de valoración global o el resultado de la osteosíntesis en comparación con el plan preoperatorio. Conclusión: no parece haber diferencias en el aprendizaje de los participantes con el apoyo sincrónico o asincrónico del profesorado durante un curso en línea asincrónico. Las actividades asíncronas parecen ser métodos de enseñanza eficaces y deberían tenerse en cuenta en la formación médica continua en ortopedia. Se necesitan estudios más amplios para identificar las diferencias en los resultados de aprendizaje de los participantes entre los modelos de apoyo docente síncrono y asíncrono.
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Purpose: This study utilized virtual focus group discussions to document the facilitators and barriers reported by the parents as part of the tele?rehabilitation service delivery model in India. Methods: This study included 17 participants who were enrolled into the Tele?rehabilitation program (16 mothers, 1 father) and the virtual focus group discussion (V?FGD) were conducted through a WhatsApp video call. Three V?FGDs were conducted involving two moderators and a note taker. The V?FGD, focused at extracting the perceptions of parents pertaining to facilitators, barriers and coping mechanisms to barriers related to the tele?rehabilitation model. Results: Thematic analysis resulted in four themes for barriers that included: family and support, time, parent and care taker, child and place of living related; facilitators reported included: continuous monitoring, accessibility to professional services, provision of resource materials and parental empowerment. Themes “family and support” and “child” were most reported by parents with children >3 years and ?3 years respectively. Finally, the barriers and facilitators were aligned with the chapters and codes of International Classification of Functioning, children and youth version (ICF?CY) environment and personal factors. Conclusion: This V?FGD highlights the importance of parental?centred and structured Tele?rehabilitation among children with CVI in India. The outcome of this study opens avenues for creating effective intervention.
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Starting from the perspective of meridian theory, this article briefly analyzes the meridian pathophysiology of snoring and the relationship between snoring and meridian theory. It proposes that acupuncture treatment for snoring should focus on regulating qi from the shaoyang meridians, harmonizing the spirit by the governor vessel, resolving phlegm through the three yang meridians, and harmonizing qi and blood from the yangming meridians. Additionally, attention is placed on both the root cause and the symptoms, the theory of "four seas". The ultimate goal is to promote the flow of meridian and qi-blood, improve symptoms such as nighttime snoring, poor sleep quality, and daytime sleepiness, and achieve the desired outcome of stopping snoring and ensuring restful sleep.
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Humains , Méridiens , Ronflement/thérapie , Thérapie par acupuncture , Troubles de l'endormissement et du maintien du sommeil , Mucus , Points d'acupunctureRésumé
We aimed to study the articles and applied prescriptions of Moutan Cortex in Synopsis of theGolden Chamber, summarize and analyze its laws on the disease location and disease nature, and analyze its compatibility, dosage and processing laws. Based on the knowledge of Moutan Cortex by Zhongjing, we found that the kidney, bladder, uterus and intestine involved in Zhongjing's application of peony bark prescription, which belongs to the disease of "lower abdomen" in Huangdi Nei Jing. And the prescription of Moutan Cortex mainly focused on the syndromes of "depression" and "blood stasis", which are characterised by five kinds: water depression, dampness depression, stasis-heat, blood stasis and ecchymosis. and the compatibility rule of Zhongjing application of Moutan Cortex is analyzed accordingly. In addition, the study found that as the downward movement of the disease position, the amount of Moutan Cortex increased, and the processing of the problem followed the principle of "if disease is slow onset, the Moutan Cortex heart should be removed, but if disease is acute, Moutan Cortex heart should be kept". Finally, we combined modern clinical application of Moutan Cortex with modern pharmacological research, in order to expand the scope of clinical application of Moutan Cortex and "the same treatment of different diseases" to provide theoretical guidance.
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Precancerous lesions of gastric cancer (PLGC) is a pathological change accompanied by intestinal metaplasia and dysplasia on the basis of chronic atrophic gastritis. It is also an important stage of "inflammation-cancer transformation" on gastric mucosa. Paying attention to the intervention of PLGC has important value and significance for the secondary prevention of gastric cancer. PLGC has the characteristics of occult onset, toxin damaging collaterals, and long course of disease, which is highly consistent to the pathogenesis characteristics of incubative pathogenic factors. Based on the relevance of incubative pathogenic factors and PLGC, treatment of PLGC from the perspective of incubative pathogenic factors should be mainly strengthening the spleen and stomach, and combined with the methods of regulating qi and dissipating dampness, and removing blood stasis and detoxification. It should also pay attention to the prognosis.Paying attention to the body-mind treatment can reduce the re-occurrence , so as to provide a new way of thinking for treating PLGC from incubative pathogenic factors.
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Blended teaching can promote the learning engagement of students and enhance their experience by combining online independent learning and offline class learning. We applied blended teaching in the course of Histology and Embryology in the large class of 147 nursing undergraduates in Chongqing Medical University. First, the teaching method was designed by a pre-course survey, and online resources were constructed. Second, students' online learning activities and group discussions were guided by a learning map. Then, flipped classes were carried out in offline class hours. Finally, an end-of-course survey and final exam scores were used evaluate the effectiveness of blended teaching. A total of 142 valid questionnaires were returned; 123 students (86.6%) approved of the effectiveness of blended teaching, 133 students (93.7%) showed improved abilities in various aspects, and 79 students (55.6%) were able to complete their online learning tasks in fewer hours than required for face-to-face lectures. The final exam results showed that the average score of blended teaching class increased by 3.5 points compared with that of the traditional face-to-face lecture class. In conclusion, blended teaching in Histology and Embryology in the large class can achieve good learning and teaching effects and thus holds promise for application.
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Resumo O debate sobre o trabalho tem ocupado, nos últimos anos, um espaço importante nas abordagens das Ciências do Trabalho, principalmente naquelas desenvolvidas pelo CNAM-Paris (Conservatoire National des Arts et Métiers) ou inspiradas por essa escola. Disciplinas como a Ergonomia, a Psicodinâmica do Trabalho ou a Clínica da Atividade têm apresentado métodos que desenvolvem o debate do e no trabalho, de maneira a compreender a atividade realizada, bem como contribuir com transformações das situações de trabalho. Apesar disso, a literatura é relativamente escassa no que concerne às particularidades do debate em cada uma dessas disciplinas e de seus métodos. Com isso, o objetivo deste ensaio é buscar compreender o que compõe o debate nas abordagens das Ciências do Trabalho e também qual o seu potencial, identificando as particularidades inerentes a cada uma delas. É possível notar que existem semelhanças - como a centralidade analítica das contradições no debate - mas também muitas singularidades entre as disciplinas e seus métodos, tais como o funcionamento dos espaços em que o debate ocorre e a maneira com a qual ele é capaz de analisar a atividade e transformar o trabalho. Por fim, defendemos a necessidade de incorporação das especificidades do debate nas pesquisas sobre o tema, evitando assim cacofonias sobre o assunto.
Abstract The debate on work has occupied, in recent years, an important space in the approaches to Labor Sciences, especially those developed by CNAM-Paris (Conservatoire National des Arts et Métiers) or inspired by this school. Disciplines such as Ergonomics, Psychodynamics of Work, or Activity Clinic have presented methods that develop the debate of and at work, to understand the activity performed, and to contribute to the transformation of work situations. Despite this, the literature is scarce regarding the particularities of the debate in each of these disciplines and their methods. Thus, the objective of this essay is to seek to understand what makes up the debate in the approaches of the Work Sciences and its potential, identifying the particularities inherent to each one of them. It is possible to notice that there are similarities - such as the analytical centrality of the contradictions in the debate - but also many singularities between the disciplines and their methods, such as the functioning of the spaces in which the debate takes place and the way in which it is able to analyze the activity and transform work situations. Finally, we defend the need to incorporate the specificities of the debate in research on the subject, thus avoiding cacophonies on the subject.
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Humains , Mâle , Femelle , Science , Travail , Congrès comme sujet , Méthodologie , Ingénierie humaineRésumé
Background: Small-group discussion (SGD) plays an essential role in physiology to foster active learning by the students. Blunder lecture has been used to stimulate inquiry, reflection, and promote collaborative learning by cognitive conflict strategy. Aims and Objectives: The objectives of the study were as follows: (i) To compare the effectiveness of blunder lecture with tutorial for SGD and (ii) to assess the perception of students toward blunder lecture and tutorial. Material and Methods: An educational interventional study was conducted in the department of physiology among 116 Phase I MBBS students using tutorial and blunder lecture for SGD on two core topics of physiology which were already covered in didactic lectures. Blunder lecture included deliberate mistakes spread over the different levels of Bloom’s taxonomy. Blunders were identified and discussed during the group activity. The evaluation was done by validated pre-post tests and questionnaires. Results: There was a statistically significant gain in the mean score of the students who attended blunder lecture session in comparison to tutorial. Out of 116 students who participated in the study, 89% perceived blunder lecture as a challenging way to recollect prior knowledge. Conclusion: Blunder lecture is an effective reinforcement tool that can be used in SGD to facilitate the learning of the undergraduates.
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Understanding the etiology and the tempo of progression with inexorable and self-perpetuating fibrosis [identification of progressive-fibrotic (PF) phenotype of interstitial lung disease (ILD) (PF-ILD)] can help to decide the treatment of diffuse parenchymal lung disease (DPLD) in the real-world practice. An evidence-supported pragmatic approach has been forwarded for such circumstances.
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HIV/TB coinfection, COVID 19 with HIV/TB, immune reconstitution inflammatory syndrome (IRIS), TB lymphadenopathy
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Introduction: Health care costs consciousness refers to care that aims to assess the benefits, harms and costs of interventions by the physicians. Rising health care costs have created an urgent need to improve physicians� knowledge on health care costs for providing cost conscious care. Objectives: This study was done to assess and compare the knowledge and attitude towards health care cost consciousness of the undergraduate medical students and interns. Methodology: A Mixed Method study was done using a standardized questionnaire among 388 medical students and a Qualitative approach using In-depth interviews with 15 practicing physicians and a Focus group discussion to understand their perceptions on cost-conscious care and their opinions on introducing Cost-conscious curriculum for the medical students. Data analysed using a framework analytical approach and NVivo12. Results: 84% of the students agreed that all health personnel should be familiar with health care costs, 84.5% agreed that inclusion of the health care cost consciousness in medical curriculum is important for their carrier. The themes emerged identified the various perceptions, determinants on health care costs, cost-conscious decision making and their responsibility as a physician. Conclusion: The physicians and interns strongly suggested including a structured learning on Cost-Conscious Care as a part of medical education to educate and train the future physicians.