El programa de reanimación neonatal es un buen ejemplo de una intervención educativa eficaz que ha mejorado las tasas de mortalidad perinatal en muchos países. En este artículo, compartimos nuestra experiencia con la planificación de un programa de reanimación neonatal para estudiantes universitarios con fundamento en los principios básicos de las teorías de la educación del currículo en espiral, la taxonomía de Bloom para planificar los resultados del aprendizaje, el modelo de estilos de aprendizaje de Kolb y el marco para la evaluación clínica de Miller. La participación de los médicos clínicos en las teorías pedagógicas podría no estar en línea con la manera en que estos consideraban que aprendían mejor tradicionalmente; aun así, es clave para mejorar el concepto del aprendizaje y los resultados de las intervenciones educativas en el campo de las profesiones relacionadas con la atención médica. Este artículo apunta a ilustrar la aplicación de estas teorías de la educación con un ejemplo de la práctica. Estructuramos este artículo en el marco del contenido, la presentación y la evaluación de la planificación de una actividad de aprendizaje psicomotor.
The Neonatal Resuscitation Programme is a good example of an effective educational intervention that has improved perinatal mortality rates in many countries. This paper shares our experience of planning an undergraduate Neonatal Resuscitation Programme using basic principles of education theory of spiral curriculum, Bloom's taxonomy in planning learning outcomes, Kolb's learning model and Miller's model of clinical assessment. Engaging clinicians in pedagogical theories may not be well aligned with how clinicians traditionally thought they learnt best, yet it is key to improving learning concept and educational intervention outcomes in the healthcare professions. This article aims to illustrate the application of such educational theories into one example of practice. We structured this paper in the scope of content, delivery and assessment when planning a psychomotor learning activity.
Humans , Infant, Newborn , Schools, Medical , Teaching , Education, Medical , Planning , Learning
The Neonatal Resuscitation Programme is a good example of an effective educational intervention that has improved perinatal mortality rates in many countries. This paper shares our experience of planning an undergraduate Neonatal Resuscitation Programme using basic principles of education theory of spiral curriculum, Bloom's taxonomy in planning learning outcomes, Kolb's learning model and Miller's model of clinical assessment. Engaging clinicians in pedagogical theories may not be well aligned with how clinicians traditionally thought they learnt best, yet it is key to improving learning concept and educational intervention outcomes in the healthcare professions. This article aims to illustrate the application of such educational theories into one example of practice. We structured this paper in the scope of content, delivery and assessment when planning a psychomotor learning activity.
El programa de reanimación neonatal es un buen ejemplo de una intervención educativa eficaz que ha mejorado las tasas de mortalidad perinatal en muchos países. En este artículo, compartimos nuestra experiencia con la planificación de un programa de reanimación neonatal para estudiantes universitarios con fundamento en los principios básicos de las teorías de la educación del currículo en espiral, la taxonomía de Bloom para planificar los resultados del aprendizaje, el modelo de estilos de aprendizaje de Kolb y el marco para la evaluación clínica de Miller. La participación de los médicos clínicos en las teorías pedagógicas podría no estar en línea con la manera en que estos consideraban que aprendían mejor tradicionalmente; aun así, es clave para mejorar el concepto del aprendizaje y los resultados de las intervenciones educativas en el campo de las profesiones relacionadas con la atención médica. Este artículo apunta a ilustrar la aplicación de estas teorías de la educación con un ejemplo de la práctica. Estructuramos este artículo en el marco del contenido, la presentación y la evaluación de la planificación de una actividad de aprendizaje psicomotor.
Curriculum , Education, Medical, Undergraduate/methods , Resuscitation/education , Students, Medical , Educational Measurement/methods , Humans , Infant, Newborn , Learning , Models, Educational
BACKGROUND: Bedside teaching (BST) in a hospital setting can play an important role during medical students' clinical placements in paediatrics. Parents often feel obliged to allow their child to participate, even if they are reluctant. The aim of this study was to examine the perceptions of parents who, with their children, were involved in medical students' BST. METHODS: Consenting parents participated in a semi-structured interview assessing their experience of having their child involved in BST. The qualitative data were analysed using thematic analysis. Parents were assured that their children's treatment would not be negatively affected in the case of withdrawal from the study. RESULTS: A total of 54 parents responded and discussed their experience of their children's participation in clinical teaching. The majority of parents were keen to support medical students' learning, and felt that they could develop better insight into their child's health in association with the teaching session. Some parents found the sessions tiring; their interest increased when they were more actively involved in planning the BST sessions. DISCUSSION: This study emphasises children's and adolescents' autonomy as a main principle in making decisions about involving them in BST. Clinical teachers often face problems attempting to properly plan and conduct BST sessions. Parents appreciate having an active role in planning the sessions and are supportive of medical student education. Clinical teachers must ensure that they protect the best interests of paediatric patients and their parents. At the same time, they should advocate for the obvious benefits of BST.
Parents/psychology , Teaching Rounds , Adolescent , Adult , Attitude to Health , Child , Cross-Sectional Studies , Female , Humans , Interviews as Topic , Male , Middle Aged , Professional-Family Relations , Prospective Studies , Surveys and Questionnaires , Young Adult
Neonatal alloimmune thrombocytopaenia (NAIT) generally results from platelet opsonisation by maternal antibodies against fetal platelet antigens inherited from the infant's father. Newborn monochorionic twins presented with petechial haemorrhages at 10 hours of life, along with severe thrombocytopaenia. Despite the initial treatment with platelet transfusions and intravenous immunoglobulin, they both had persistent thrombocytopaenia during their first 45 days of life. Class I human leucocyte antigen (HLA) antibodies with broad specificity against several HLA-B antigens were detected in the maternal serum. Weak antibodies against HLA-B57 and HLA-B58 in sera from both twins supported NAIT as the most likely diagnosis. Platelet transfusion requirements of the twins lasted for 7 weeks. Transfusion of HLA-matched platelet concentrates was more efficacious to manage thrombocytopaenia compared with platelet concentrates from random donors. Platelet genotyping and determination of HLA antibody specificity are needed to select compatible platelet units to expedite safe recovery from thrombocytopaenia in NAIT.
Antibodies/blood , Antigens, Human Platelet/blood , Blood Platelets/metabolism , HLA-B Antigens/blood , Maternal-Fetal Exchange , Platelet Transfusion , Thrombocytopenia, Neonatal Alloimmune/diagnosis , Female , Genotype , Humans , Immunoglobulins, Intravenous , Infant, Newborn , Pregnancy , Thrombocytopenia, Neonatal Alloimmune/blood , Thrombocytopenia, Neonatal Alloimmune/etiology , Thrombocytopenia, Neonatal Alloimmune/therapy , Twins
For parents, the experience of having an infant in the NICU is often psychologically traumatic. No parent can be fully prepared for the extreme stress and range of emotions of caring for a critically ill newborn. As health care providers familiar with the NICU, we thought that we understood the impact of the NICU on parents. But we were not prepared to see the children in our own families as NICU patients. Here are some of the lessons our NICU experience has taught us. We offer these lessons in the hope of helping health professionals consider a balanced view of the NICU's impact on families.
Attitude of Health Personnel , Intensive Care Units, Neonatal , Parents/psychology , Critical Illness/psychology , Emotions , Humans , Infant , Infant, Newborn , Professional-Family Relations , Resilience, Psychological , Stress, Psychological/etiology
AIM: Clinical supervisors are appointed to ensure that medical trainees receive a satisfactory education, improve their academic orientation and develop professional attitudes. The aim of this study was to find out, from the paediatric trainee's perspective, how their clinical supervisor could best do that. METHODS: We conducted in-depth interviews with seven paediatric trainees in a university hospital. A template analysis of the transcribed data explored what trainees expect from their clinical supervisors and what they would change if they could. RESULTS: Trainees wanted the supervision process to begin with negotiating how their supervisory relationship would be structured and how the time could be used to best effect. They wanted their supervisors to provide them with stimulating, multifaceted guidance and encouragement and support a reflective approach that linked theory with practice. CONCLUSION: Trainees wanted their supervisors to support them as they took a reflective approach to their practical work and to help them to bridge theoretical and applied learning.
Education, Medical/standards , Pediatrics/education , Adult , Female , Humans , Interviews as Topic , Male , Middle Aged
One of the most difficult decisions that doctors and parents must make is the decision to withdraw life-sustaining treatment. Doctors find it easier to withdraw treatments in situations where withdrawal will be rapidly fatal rather than in situations in which treatment withdrawal will lead to a prolonged dying process. Mechanical ventilation is usually such a treatment. Withdrawal of ventilation generally leads to the patient's rapid demise. Doctors may tell parents that death will occur quickly after a ventilator is withdrawn. But what happens when the doctors are wrong and a patient survives without life support? What should doctors do next? We present a case in which that happened and asked 3 experts to comment on the case. Stefan Kutzsche is a senior consultant in neonatology at Oslo University Hospital Ulleval in Norway. John Colin Partridge is a neonatologist and professor of pediatrics at University of California, San Francisco. Steven R. Leuthner is a neonatologist and professor of pediatrics and bioethics at the Medical College of Wisconsin. They each recommend slightly different approaches to this dilemma.
Fetal Growth Retardation/therapy , Infant, Extremely Premature , Life Support Care/ethics , Respiration, Artificial/ethics , Withholding Treatment/ethics , Fatal Outcome , Fetal Growth Retardation/diagnosis , Humans , Infant , Male , Palliative Care/ethics , Time Factors
Education, Medical/methods , Teaching , Curriculum , Education, Medical/standards , Education, Medical, Continuing/methods , Education, Medical, Continuing/standards , Humans , Norway , Preceptorship , Problem-Based Learning/methods , Problem-Based Learning/standards , Professional Competence , Program Evaluation , Teaching/methods , Teaching/standards
