Safety climate in the surgical center during the Covid-19 pandemic: mixed-method study.

CONTEXT: The gradual impact of the Covid-19 pandemic had important effects on routines in surgical environments. In order to cope with the impact and re-establish anaesthesiology and surgery procedures, it was imperative to pursue in-depth studies with a view to ensuring safe surgical care, reducing hazards, as well as protecting the health, safety and wellbeing of the health personnel involved. The purpose of this study was to evaluate quantitative and qualitative approaches to domains of safety climate among multi-professional staffs of surgical centres during the Covid-19 pandemic and to identify intersections. METHODS: This mixed-method project employed a concomitant triangulation strategy on a quantitative approach in an exploratory, descriptive, cross-sectional study, as well as a qualitative approach by way of a descriptive study. Data were collected using the validated, self-applicable Safety Attitudes Questionnaire/Operating Room (SAQ/OR) questionnaire and a semi-structured interview script. The 144 participants were the surgical, anaesthesiology, nursing and support teams working in the surgical centre during the Covid-19 pandemic. RESULTS: The study found an overall safety climate score of 61.94, the highest-scoring domain being 'Communication in the surgical environment' (77.91) and the lowest, 'Perception of professional performance' (23.60). On integrating the results, a difference was found between the domains 'Communication in the surgical environment' and 'Working conditions'. However, there was intersection by the 'Perception of professional performance' domain, which permeated important categories of the qualitative analysis. CONCLUSIONS: For care practice, it is hoped to encourage improved patient safety, educational interventions to strengthen the patient safety climate and promote in-job wellbeing on the job for health personnel working in surgical centres. It is suggested that further studies explore the subject in greater depth among several surgical centres with mixed methods, so as to permit future comparisons and to monitor the evolving maturity of safety climate.

A Novel Standardized Morbidity and Mortality Process to Promote Discourse, Improve Education, and Facilitate Practice Change: The M-PROVE Model.

INTRODUCTION: The morbidity and mortality conference is essential to medical education and quality improvement. Ideally, the conference is inclusive, judgment-free, and focused on practice improvement. In reality, it may not meet these goals. We reimagined the process by standardizing presentations and creating an oversight committee to improve the perceived value of the conference and identify opportunities for improvement. This study evaluates the subjective impact of the redesigned process at our institution and provides a blueprint for our reproducible model. METHODS: We created a faculty and resident committee to review all submitted cases, implemented a standardized presentation template and moderating structure, and tracked quality improvement measures from proposed improvement initiatives. Attitudes toward the conference, including perceived quality/relevance, identification of potential systems changes, inclusiveness, and educational value, were assessed among faculty and trainees using pre- and postintervention Likert-style surveys. RESULTS: Of 45 eligible department members, 41 (91%) completed the preintervention and 36 (80%) completed the postintervention survey. We found a statistically significant improvement in all questions between pre- and postintervention surveys except on the question about the conference environment being nonthreatening, which also improved but was not statistically significant. The overall average answer improved on the postintervention survey compared to the preintervention survey (3.36 vs 4.20, P < .001). These trends were similar regardless of attendee role and gender. CONCLUSIONS: Redesigning and standardizing the morbidity and mortality conference with greater attention to education, inclusion, systems change, and quality improvement improves the attitudes of conference attendees and increases the perceived value of the conference.

Hospital characteristics associated with nurse staffing during labor and birth: Inequities for the most vulnerable maternity patients.

BACKGROUND: Evidence is limited on nurse staffing in maternity units. PURPOSE: To estimate the relationship between hospital characteristics and adherence with Association of Women's Health, Obstetric and Neonatal Nurses nurse staffing guidelines. METHODS: We enrolled 3,471 registered nurses in a cross-sectional survey and obtained hospital characteristics from the 2018 American Hospital Association Annual Survey. We used mixed-effects linear regression models to estimate associations between hospital characteristics and staffing guideline adherence. FINDINGS: Overall, nurses reported strong adherence to AWHONN staffing guidelines (rated frequently or always met by ≥80% of respondents) in their hospitals. Higher birth volume, having a neonatal intensive care unit, teaching status, and higher percentage of births paid by Medicaid were all associated with lower mean guideline adherence scores. DISCUSSION AND CONCLUSIONS: Important gaps in staffing were reported more frequently at hospitals serving patients more likely to have medical or obstetric complications, leaving the most vulnerable patients at risk.

Gratitud eterna para los fundadores de la docencia médica en Cienfuegos

En el marco de los 40 años de la docencia médica en Cienfuegos, este artículo constituye un pequeño, pero sincero, homenaje para sus fundadores. El primer grupo de alumnos de 3er año de la carrera de Medicina, llegó en septiembre de 1980 al Hospital Dr. Gustavo Aldereguía Lima, de Cienfuegos. En este trabajo se hace una relatoría de los primeros trabajadores de la Unidad Docente, que radicó donde se encuentra hoy la oficina del Consejo Científico, la distribución de los alumnos y profesores por salas, la ubicación de los primeros albergues, las primeras actividades científicas, hoy Fórum Científico Estudiantil, el Movimiento de alumnos ayudantes, actividades extracurriculares: la primera actividad por el día de la mujer, las primeras celebraciones por el día del Educador, el primer chequeo de emulación de los tres centros de educación superior de la provincia, el inicio de las manifestaciones de la cultura, entre otros aspectos, anécdotas y comentarios.

Within the framework of 40 years of medical teaching in Cienfuegos, this article constitutes a small, but sincere, tribute to its founders. The first group of 3rd year Medicine students arrived in September 1980 at the Dr. Gustavo Aldereguía Lima Hospital in Cienfuegos. In this work, a report is made of the first workers of the Teaching Unit, which was located where the office of the Scientific Council is today, the distribution of students and teachers by rooms, the location of the first hostels, the first scientific activities, today the Student Scientific Forum, the Movement of student assistants, extracurricular activities: the first activity for Women's Day, the first celebrations for Educator's Day, the first emulation check of the three higher education centers in the province, the beginning of the manifestations of culture, among other aspects, anecdotes and comments.

Telemedicine ready or not? A cross-sectional assessment of telemedicine maturity of federally funded tertiary health institutions in Nigeria.

Introduction and objective: Telemedicine has reinforced its position as a means for the continuity of healthcare services and a cost-effective approach to improving health equity as demonstrated during the COVID-19 pandemic. The preparedness of health systems for telemedicine is an indicator of the scalability of their services, especially during catastrophes. We aimed to assess the maturity and preparedness of federally funded tertiary health institutions in Nigeria, to deploy telemedicine as such data are currently lacking and are required to drive improvements in health services delivery. Methods: We conducted a cross-sectional survey of thirty randomly selected federally funded tertiary health institutions in Nigeria using the Pan American Health Organization's tool for assessing the maturity level of health institutions to implement telemedicine between 17 September 2020 and 1 September 2021. Descriptive statistics were used for overall maturity levels and non-parametric tests to compare scores for overall maturity and specific Pan American Health Organization domains per region. The level of significance was set at p-value <0.05. Results: The response rate was 77.4% (24 of 30 randomly polled federally funded tertiary health institutions responded). Overall, the median telemedicine maturity level was 2.0 (1.75) indicating a beginner level. No significant inter-zonal difference in the median overall maturity level (p = 0.87). The median maturity levels for telemedicine readiness in specific domains were organizational readiness - 2.0 (2.0), processes 1.0 (1.0), digital environment 2.0 (3.0), human resources 2.0 (1.0), regulatory issues - 1.5 (1.0) and expertise 2.0 (2.0); mostly at beginner level, with no inter-zonal differences. Most participating institutions had no initiatives in place for domains of processes and regulatory issues. Conclusions: The current telemedicine maturity level of federally funded tertiary health institutions in Nigeria is at the beginner level. This behoves policy-makers to advance the implementation and deployment of telemedicine nationwide as part of digital quality healthcare, to improve health equity and to ensure continuity of healthcare services in the event of another pandemic.

Are patient volume and care level in teaching hospitals variables affecting clinical outcomes in adult intensive care units?

ABSTRACT Objective To compare the clinical outcomes of patients admitted to the intensive care unit of teaching (HI) and nonteaching (without an academic affiliation; H2) hospitals. Methods In this prospective cohort study, adult patients hospitalized between August 2018 and July 2019, with a minimum length of stay of 24 hours in the intensive care unit, were included. Patients with no essential information in their medical records to evaluate the study outcomes were excluded. Results Overall, 219 patients participated in this study. The clinical and demographic characteristics of patients in H1 and H2 were similar. The most prevalent clinical outcomes were death, need for dialysis, pressure injury, length of hospital stay, mechanical ventilation >48 hours, and infection, all of which were more prevalent in the teaching hospital. Conclusion Worse outcomes were more prevalent in the teaching hospital. There was no difference between the institutions concerning the survival rate of patients as a function of length of hospital stay; however, a difference was observed in intensive care unit admissions.

Application of PBL/CBL combined scenario simulation in position-transition training for general practitioner / 中华全科医师杂志

Forty trainees who underwent position-transition training for general practitioner in the Affiliated Huai′an First People′s Hospital of Nanjing Medical University from August 2021 to July 2022 were randomly divided into the control group and the trial group with 20 in each group. The traditional teaching methods were applied in control group and the problem-based learning/case-based learning (PBL/CBL) combined scenario simulation teaching method were applied in trial group. The effect of the two teaching methods was evaluated by the examination results and the teaching satisfaction was assessed by the questionnaire survey. The exam scores of general practice thinking, comprehensiveness of inquiry content, integrity of preliminary diagnosis, comprehensiveness of preliminary treatment, ability to deal with critical and severe cases, ability of chronic disease management and concept of holistic care in trial group were significantly higher than those in control group( t=-15.79,-15.74,-16.67,-13.66,-18.57,-18.55,-19.74,all P<0.05). The satisfaction of trainees in the trial group was also significantly higher than that in the control group in terms of teaching methods, stimulating learning interest; and improvement of independent learning ability, general practice clinical thinking, doctor-patient communication ability, teamwork ability and community problem-solving ability( χ2=12.10,10.03,12.22,10.03,8.18,10.03,8.18,all P<0.05). The study shows that PBL/CBL combined scenario simulation teaching method can improve the learning effect and satisfaction of the trainees in position-transition training for general practitioner.

Exploration and practice of TEST teaching mode for general practice residency training in the community teaching base / 中华全科医师杂志

From November 2020 to November 2021, the TEST(Task-Experience- Supervise-Thinking) teaching model was adopted for general practice residency training in teaching clinic of Changfeng Health Service Center of Shanghai Putuo district. The satisfaction of mentors, residents and patients was surveyed with self-assessment questionnaire. The satisfaction scores of mentors, residents and patients were (79.89±0.40), (79.96±0.19) and (49.92±0.40). The adaption of model TEST in teaching clinic is more effective in training of clinical competency, communication ability, management ability and narrative ability for general practice residents. It is also beneficial for mentors to upgrade their teaching ability, as well as for patients to improve their experience and satisfaction for seeking medical service. It is worth popularizing in the community practice base of general resident training.

Comparison of teaching effect of hands-on instruction versus video demonstration in forceps delivery for training residents / 中华全科医师杂志

Objective:To evaluate the effectiveness of hands-on training and video demonstration in training of forceps delivery for residents.Methods:Forty nine residents who were rotating in the obstetrics department of Peking Union Medical College Hospital from 2019 to 2021 were enrolled. The residents were randomly divided into two groups: the instructor group ( n=24) was taught by hands-on training of forceps delivery and the video group ( n=25) was instructed by watching video demonstration. All the trainees completed the self-confidence questionnaire survey, and were evaluated by written tests and objective structured assessment of technical skills scoring system. Results:The scores of self-confidence in each item after the simulation training were higher than those before training in both groups; and there were no significant differences between two groups in the increment of scores(mastering knowledge: 1.54±0.98 vs. 1.40±0.71, U=266.68, P=0.480;mastering operation skills: 1.42±0.93 vs.1.80±0.87, U=233.47, P=0.161; mastering forceps structure: 1.63±1.10 vs. 1.88±0.93, U=261.63, P=0.416; confidence in independent operation: 1.13±0.90 vs. 1.00±1.08, U=287.74, P=0.799; evaluation of simulation training: 0.21±0.51 vs. 0.16±0.55, U=288.27, P=0.776). In the written tests, the scores of the instructor group were significantly higher than those of the video group (83.00±7.18 vs.70.56±10.37; t=4.86, P<0.001). In the practical operation, the instructor group significantly outperformed the video group in items of “right blade placement” (0.71±0.46 vs. 0.20±0.41, U=147.54, P<0.001), “objective total score” (6.17±1.46 vs. 4.72±1.65, U=155.49, P=0.003) and “correct traction” (0.85±0.31 vs. 0.56±0.51, U=213.86, P=0.036). Conclusion:Training delivered via hands-on instruction and demonstration was generally more effective than that delivered via video, although both groups show a increased self-confidence in learning and performing forceps delivery.

Experiências de discentes na assistência ao parto: projeto de extensão / Excellent experiences in child care: extension project / Experiencias de los estudiantes en cuidado del parto: proyecto de extensión

Objetivo: Relatar a experiência de discentes em um projeto de extensão no Centro Obstétrico de uma maternidade de alto risco de um estado do Nordeste. Métodos: Trata-se de um estudo descritivo, do tipo relato de experiência, transversal com abordagem qualitativa. Os acadêmicos relataram sobre suas experiências no período de 2018.1 a 2019.2. A análise foi feita através dos discursos dos alunos e reflexão crítica dos dados necessários para a construção deste relato. Resultados: O projeto promoveu a articulação ensino-serviço, através da integração do mesmo com uma equipe multiprofissional favoreceu a humanização da assistência ao parto e nascimento. Muitas melhorias aconteceram no ambiente de trabalho devido ao incentivo do projeto, tais como a aquisição pela instituição de tecnologias não farmacológicas para o alívio da dor, a prática dos princípios da humanização do parto e nascimento saudáveis, bem como foram desenvolvidos planos assistenciais às parturientes. Conclusão: A extensão propiciou articulação do ensino-aprendizagem no serviço, através da integração interdisciplinar e multiprofissional, constituindo uma fonte de conhecimento e desenvolvimento. (AU)

Objective: To report the experience of students in an extension project in the Obstetric Center of a high-risk maternity hospital of a northeastern state. Methods: This is a descriptive study, of the type of experience report, cross-sectional with a qualitative approach. The students reported on their experiences from 2018.1 to 2019.2. The analysis was made through the students' discourses and critical reflection of the data needed to construct this report. Results: The project promoted the teaching-service articulation, through its integration with a multiprofessional team, favoring the humanization of childbirth and birth assistance. Many improvements have occurred in the work environment due to the incentive of the project, such as the acquisition by the institution of non-pharmacological technologies for pain relief, the practice of the principles of humanization of healthy childbirth and birth, as well as assistance plans for parturients. Conclusion: The extension provided articulation of teaching-learning in the service, through interdisciplinary and multiprofessional integration, constituting a source of knowledge and development. (AU)

Objetivo: Reportar la experiencia de los estudiantes en un proyecto de extensión en el Centro Obstétrico de un hospital de maternidad de alto riesgo de un estado del noreste. Métodos: Se trata de un estudio descriptivo, del tipo de informe de experiencia, transversal con un enfoque cualitativo. Los estudiantes informaron sobre sus experiencias de 2018.1 a 2019.2. El análisis se realizó a través de los discursos de los estudiantes y la reflexión crítica de los datos necesarios para construir este informe. Resultados: El proyecto promovió la articulación docente-servicio, a través de su integración con una equipo multiprofesional favoreció la humanización del parto y la atención al parto. Se han producido muchas mejoras en el entorno de trabajo debido al incentivo del proyecto, como la adquisición por parte de la institución de tecnologías no farmacológicas para el alivio del dolor, la práctica de los principios de humanización del parto y el nacimiento sanos, así como los planes de asistencia para los hombres parturientes. Conclusión: La extensión proporcionó la articulación de la enseñanza-aprendizaje en el servicio, a través de la integración interdisciplinaria y multiprofesional, constituyendo una fuente de conocimiento y desarrollo. (AU)

Factors which influence the effectiveness of clinical supervision for student nurses in Sri Lanka: A qualitative research study.

BACKGROUND: Clinical placements are an essential part of student nurse education, but their effectiveness is influenced by the type and availability of supervision and existing resources. In Sri Lanka, the specific socio-political context in which nursing, and nurse education, operate may also be important. OBJECTIVES: To examine the impact of socio-political factors on Sri Lankan nurses' supervisory practices and student nurses' experiences of clinical supervision. DESIGN: Qualitative descriptive. SETTINGS: Four teaching hospitals and four educational establishments in Colombo district, Sri Lanka. PARTICIPANTS: 217 student nurses in years 2-4 of their programmes. 205 qualified nurses (clinical and academic) with a minimum of two years' supervisory experience. METHODS: Written responses to three open questions, followed by reflexive thematic analysis with inductive, semantic coding. RESULTS: Two themes were identified: 1. Personal and professional development 2. Tensions and conflicts. Sociocultural norms and governance structures, which limited nurses' professional recognition and self-determination, negatively affected clinical supervision. CONCLUSIONS: The sociocultural changes necessary to raise the professional status of Sri Lankan nurses will take time to occur. Approval of a mentorship education programme for supervisors, recognition of their role and greater support for students are important first steps in this process.

Use of tigecycline at a teaching hospital / Uso da tigeciclina em hospital de ensino

INTRODUCTION: Tigecycline is an antimicrobial agent, approved for the treatment of complicated skin and soft tissue infections, hospital-acquired and community-acquired pneumonia, intra-abdominal infections and anaerobic or atypical infections. OBJECTIVE: To describe the use of tigecycline in a teaching hospital and to compare data from patients who had their prescriptions audited by the hospital infection committee with those who did not have audited prescriptions. METHODS: Retrospective observational cohort study conducted at a teaching hospital from April 2012 to March 2014 including patients who received tigecycline. Demographic variables, comorbidities, microbiological findings, prescribed antibiotics and technical opinions issued by the Hospital Infection Control Service were collected. RESULTS: 71 patients were included, aged between 13 and 92 years, 63.4% were male and 56.3% were non-white. Tigecycline was the first antimicrobial choice in 19.7% (14/71) of the cases, while the use associated with other antibiotics was observed in 66.2% (45/71) of the prescriptions. mainly with meropenem (28.9%). Empirical use was performed in 69.0% of cases, after culture and the antibiogram in 31.0% and off label use in 81.7%. The microorganisms frequently identified by the culture tests were Enterococcus faecalis (17.6%), Pseudomonas aeruginosa (14.7%) and Klebsiella penumoniae (11.8%). CONCLUSION: The study demonstrated that empirical and off label use is common in clinical practice and few prescriptions were guided by the results of the culture and the antibiogram, demonstrating the need for prescribers to evaluate the benefits/ risks of using this antibiotic, risk of resistance, adverse effects and drug interactions, in addition to cost.

INTRODUÇÃO: A tigeciclina é agente antimicrobiano, aprovada para o tratamento de infecções complicadas na pele e tecidos moles, pneumonia hospitalar e adquirida na comunidade, infecções intra-abdominal e infecções anaeróbias ou atípicas. OBJETIVO: Descrever o uso da tigeciclina em hospital de ensino e comparar dados de pacientes que tiveram suas prescrições auditadas pela comissão de infecção hospitalar com os que não tiveram prescrições auditadas. MÉTODOS: Estudo de coorte retrospectivo observacional realizado em hospital de ensino de abril de 2012 a março de 2014 incluindo pacientes que receberam tigeciclina. Foram coletadas variáveis ​​demográficas, comorbidades, achados microbiológicos, antibióticos prescritos e pareceres técnicos emitidos pelo Serviço de Controle de Infecção Hospitalar. RESULTADOS: Foram incluídos 71 pacientes, com idade entre 13 e 92 anos, 63,4% eram do sexo masculino e 56,3% eram não brancos. A tigeciclina foi primeira escolha antimicrobiana em 19,7% (14/71) dos casos, enquanto o uso associado a outros antibióticos foi observado em 66,2% (45/71) das prescrições. principalmente com meropenem (28,9%). O uso empírico foi realizado em 69,0% dos casos, após cultura e o antibiograma em 31,0% e o uso off label em 81,7%. Os microrganismos frequentemente identificados pelos testes de cultura foram Enterococcus faecalis (17,6%), Pseudomonas aeruginosa (14,7%) e Klebsiella penumoniae (11,8%). CONCLUSÃO: O estudo demonstrou que o uso empírico e off label é comum na prática clínica e poucas prescrições foram orientadas pelos resultados da cultura e do antibiograma, demonstrando necessidade de prescritores avaliarem os benefícios/riscos do uso desse antibiótico, risco de resistência, efeitos adversos e interações medicamentosas, além do custo.

A percepção da saúde, espiritualidade, e religiosidade em enfermeiros de um hospital escola / The perception of spirituality and religiosity in nurses working in a teaching hospital

Objetivo Relacionar os aspectos da religiosidade/espiritualidade na prática dos enfermeiros. Método Realizou-se um estudo transversal com 31 enfermeiros de um hospital-escola do interior de SP, que responderam a um questionário estruturado da versão em português da Escala de Religiosidade Duke-DUREL modificada por Moreira-Almeida et al. Resultados Os enfermeiros disseram reconhecer a influência da religiosidade/espirtualidade no processo saúde-doença de forma positiva e retrataram já terem questionado os pacientes sobre o assunto, embora se sentissem-se desconfortáveis. A falta de tempo, medo de impor seu ponto de vista e o fato de não se sentirem preparados são relatados como dificuldades para abordarem a religiosidade e espiritualidade na prática profissional. Os enfermeiros mencionaram que adquiriram conhecimentos sobre religiosidade/espiritualidade através da própria religião, visto que o tema não era abordado na graduação e nem na educação continuada do hospital. Assim, sugerem que religiosidade/espiritualidade tornem-se disciplinas obrigatórias do curso de graduação em Enfermagem, devido à sua importância. A vivência profissional contribui diretamente com as mudanças em relação às crenças religiosas ou condutas de 10 (32%) dos enfermeiros, atribuídas à convivência com a dor e o sofrimento dos pacientes, impactando no modo de pensar e de na valorização da vida e da saúde. Conclusão Há um potencial a ser explorado pela educação continuada dos enfermeiros em relação à abordagem da religiosidade/espiritualidade, aspectos que permitirão uma assistência integral e que repercutirão no enfrentamento das situações difíceis de sofrimento por parte dos pacientes, familiares e profissionais.

Objective To relate the aspects of religiosity / spirituality in nurses' practice. Method A cross-sectional study was carried out with 31 nurses from a teaching hospital in the interior of SP, who answered a structured questionnaire of the Portuguese version of the Duke-DUREL Religiosity Scale modified by Moreira-Almeida et al. Results Nurses positively recognize the influence of religiosity / spirituality in the health-disease process, portraying that they have already questioned patients about the subject, although they felt uncomfortable. Lack of time, fear of imposing their point of view and not feeling prepared, are reported as difficulties. The nurses mention that they acquired knowledge about religiosity / spirituality in their own religion, since the topic was not addressed in undergraduate studies or in continuing education at the hospital. Thus, they suggest that religiosity / spirituality R/E may become mandatory subjects, due to its importance. Professional experience directly contributes to changes in religious beliefs or behaviors in 10 (32%) of nurses, attributed to living with patients' pain and suffering, impacting the way of thinking and valuing life and health. Conclusions There is a potential to be explored by the continuing education of nurses in relation to the approach to religiosity / spirituality, aspects that will allow comprehensive care and that will have repercussions on the facing of difficult situations of suffering by patients, families and professionals.

Application value of the case-based learning and problem-based learning dual-track teaching mode in standardized resident training of laboratory medicine / 中华检验医学杂志

Objective:To explore the application value of case-based learning (CBL) and problem-based learning (PBL) dual-track teaching mode in the standardized resident training in laboratory medicine.Methods:The students of Grade 2017 and Grade 2018, who underwent standardized resident training of laboratory medicine in the Second Affiliated Hospital of Wenzhou Medical University from September 2017 to June 2021, were selected in this study. Seven students of Grade 2017 were served as the traditional lecture teaching group (traditional teaching group), and 12 students of Grade 2018 were assigned to the CBL-PBL dual-track teaching mode group (CBL-PBL group). Students of the two groups received 22 months of laboratory specialty training, and underwent one admission theory assessment,two mid-term theory assessments, annual professional level test, final theory assessment, final practical skills assessment as well as questionnaire survey. The questionnaire was distributed and finished anonymously after the final assessment. Survey indicators included ability assessment on solving clinical problem, assessment on the theoretical knowledge, computer operation skill, preparation time before teaching, teaching method satisfaction degree and clinical recognition. The results were divided into 5 categories: extremely agree, agree, general, disagree and extremely disagree, respectively (ranked as 5, 4, 3, 2, and 1). The Cronbach′s α coefficient was used to analyze the reliability of the questionnaire.Results:The mid-term theory assessment, annual professional level test and assessment results of clinical outcome interpretation were significantly higher in CBL-PBL dual-track teaching mode group than those in traditional lecture teaching group (all P<0.05). The performance after standardized resident training was significantly higher in the CBL-PBL group than in the traditional teaching group ( P<0.05). The Cronbach′s α coefficient of questionnaire reliability analysis was 0.938. Parameters assessment results including improved clinical problem-solving skills, computer operation skill, the ability to analyze and solve problems, the ability of innovation and adaptation, the learning interest, the ability of autonomous learning, teaching method satisfaction and conventional application to clinical recognition scores were all significantly better in the CBL-PBL group than those in the traditional teaching group (all P<0.05). Conclusion:The application of CBL-PBL dual-track teaching mode for the standardized resident training in laboratory medicine can effectively improve the assessment results and performance of students undergoing standardized resident training, and help to cultivate high quality medical laboratory professionals.

Evaluation of integrated teaching model based on chronic disease care clinic in general practice department of general hospital / 中华全科医师杂志

Twenty general practice residents who received training in Tongren Hospital from 2018 to 2020 were enrolled. The residents undertook rotation in chronic disease care clinic of the general medicine department, and a multi-disciplinary integrated teaching mode was applied. The theoretical knowledge test, skill assessment and self-evaluation were performed before and after rotation. The 360-degree evaluation was carried out when leaving the department (study group), the results were compared with that of internal medicine (control group) in the same period. The teaching effect was comprehensively evaluated. The scores of theoretical knowledge and skill assessment after rotation were significantly higher than those before rotation ( P<0.01). The self-evaluated ability was significantly higher than that at admission, especially in general practice thinking (7.85±0.88), doctor-patient communication (7.95±0.69), health education (7.80±0.70) and disease management (8.20±0.62) ( P<0.01). The 360-degree evaluation showed that the study group was better than the control group in interpersonal communication skills [(4.75±0.44) vs. (4.41±0.50)], system-based work ability[(4.75±0.44) vs. (4.31±0.47)], practice-based learning and improvement [(4.80±0.41) vs. (4.33±0.48)], patient care [(4.75±0.44) vs. (4.28±0.46)] and training mode satisfaction [(4.85±0.37) vs. (4.38±0.49)] (all P<0.05). The study indicates that the multi-disciplinary integrated teaching mode applied for rotation in the chronic disease care clinic of the general medicine department can improve the teaching effect and raise the teaching quality for general practice residency training.

Prevalence of Near-miss Events of Transfusion Practice and Its Associated Factors amongst House Officers in a Teaching Hospital.

OBJECTIVES: A near miss in transfusion practice is defined as a deviation from standard procedures discovered before transfusion and can lead to a transfusion error. Information on near-miss events provides pivotal data on areas of improvement to prevent actual errors in the future. Our study sought to determine the prevalence and rate of near-miss events and their associated factors amongst house officers (HO) in Hospital Universiti Sains Malaysia. METHODS: The initial part of this study is a descriptive cross-sectional study involving data collection from all requests sent for group, screen, and hold (GSH) and group and cross match (GXM) tests from 2011 to 2017. The association between sociodemographic, workplace, and experience factors with near-miss events amongst HO was analyzed with a case-control study using logistic regression. RESULTS: We reported 83 near-miss events with a prevalence of 0.034% (95% confidence interval 0.027-0.042). The rate of near-miss events was one in every 2916 requests. The mean reporting rate was 11.9 events per year. Clinical near miss predominated at 89.2% compared to 10.8% laboratory near miss. Mislabeled events (33.7%) were more than miscollected events (10.8%). HO were implicated with most events (83.1%). Most events were predominantly in the medical and obstetrics and gynecology wards amounting to 31.3% each. We found a significant association between the ages of HO with near-miss events. CONCLUSIONS: The prevalence of near-miss events in our hospital was relatively low. Our study has shown areas for improvement include improving sampling practices in clinical areas, adequate training of laboratory technicians, and providing proper transfusion education. Interventions such as encouraging compliance to guidelines and training in clinical and laboratory areas to minimize the risk of mistransfusion should be considered.

Cesarean sections in Brazil's teaching hospitals: an analysis using Robson Classification.

OBJECTIVE: To determine the distribution of cesarean sections performed in teaching hospitals participating in the Project for Improvement and Innovation in the Care and Teaching of Obstetrics and Neonatology (Apice ON) using the Robson Classification. METHODS: Cross-sectional descriptive study on cesarean sections performed at Apice ON hospitals according to the Robson Classification, using secondary data from the 2017 Live Births Information System on the year prior to project implementation, hence a baseline study. Hospitals are described according to their geographic distribution and cesarean section rates, using absolute and relative frequencies. RESULTS: The proportions of newborns by Robson groups were similar to those proposed by the World Health Organization, except for Group 5 (with previous cesarean section) and Group 10 (preterm), with regional differences. The teaching hospitals' average cesarean section rates ranged from 24.8% to 75.1%, exceeding by far the recommended values, even in Robson groups considered low risk for cesarean section (Groups 1 to 4). CONCLUSIONS: Brazilian teaching hospitals displayed cesarean section rates higher than those recommended by the World Health Organization for all groups; a worrisome fact, as by teaching they induce attitudes in future professional practices. These results highlight the importance of a reliable information system. Monitoring and evaluation of cesarean sections using the Robson Classification can be an important tool to guide management and propose actions to reduce rates. Countries with high cesarean section rates might explore this hypothesis in their teaching hospitals in order to define policies for the reduction of their rates.

Using a Direct Observation Tool (TOC-CEX) to Standardize Transitions of Care by Residents at a Community Hospital.

Background: High-quality transitions of care are crucial for patient safety in hospitals, yet few undergraduate curricula include transition-of-care training. In 2012, the Wayne State University Office of Graduate Medical Education (WSUGME) required its residency programs to use the SAIF-IR mnemonic (summary, active issues, if-then contingency planning, follow-up activities, interactive questioning, readback) to ensure accurate and uniform handoffs. Subsequent program evaluations indicated that resident awareness and adoption of the mnemonic at our primary clinical site, Ascension Providence Rochester Hospital (APRH), could be improved. According to our institution's 2016 Clinical Learning Environment Review (CLER), 88% of residents reported following a standardized transition of care handoff, and 53% reported that faculty rarely supervised their handoffs. A 2016 WSUGME internal survey also revealed low rates of awareness (7% to 10%) of the mandated mnemonic. WSUGME then created a direct observation tool, the Transitions of Care-Clinical Evaluation Exercise (TOC-CEX), for faculty to monitor resident skill in using the mnemonic and thus standardize transitions of care as a practice habit at APRH. Methods: Since 2014, WSUGME had relied on 2 methods for training residents in the required handoff mnemonic: (1) introduction to the SAIF-IR mnemonic during the WSUGME orientation for all interns and (2) simulations during an objective simulated handoff evaluation activity for all postgraduate year (PGY) 1s and PGY 2s. In 2017, WSUGME innovated a direct observation tool, the TOC-CEX, for adoption by faculty at APRH to assess resident knowledge of and monitor their skill in using the SAIF-IR mnemonic in 3 primary care programs. The total number of possible participants was 138, and the actual number of individuals in the sample was 95. A majority (86%) of the observations during the study period were of PGY 1 residents, and thus the analysis reflects the ratings of 99% of all interns but only 69% of all possible residents. Results: WSUGME found that faculty use of a direct observation instrument in the clinical learning environment during 2017-2019 increased awareness and adoption of the SAIF-IR mnemonic among residents. Using a z-test of equal proportions on resident responses on an internal WSUGME survey, we found a significant rise in the percentage reporting yes to the question "Does your program have a mechanism for monitoring handoffs?" (χ2 [3]=23.6, P<0.0001) and in the percentage identifying SAIF-IR in response to the question "Does your program endorse a specific mnemonic for organizing the contents of a verbal handoff?" (χ2 [3]=45.0, P<0.0001). The increase from 2016 to 2017 is the result of the implementation of the TOC-CEX in the interim (question 1: χ2 [1]=12.4, P<0.0005; question 2: χ2 [1]=10.1, P<0.0025). Conclusion: Our research found that use of the TOC-CEX to monitor resident handoffs resulted in improved awareness and adoption of the SAIF-IR mnemonic in the clinical learning environment. Program leadership reported that the practice was both feasible and well accepted by residents, faculty, and the APRH chief medical officer as the TOC-CEX became a customary component of APRH organizational culture and was perceived as central to quality patient care.

Cesarean sections in Brazil's teaching hospitals: an analysis using Robson Classification / Cesáreas en los hospitales universitarios de Brasil: análisis empleando la clasificación de Robson / Cesáreas em hospitais de ensino no Brasil: análise de acordo com a Classificação de Robson

ABSTRACT Objective. To determine the distribution of cesarean sections performed in teaching hospitals participating in the Project for Improvement and Innovation in the Care and Teaching of Obstetrics and Neonatology (Apice ON) using the Robson Classification. Methods. Cross-sectional descriptive study on cesarean sections performed at Apice ON hospitals according to the Robson Classification, using secondary data from the 2017 Live Births Information System on the year prior to project implementation, hence a baseline study. Hospitals are described according to their geographic distribution and cesarean section rates, using absolute and relative frequencies. Results. The proportions of newborns by Robson groups were similar to those proposed by the World Health Organization, except for Group 5 (with previous cesarean section) and Group 10 (preterm), with regional differences. The teaching hospitals' average cesarean section rates ranged from 24.8% to 75.1%, exceeding by far the recommended values, even in Robson groups considered low risk for cesarean section (Groups 1 to 4). Conclusions. Brazilian teaching hospitals displayed cesarean section rates higher than those recommended by the World Health Organization for all groups; a worrisome fact, as by teaching they induce attitudes in future professional practices. These results highlight the importance of a reliable information system. Monitoring and evaluation of cesarean sections using the Robson Classification can be an important tool to guide management and propose actions to reduce rates. Countries with high cesarean section rates might explore this hypothesis in their teaching hospitals in order to define policies for the reduction of their rates.

RESUMEN Objetivo. Utilizar la clasificación de Robson para determinar la distribución de las cesáreas realizadas en los hospitales universitarios que participan en el proyecto para la mejora y la innovación en la atención y la enseñanza de la obstetricia y la neonatología (Apice ON). Métodos. Se empleó la clasificación de Robson para realizar un estudio descriptivo transversal sobre las cesáreas realizadas en los hospitales del proyecto Apice ON. Se utilizaron datos secundarios procedentes del Sistema de Información de Nacidos Vivos del 2017 correspondientes al año anterior a la ejecución del proyecto, a modo de estudio de referencia. Los hospitales se clasifican según su distribución geográfica y sus tasas de realización de cesáreas, usando frecuencias absolutas y relativas. Resultados. Las proporciones de recién nacidos por grupos de Robson fueron similares a las propuestas por la Organización Mundial de la Salud, a excepción de los grupos 5 (con cesárea anterior) y 10 (prematuro), con diferencias regionales. Las tasas de cesárea promedio de los hospitales universitarios variaron entre el 24,8% y el 75,1%. Estos valores superan con creces los valores recomendados, incluso para grupos de Robson considerados de bajo riesgo de cesárea (grupos 1 a 4). Conclusiones. Los hospitales universitarios de Brasil mostraron tasas de realización de cesáreas superiores a lo recomendado por la Organización Mundial de la Salud para todos los grupos. Este hecho es preocupante, ya que estos centros pueden incentivar ciertas actitudes en la práctica de los profesionales que forman. Estos resultados ponen de relieve la importancia de un sistema de información fiable. El seguimiento y la evaluación de la realización de cesáreas mediante la clasificación de Robson puede ser una herramienta útil para guiar la gestión y proponer medidas dirigidas a reducir las tasas. Esta hipótesis puede ser de interés para aquellos países con tasas elevadas de cesárea, cuyos hospitales universitarios podrían emplear este enfoque para definir políticas de reducción de sus tasas.

RESUMO Objetivo. Determinar a distribuição dos partos cesárea realizados em hospitais de ensino integrantes do Projeto de Aprimoramento e Inovação no Cuidado e Ensino em Obstetrícia e Neonatologia (Apice ON) de acordo com a Classificação de Robson. Métodos. Estudo descritivo transversal de partos cesárea realizados em hospitais integrantes do Projeto Apice ON de acordo com a Classificação de Robson com base em dados secundários do Sistema de Informação sobre Nascidos Vivos (SINASC) de 2017 no ano anterior à implantação do projeto. Trata-se, portanto, de um estudo da linha de base. A análise foi realizada segundo a distribuição geográfica e as taxas de partos cesáreas dos hospitais, com o uso de frequências absolutas e relativas. Resultados. Os percentuais de recém-nascidos pelos grupos da Classificação de Robson foram similares aos propostos pela Organização Mundial da Saúde (OMS), exceto para os grupos 5 (parto cesárea anterior) e 10 (parto prematuro), com variação regional. A taxa média de partos cesárea nos hospitais de ensino oscilou entre 24,8% e 75,1%, um patamar que está bem acima dos níveis recomendados, inclusive nos grupos de baixo risco para cesárea (grupos 1 a 4). Conclusões. Os hospitais de ensino no Brasil têm taxas de partos cesárea maiores que as recomendadas pela OMS para todos os grupos. É um fato preocupante porque o aprendizado é um indutor das práticas profissionais futuras. Os resultados deste estudo apontam para a importância de sistemas de informação confiáveis. O monitoramento e avaliação das cesáreas de acordo com a Classificação de Robson constituem um instrumento útil para orientar a conduta e propor ações para reduzir das taxas. Os países com altos índices de cesáreas deveriam considerar este modelo nos seus hospitais de ensino visando definir políticas para a redução das taxas.

Impacto do Programa de Reestruturação dos Hospitais de Ensino no âmbito do SUS em um hospital do Ceará / Impact of Restructuring Program of Teaching Hospitals in SUS in a Ceara hospital

Resumo Com o objetivo de avaliar o desempenho de um hospital do interior do Estado do Ceará nos eixos normativos do Programa de Reestruturação dos Hospitais de Ensino após a contratualização com o Sistema Único de Saúde, foi realizada uma pesquisa avaliativa, descritiva e exploratória, com abordagem qualitativa, pautada na Avaliação de Quarta Geração de Guba e Lincoln (1989), no período de novembro de 2014 a maio de 2015. Esta pesquisa seguiu sete dos 12 passos propostos pelo círculo hermenêutico dialético, teve como sujeitos 33 respondentes, os quais foram divididos em cinco círculos hermenêutico-dialéticos. A análise dos dados foi realizada a partir da técnica de comparação constante, por meio da Teoria Fundamentada dos Dados e organizada a partir dos eixos normativos de hospitais de ensino e dos organizadores da Avaliação de Quarta Geração. Os resultados evidenciaram mudanças relativas aos três eixos normativos dos hospitais de ensino, com melhorias nos eixos "Gestão, Ensino e Pesquisa" e "Modelo de Alocação de Recursos Financeiros", preocupações nos eixos "Ações Estratégicas na Área da Assistência" e "Gestão, Ensino e Pesquisa" e questões não consensuadas no eixo "Ações Estratégicas na Área da Assistência".

Abstract In order to evaluate the performance of a teaching hospital in the State of Ceará after its contracting with the Unified Health System, an evaluative, descriptive and exploratory research was conducted with a qualitative approach, based on the Fourth Generation Evaluation Guba and Lincoln (1989), in a philanthropic hospital located in the interior of the state of Ceará from November 2014 to May 2015. This research followed seven of the 12 steps proposed by the dialectical hermeneutic circle, having as subjects 33 respondents divided into groups: Stakeholders of Management, Stakeholders of Assistance, and Stakeholders of Teaching and Research. In order to analyze the data, the technique of constant comparison was used, through the Structured Data Theory, and it was evidenced that after the contracting with the Unified Health System, from the Restructuring Program of the Teaching Hospitals in Brazil, the hospital in this study, progress was made in relation to the three normative axes of teaching hospitals, with advances related to partnerships with Higher Education Institutions, the work of the Monitoring Committee, and the specific funding for contracting.