Estratégias de educação em saúde a pacientes com diabetes mellitus em insulinoterapia: revisão integrativa / Estrategias de educación en salud a pacientes con diabetes mellitus en insulinoterapia: revisión integradora / Health education strategies for patients with diabetes mellitus in insulin therapy: integrative review

RESUMO Objetivo: avaliar a utilização de diferentes estratégias de educação em saúde destinadas ao cuidado das pessoas com diabetes em tratamento de insulinoterapia. Métodos: revisão integrativa da literatura, com busca realizada no período de junho de 2021 e março de 2022, com recorte temporal de dez anos, nas bases eletrônicas Science Direct, Cumulative index to nursing and Allied Health Literature, portal PubMed, Web of Science, Scopus, Scientific Electronic Library Online e Biblioteca Virtual em Saúde, com descritores controlados indexados no Descritores em Ciências da Saúde e no Medical Subject Headings. Resultados: nos oito estudos selecionados a partir dos critérios de inclusão, as estratégias encontradas foram o uso de material impresso, a orientação verbal individual e em grupo, o emprego de recurso audiovisual e a simulação clínica. Conclusão: a análise dos estudos permitiu verificar que diferentes modalidades de educação em saúde são eficazes para auxiliar no gerenciamento do diabetes. Entretanto, os métodos de ensino passivos ainda são maioria, o que torna necessário que novos estudos explorem outras formas de preparo para o cuidado em saúde, como as metodologias ativas de ensino-aprendizagem.

RESUMEN Objetivo: evaluar la utilización de diferentes estrategias de educación en salud dirigidas al cuidado a las personas con diabetes en tratamiento de insulinoterapia. Métodos: revisión integradora de la literatura, con búsqueda realizada en el período de junio de 2021 y marzo de 2022, con recorte temporal de diez años, en las bases electrónicas Science Direct, Cumulative index to Nursing and Allied Health Literature, portal PubMed, Web of Science, Scopus, Scientific Electronic Library Online y Biblioteca Virtual em Salud, con descriptores controlados indexados en el Descritores em Ciências da Saúde y en el Medical Subject Headings. Resultados: en los ocho estudios seleccionados a partir de los criterios de inclusión, las estrategias encontradas fueron el uso de material impreso, la orientación verbal individual y en grupo, el empleo de recurso audiovisual y la simulación clínica. Conclusión: el análisis de los estudios permitió verificar que diferentes modalidades de educación en salud son eficaces para ayudar en el manejo de la diabetes. Sin embargo, los métodos de enseñanza pasivos todavía son mayoría, lo que hace necesario que nuevos estudios exploren otras formas de preparación para el cuidado en salud, como las metodologías activas de enseñanza-aprendizaje.

ABSTRACT Objective: to evaluate the use of different health education strategies aimed at the care of people with diabetes undergoing insulin therapy treatment. Methods: integrative literature review, with a search conducted in June 2021 and March 2022, with a ten-year time frame, in the electronic bases Science Direct, Cumulative index to nursing and Allied Health Literature, PubMed portal, Web of Science, Scopus, Scientific Electronic Library Online and Virtual Health Library, with controlled descriptors indexed in Descriptors in Health Sciences and Medical Subject Headings. esults: in the eight studies selected based on the inclusion criteria, the strategies found were the use of printed material, individual and group verbal guidance, the use of audiovisual resources and clinical simulation. Conclusion: the analysis of the studies allowed us to verify that different modalities of health education are effective to assist in the management of diabetes. However, passive teaching methods are still majority, which makes it necessary for further studies to explore other forms of preparation for health care, such as active teaching-learning methodologies.

Practical Approach to the Tele-Neuro-Ophthalmology and Neuro-Otology Visits: Instructional Videos.

ABSTRACT: A collection of instructional videos that illustrate a step by step approach to tele-neuro-ophthalmology and neuro-otology visits. These videos provide instruction for patient preparation for their video visit, patient and provider interface with an electronic medical record associated video platform, digital applications to assist with vision testing, and practical advice for detailed remote neuro-ophthalmologic and neuro-otologic examinations.

Information on early medical abortion for women using an audiovisual animation vs face-to-face consultation: A consortium randomized and quasi-randomized trial.

INTRODUCTION: There is some evidence that audiovisual formats can be an effective way of providing information about early medical abortion (EMA). A short animation (3 minutes) was developed about EMA in three languages that summarized the EMA process for use in the UK, France and Sweden. MATERIAL AND METHODS: We conducted a multicenter randomized controlled trial to compare information on EMA delivered by an animated film vs a face-to-face consultation. Women requesting EMA (≤9 weeks' gestation) from abortion clinics in Edinburgh (UK), Paris (France) and Stockholm (Sweden) were recruited. The primary outcome was women's recall of prespecified key information on EMA. Secondary outcomes were acceptability of mode of information delivery, clarity and helpfulness of information rated on a Likert scale. The study was prospectively registered with clinicaltrials.gov, ID number: NCT03417362. RESULTS: 172 women completed the study (Edinburgh = 50, Paris = 78, Stockholm = 48). There was no statistically significant difference in recall scores between the animation and standard arms in Edinburgh and Stockholm sites. However, the difference between arms at the Paris site was statistically significant (P = .007) in favor of the animation. All participants in the animation arm rated it as an acceptable way to receive information on EMA. CONCLUSIONS: A "short" audiovisual animation can adequately and acceptably deliver key information about EMA. This intervention could be used routinely to provide standardized and high-quality information to women seeking EMA.

Medical genetics education in the midst of the COVID-19 pandemic: Shared resources.

In the midst of the COVID-19 pandemic, it is appropriate that our focus is on patient care and preparation. However, the genetics community is well poised to fill in the educational gap created by medical students transitioning to limiting patient contact, creation of telemedicine patient care, and online learning modules. Our history of agility in learning and teaching is now only inhibited by the time constraints of current clinical demands on the genetics community. This publication is designed to offer ideas and resources for quickly transitioning our education to meet the current demands in the time of a pandemic. Not only will this allow us to continue our strong history of education, it will enhance our strong commitment to using modern educational techniques and tools to address the genetics workforce issues that have defined the recent past. We have the opportunity to aggressively educate for trainees that now have the capacity to learn, and to lead the way in showing how the genetics community rallies together no matter the challenge.

Evaluation of the effect of video tutorial training on improving pharmacy students' knowledge and skills about medication reconciliation

OBJECTIVES: This study aimed to describe the effect of using an innovative teaching strategy using a video tutorial on enhancing students' knowledge about medication reconciliation, and skills in identifying medication discrepancies. METHODS: This is a one group pre-post interventional study that was conducted at the School of Pharmacy at Applied Science Private University. Sixty pharmacy students were invited to attend an educational sessions that involve watching a 6-minutes video tutorial. The first two levels of the Kirkpatrick's Model were used to evaluate the effectiveness of this training tool. Level 1 (Reaction) was assessed using a satisfaction questionnaire, while level 2 (Learning) was assessed using two criteria: 1) student acquired knowledge about medication reconciliation using a questionnaire and a knowledge score out of 13 was calculated for each student, and 2) student acquired skills in identifying medication discrepancies using a virtual case scenario. If the student was able to identify any of the four impeded discrepancies he/she rewarded 1 point for each identified discrepancy, but if they identified any incorrect discrepancy they scored a negative point. RESULTS: Among the 60 students who registered to participate in the study, 49 attended the educational training (response rate 81.6%). The majority of them (n=44, 89.8%) were satisfied with the training process. Before the video tutorial, students showed an overall low knowledge score [4.08/13.0, SD 1.81], and low ability to identify discrepancies [0.72 identified discrepancies out of 4.0, SD 1.1]. Following the video tutorial, the overall knowledge score was improved (p < 0.001), and students were able to identify more discrepancies after watching the video (p < 0.001). CONCLUSION: In conclusion, video education has shown itself to be an effective method to educate pharmacy students. . This visualized method can be applied to other areas within pharmacy education. We encourage the integration of videos within the learning process to enhance students' learning experience and to support the traditional learning provided by the teaching staff

No disponible

A Study Using Visual Art Methods to Explore the Perceptions and Barriers of Self-Management in Children and Adolescents with Lymphedema.

Background: The aims of this study were to explore, using visual art methodology, how children and adolescents perceive their lymphedema and conceptualize the barriers and enablers in self-management and to explore the role of an educational camp in promoting self-efficacy. Methods: Participants (speaking English, French, and Italian) were recruited during an educational camp for children with lymphedema. Children and adolescents used different methodologies to depict living and self-managing their condition. Younger children (aged 5-12 years) drew pictures, and all children and adolescents (aged 5-18 years) were given cameras and asked to take photographs that depicted their experience of learning self-management of their condition during the camp. Rose's critical visual methodology framework was used for analysis. Results: Analysis of the data produced five categories: Normal versus altered childhood, living with lymphedema; perceptions of lymphedema and self-care in younger children; adolescents' perception of living and managing lymphedema; learning self-efficacy; and insights into cultural differences in self-care. Conclusions: The study has shown that self-management is complex. Children and adolescents face many daily challenges and frustrations in managing their condition in addition to the normal challenges of development and growth that impact on: home life, time with friends, school activities, and relationships. Children expressed a deep longing for cure and a recognition that their lives were altered by having the condition that led to limitations in sport and wearing fashionable clothes and shoes. The importance of relationships with professionals was critical as was the experience of meeting and learning with other children through the camp experience. Attempts to simplify self-management techniques would appear to be a key priority as would a greater understanding of the self-beliefs young people have of their ability to influence and control their condition and its impact on their life.

The virtual classroom and Ebola preparedness.

A hospital in Sierra Leone has collaborated in the development of computer-based training for Ebola management. Clare Sansom reports.

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

[High fidelity simulation in Spain: from dreams to reality]. / Simulación de alta fidelidad en España: de la ensoñación a la realidad.

UNLABELLED: Clinical simulation has emerged as a powerful new tool for the learning and assessment of different skills and attitudes in patient care, by using innovative technology such as high fidelity simulators (HFS). OBJECTIVE: To describe the current state of high fidelity clinical simulation in Spain and its principal characteristics. METHODS: Descriptive observational study that analyzes information on the clinical centers that have HFS in our country. RESULTS: There are currently a total of 80 centers with HFS in our country, mainly distributed in university centers (43), hospital and emergency centers (27), simulation centers and institutes of simulation (5), and the rest (5) associated to entities of diverse ownership. The temporal development of HFS has been slowly progressive, with a significant growth in the last 6 years. The majority (74%) have specific facilities, auxiliary equipment (60%), and professionals with a shared commitment (80%). It is already integrated into the training programs in 56% of university centers with HFS. CONCLUSIONS: The development of HFS has been remarkable in our country, and is mainly related to university undergraduate and postgraduate clinical medical education. It would be useful to design a network of simulation training centers of Health Sciences in Spain, which would be operational, sustainable and recognized, to optimize the use of these facilities.

A visual aid for computer-based analysis of sleep-wake state in rats.

Computer-based sleep scoring systems are often calibrated by reference to a conventional visual analysis of electroencephalographic (EEG) and electromyographic (EMG) traces. However, these types of data place high demands on digital storage capacity which may limit the duration or feasibility of some studies. The present paper describes an approach to visual analysis that involves reconstruction of a waveform (termed a "pseudopolygram" (PPG)) from conditioned data derived from the EEG and EMG. The PPG is the sum of three sine waves, each of which has a distinct frequency (non-REM sleep (NREM), 3 Hz; rapid eye movement sleep (REM), 7 Hz and wakefulness (WAKE), 60 Hz) and amplitude proportional to the value of a state-specific scoring variable. Thus, in NREM sleep the wave depicting the NREM quantifier has high amplitude and produces a PPG with dominant 3 Hz frequency. In REM sleep, the wave depicting the REM quantifier has high amplitude and produces a PPG with a dominant 7 Hz frequency, and in WAKE the PPG is dominated by 60 Hz. Thus, the PPG provides a means for visual discrimination of the three behavioural states. Validation studies found an overall reliability of 94% compared with conventional visual analysis of EEG and EMG. The PPG was also found to remain accurate in rats after 24 h of sleep deprivation.

Undergraduate teaching project of the American gastroenterological Association: a pathophysiology resource.

The Undergraduate Teaching Project was founded as a committee of the American Gastroenterological Association to improve medical school teaching of the pathophysiological basis of gastrointestinal and liver diseases. Twenty-six units of colored illustrations have been produced in 18 years, which are designed to be used by instructors to supplement their own material. The slides are the result of extensive reviews and revisions, a process that has created a unique repository of educational concepts utilized by most US medical schools and over 50 foreign schools. This brief summary of the genesis and operation of this venture may be of interest to other professional societies concerned with the development of teaching materials.