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1.
J Nurs Educ ; 59(10): 570-576, 2020 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-33002163

RESUMO

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância/organização & administração , Educação em Enfermagem/organização & administração , Relações Interprofissionais , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Telemedicina/organização & administração , Adulto , Infecções por Coronavirus/epidemiologia , Currículo , Feminino , Humanos , Masculino , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pneumonia Viral/epidemiologia , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Estados Unidos/epidemiologia , Adulto Jovem
2.
Br J Hosp Med (Lond) ; 81(9): 1-6, 2020 Sep 02.
Artigo em Inglês | MEDLINE | ID: mdl-32990069

RESUMO

Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical 'boot camps' have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical 'field camps' were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.


Assuntos
Competência Clínica , Infecções por Coronavirus , Educação , Cirurgia Geral/educação , Pandemias , Pneumonia Viral , Treinamento por Simulação , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação/métodos , Educação/organização & administração , Avaliação Educacional , Humanos , Modelos Anatômicos , Modelos Educacionais , Pandemias/prevenção & controle , Satisfação Pessoal , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Autoimagem , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Apoio ao Desenvolvimento de Recursos Humanos/métodos , Reino Unido
3.
BMC Fam Pract ; 21(1): 203, 2020 09 28.
Artigo em Inglês | MEDLINE | ID: mdl-32988371

RESUMO

BACKGROUND: Continuing medical education (CME) is essential to developing and maintaining high quality primary care. Traditionally, CME is delivered face-to-face, but due to geographical distances, and pressure of work in Bangladesh, general practitioners (GPs) are unable to relocate for several days to attend training. Using chronic obstructive pulmonary disease (COPD) as an exemplar, we aimed to assess the feasibility of blended learning (combination of face-to-face and online) for GPs, and explore trainees' and trainers' perspectives towards the blended learning approach. METHODS: We used a mixed-methods design. We trained 49 GPs in two groups via blended (n = 25) and traditional face-to-face approach (n = 24) and assessed their post-course knowledge and skills. The COPD Physician Practice Assessment Questionnaire (COPD-PPAQ) was administered before and one-month post-course. Verbatim transcriptions of focus group discussions with 18 course attendees and interviews with three course trainers were translated into English and analysed thematically. RESULTS: Forty GPs completed the course (Blended: 19; Traditional: 21). The knowledge and skills post course, and the improvement in self-reported adherence to COPD guidelines was similar in both groups. Most participants preferred blended learning as it was more convenient than taking time out of their busy work life, and for many the online learning optimised the benefits of the subsequent face-to-face sessions. Suggested improvements included online interactivity with tutors, improved user friendliness of the e-learning platform, and timing face-to-face classes over weekends to avoid time-out of practice. CONCLUSIONS: Quality improvement requires a multifaceted approach, but adequate knowledge and skills are core components. Blended learning is feasible and, with a few caveats, is an acceptable option to GPs in Bangladesh. This is timely, given that online learning with limited face-to-face contact is likely to become the norm in the on-going COVID-19 pandemic.


Assuntos
Infecções por Coronavirus , Educação a Distância/métodos , Educação Médica Continuada , Clínicos Gerais/educação , Pandemias , Pneumonia Viral , Doença Pulmonar Obstrutiva Crônica , Ensino , Atitude do Pessoal de Saúde , Bangladesh/epidemiologia , Betacoronavirus , Controle de Doenças Transmissíveis/métodos , Instrução por Computador , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação Médica Continuada/organização & administração , Educação Médica Continuada/tendências , Estudos de Viabilidade , Humanos , Modelos Educacionais , Determinação de Necessidades de Cuidados de Saúde , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Doença Pulmonar Obstrutiva Crônica/epidemiologia , Doença Pulmonar Obstrutiva Crônica/terapia , Melhoria de Qualidade , Ensino/normas , Ensino/tendências
6.
Obstet Gynecol ; 136(4): 830-834, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32826520

RESUMO

As hospitals and medical schools confronted coronavirus disease 2019 (COVID-19), medical students were essentially restricted from all clinical work in an effort to prioritize their safety and the safety of others. One downstream effect of this decision was that students were designated as nonessential, in contrast to other members of health care teams. As we acclimate to our new clinical environment and medical students return to the frontlines of health care, we advocate for medical students to be reconsidered as physicians-in-training who bring valuable skills to patient care and to maintain their status as valued team members despite surges in COVID-19 or future pandemics. In addition to the contributions students provide to medical teams, they also serve to benefit from the formative experiences of caring for patients during a pandemic rather than being relegated to the sidelines. In this commentary, we discuss factors that led to students' being excluded from this pandemic despite being required at the bedside during prior U.S. public health crises this past century, and we review educational principles that support maintaining students in clinical environments during this and future pandemics.


Assuntos
Infecções por Coronavirus , Educação Médica , Controle de Infecções/métodos , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas/métodos , Segurança , Estudantes de Medicina/psicologia , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação Médica/organização & administração , Educação Médica/tendências , Humanos , Modelos Educacionais , Inovação Organizacional , Pandemias/prevenção & controle , Equipe de Assistência ao Paciente , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle
7.
J Surg Educ ; 77(5): 1005-1007, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32773336

RESUMO

OBJECTIVE: In response to ongoing concerns regarding transmission of the novel coronavirus (COVID-19), surgical practice has changed for the foreseeable future. Practice guidelines recommend only urgent or emergent surgical procedures be performed to minimize viral transmission. This effectively limits standard training and practice for surgical residents. The purpose of this article is to describe opportunities in surgical simulation, and highlights the challenges associated with training in the COVID-19 era. DESIGN: This is a perspective summarizing the potential role of surgical simulation to target training gaps caused by decreased surgical caseloads. CONCLUSIONS: This manuscript concisely discusses simulation options available to training programs, including the novel concept of "surgical kits." These kits include all instruments necessary to simulate a procedure at home, effectively pairing safety and utility.


Assuntos
Controle de Doenças Transmissíveis/organização & administração , Infecções por Coronavirus/prevenção & controle , Educação de Pós-Graduação em Medicina/métodos , Cirurgia Geral/educação , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Impressão Tridimensional , Treinamento por Simulação/métodos , Competência Clínica , Feminino , Humanos , Internato e Residência/métodos , Masculino , Modelos Educacionais , Otolaringologia/educação , Gestão da Segurança , Estados Unidos
8.
Medicine (Baltimore) ; 99(27): e20945, 2020 Jul 02.
Artigo em Inglês | MEDLINE | ID: mdl-32629700

RESUMO

Globalization has attracted much attention to universities over the past decade. The aim of this study was to evaluate the effect of the United States-China international pharmacy education programs (IPEP) in China.Kirkpatrick's model of evaluation was used to evaluate IPEP from reaction and learning levels. In the reaction level, a questionnaire survey with a Likert scale was used. In the learning level, data from "Assessment Record of Advanced Clinical Pharmacy Practice of Peking University" were collected. Cronbach' α coefficient of reliability was calculated, principal component analysis and independent t-test were conducted.All of the students who attended IPEP (n = 36) completed the questionnaire survey. The scores of benefits were increased in 4 categories, including "Clinical practice competency improvement" (mean ranking [MR] = 3.11 points), "Understanding of doctor of Pharmacy education mode" (MR = 3.48 points), "English competency improvement" (MR = 3.64 points) and "International collaboration" (MR = 3.92 points). Meanwhile, the overall satisfaction was relatively high with the IPEP (MR = 4.22 points). In the learning level, a total of 22 records was obtained. Students who attended (n = 5) the IPEP achieved higher scores than those did not attend (n = 17) in the assessment records, although no statistical significant differences were observed. Personal in-depth interviews further supported the overall benefit of IPEP.The Kirkpatrick model of evaluation can be used for IPEP. The benefit and satisfaction of students attended the IPEP were high in the reaction level; even though no statistically significant difference was shown in the learning level, higher scores were still demonstrated.


Assuntos
Competência Clínica , Educação em Farmácia , China , Humanos , Modelos Educacionais , Projetos Piloto , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários , Estados Unidos
10.
Pediatr Clin North Am ; 67(4): 759-772, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32650871

RESUMO

Lack of access to subspecialty care and persistent suboptimal outcomes for insulin-requiring patients with diabetes mandates development of innovative health care delivery models. The workforce shortage of endocrinologists in the United States results in primary care providers taking on the role of diabetes specialists despite lack of confidence and knowledge in complex diabetes management. The telementoring model Project ECHO amplifies and democratizes specialty knowledge to reduce disparities in care and improve health outcomes. Project ECHO can be applied to type 1 diabetes and other complex medical conditions to address health disparities and urgent needs of complex patients throughout the lifespan.


Assuntos
Diabetes Mellitus Tipo 1/terapia , Educação Continuada/métodos , Educação a Distância/métodos , Endocrinologia/educação , Visitas com Preceptor , Telemedicina/métodos , Humanos , Modelos Educacionais , Populações Vulneráveis
11.
Rev. bioét. derecho ; (49): 93-106, jul. 2020.
Artigo em Catalão | IBECS | ID: ibc-192096

RESUMO

L'educació, tant en els primers nivells de socialització com en les seves etapes posteriors d'educació formal, està posant en risc el desenvolupament de l'autonomia individual tan necessària perquè l'alumne arribi a la maduresa pròpia de l'etapa adulta. Les polítiques educatives, els nous models educatius I la societat mateixa estan desvinculant l' autonomia progressiva de la responsabilitat, els sentiments de la raó, l'emoció de la voluntat I la motivació del deure en la seva praxi educativa. Les conseqüències són que els alumnes queden ancorats en actituds infantils d'omnipotència amb incapacitat de fer un ajustament adequat amb la realitat I reaccionant en la majoria de casos amb agressivitat. La bioètica I l'educació tenen una relació necessària amb la construcció de subjectes morals I autònoms És urgent traçar una línia per sota de la qual no es donin les condiciones necessaries pel desenvolupament ple de la nostra joventut. La bioètica, que té un caràcter multidisciplinar I interdisciplinar, ha d' atendre als problemes actuals I complexos de l' educació I contribuir a pensar models educatius que formin ciutadans compromesos, responsables I solidaris. Un model educatiu s'ha de construir dins d'un debat bioètic i, en el marc de l'ètica del cuidar, sense desvincular-se de les ètiques de caràcter normatiu


La educación, tanto en los primeros niveles de socialización como en sus etapas posteriores de educación formal, está poniendo en riesgo el desarrollo de la autonomía individual tan necesaria para que el alumno llegue a la madurez propia de la etapa adulta. Las políticas educativas, los nuevos modelos educativos y la sociedad misma están desvinculando la autonomía progresiva de la responsabilidad, los sentimientos de la razón, la emoción de la voluntad y la motivación del deber en su praxis educativa. Las consecuencias son que los alumnos quedan anclados en actitudes infantiles de omnipotencia con incapacidad de hacer un ajuste adecuado con la realidad y reaccionando en la mayoría de casos con agresividad. La bioética y la educación tienen una relación necesaria con la construcción de sujetos morales y autónomos. Es urgente trazar una línea por debajo de la cual no se den las condiciones necesarias para el desarrollo pleno de nuestra juventud. La bioética, que tiene un carácter multidisciplinar e interdisciplinar, debe atender a los problemas actuales y complejos de la educación y contribuir a pensar modelos educativos que formen ciudadanos comprometidos, responsables y solidarios. Un modelo educativo debe construirse dentro de un debate bioético y, en el marco de la ética del cuidar, sin desvincularse de las éticas de carácter normativo


Education, both at the early levels of socialization and in the later stages of formal education, is putting at risk the development of the individual autonomy so necessary for the student to reach the maturity of adulthood. Educational policies, the new educational models and society itself are dissociating progressive autonomy from responsibility, feelings of reason, emotion from will and motivation of duty in their educational practice. The consequences are that students are anchored in childish attitudes of omnipotence with an inability to adjust accordingly to reality and reacting, in most cases, aggressively. Bioethics and education have a necessary relationship with the construction of moral and autonomous subjects. Bioethics, which has a multidisciplinary and interdisciplinary character, must address the current and complex problems of education and contribute to thinking about educational models that form committed, responsible and supportive citizens. An educational model must be constructed within a bioethical debate and, within the framework of the ethics of care, without dissociating itself from normative ethics


Assuntos
Humanos , Empatia/ética , Modelos Educacionais , Bioética/educação , Comportamento Infantil/ética , Socialização , Autonomia Pessoal , Educação/ética , Agressão/ética
12.
Xi Bao Yu Fen Zi Mian Yi Xue Za Zhi ; 36(4): 376-382, 2020 Apr.
Artigo em Chinês | MEDLINE | ID: covidwho-595772

RESUMO

During the pandemic of coronavirus disease 2019 (COVID-19), the Chinese Ministry of Education put forward the requirement of turning offline education into online teaching to universities. Our department positively responded and rapidly mobilized to establish an online teaching system of medical immunology based on the small private online course (SPOC) model, which has a main body of the SPOC model with "video course as the main part, supplemented by online Q&A". The system also has feedback improvement sections of online discussion and chapter tests and evaluates the quality and effect of teaching with students' group display, course examination, and questionnaires. At the same time, the COVID-19 hotspot is also organically combined with immunological knowledge throughout the online teaching. In this process, our department continuously summarizes experiences and discovers problems. Herein, we generalize and sort out the exploration and practice of constructing the online teaching system, to carry out offline teaching after the pandemic and to continue this teaching model in the future, for reference and guidance.


Assuntos
Alergia e Imunologia , Infecções por Coronavirus , Coronavirus , Educação a Distância , Modelos Educacionais , Pandemias , Pneumonia Viral , Alergia e Imunologia/educação , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Humanos , Internet , Pneumonia Viral/epidemiologia
14.
Xi Bao Yu Fen Zi Mian Yi Xue Za Zhi ; 36(4): 376-382, 2020 Apr.
Artigo em Chinês | MEDLINE | ID: mdl-32519674

RESUMO

During the pandemic of coronavirus disease 2019 (COVID-19), the Chinese Ministry of Education put forward the requirement of turning offline education into online teaching to universities. Our department positively responded and rapidly mobilized to establish an online teaching system of medical immunology based on the small private online course (SPOC) model, which has a main body of the SPOC model with "video course as the main part, supplemented by online Q&A". The system also has feedback improvement sections of online discussion and chapter tests and evaluates the quality and effect of teaching with students' group display, course examination, and questionnaires. At the same time, the COVID-19 hotspot is also organically combined with immunological knowledge throughout the online teaching. In this process, our department continuously summarizes experiences and discovers problems. Herein, we generalize and sort out the exploration and practice of constructing the online teaching system, to carry out offline teaching after the pandemic and to continue this teaching model in the future, for reference and guidance.


Assuntos
Alergia e Imunologia , Infecções por Coronavirus , Coronavirus , Educação a Distância , Modelos Educacionais , Pandemias , Pneumonia Viral , Alergia e Imunologia/educação , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Humanos , Internet , Pneumonia Viral/epidemiologia
15.
PLoS One ; 15(6): e0234462, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32525910

RESUMO

PURPOSE: With the emergence of zoonoses such as Ebola, many medical educators, have recommended the need for providing Interprofessional Education (IPE) as a pedagogical tool for familiarizing medical (MD) students with the framework of One Health (OH). This is important as students need to understand, the wider impacts of animal and environmental health factors on human health. IPE initiatives which typically incorporate the principles of OH, can provide MD and veterinary (DVM) students with a greater awareness of the role that animal diseases and climate change have on global health. However, negative attitudes to IPE have been reported as a key limitation to IPE implementation. The purpose of this paper is to examine the differences in readiness for interprofessional learning of medical and other allied human health professional students, including veterinarians and students undertaking dual degrees in combination with a Master of Public Health (MPH). Reflecting on Role Theory (RT) and Social Identity Theory (SIT), the paper aims to contribute to the understanding of differences in perceptions that exist between different types of health professionals. METHODS: Students at a medical University enrolled in MD, DVM, DVM MPH and MD MPH programs, were invited to complete the standardized Readiness for Interprofessional Learning Scale (RIPLS), which consists of 19 Likert scale items measuring concepts relating to teamwork, professional identity and roles and responsibilities. A total of 364 students across the four programs took part. Descriptive and inferential statistical analyses were performed to assess differences between the programmes. RESULTS: Results indicate that MD students score lower on the different RIPLS items compared to DVM, MD MPH and DVM MPH students. DVM and DVM MPH students are generally more positive about the need for teamwork, while MD MPH and DVM MPH students have a stronger positive identity about the need for IPE. CONCLUSIONS: The findings drawn from this study suggests that the MD students keep on seeing themselves as a separate group of health professionals in their own right. In order to guarantee an increased level of understanding on issues relating to the human-animal-environmental spectrum, medical curricula might benefit from the incorporation of shared learning and teamwork, as occurs within the MPH, enabling students to appreciate the value of interprofessional collaboration to their future practice. This is especially important during a time at which human-animal-environmental issues are affecting social and economic life worldwide.


Assuntos
Educação Médica/métodos , Educação em Veterinária/métodos , Práticas Interdisciplinares , Saúde Pública/educação , Estudantes de Ciências da Saúde , Adolescente , Adulto , Currículo , Educação Médica/organização & administração , Humanos , Aprendizagem , Modelos Educacionais , Setor Privado/organização & administração , Faculdades de Medicina/organização & administração , Inquéritos e Questionários , Adulto Jovem
16.
Einstein (Sao Paulo) ; 18: eGS5328, 2020.
Artigo em Inglês, Português | MEDLINE | ID: mdl-32578686

RESUMO

OBJECTIVE: To evaluate the cost-effectiveness of clinical education models for undergraduate nursing programs. METHODS: A model-based cost-effectiveness analysis. Settings were universities with undergraduate nursing courses. Participants consisted of the decision tree that guided the structure of the model, filled in with effectiveness results from a hypothetical cohort of undergraduate nursing students. Interventions were Clinical Preceptor or Clinical Facilitator or Clinical Education Unit. Main outcome measure was effectiveness, defined as improvement of clinical education. The projected economic outcomes included incremental costs, incremental effectiveness, and incremental cost-effectiveness ratio. Monte Carlo probabilistic sensitivity analysis was employed to assess uncertainty in the model and robustness of our results. RESULTS: The model based on Clinical Education Unit could be defined as the best, followed by Clinical Facilitator and Clinical Preceptor. The incremental cost of telephone-support intervention was US$ 59,604.40 higher than the second-best performing intervention (Clinical Facilitator), and US$ 32,661.86 higher than the last best performing intervention (Clinical Preceptor). In addition, Clinical Education Unit model showed 7% and 19% more effectiveness than Clinical Facilitator and Clinical Preceptor, respectively. CONCLUSION: Clinical Education Unit represents the best choice to promote better development of skills, knowledge and socialization in undergraduate nursing programs considering its effectiveness and costs.


Assuntos
Bacharelado em Enfermagem/economia , Estudantes de Enfermagem , Análise Custo-Benefício , Bacharelado em Enfermagem/organização & administração , Humanos , Modelos Educacionais , Socialização
18.
J Occup Environ Med ; 62(6): 420-423, 2020 06.
Artigo em Inglês | MEDLINE | ID: covidwho-432934

RESUMO

OBJECTIVE: To develop an emergency training program of personal protective equipment (PPE) for general healthcare workers (HCWs) who may be under the threat of Corona Virus Disease 2019 (COVID-19) and evaluate the effect of the program. METHODS: A three-stage training program was designed. The complete clinical workflow together with infectious disease ward was simulated. To verify the effect of the program, an experimental training with pre- and post-test was conducted before large-scale training. RESULTS: Post-test scores were significantly improved when compared with the pre-test scores. Among all PPE, N95 respirator and protective coverall needed training most. Meanwhile, "proficiency level" and "mutual check & help" also needed to be strengthened as independent scoring points. CONCLUSION: This training program significantly improved the performances of participants. It may therefore be applied for general HCWs on a larger scale.


Assuntos
Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Educação Continuada/métodos , Controle de Infecções/métodos , Transmissão de Doença Infecciosa do Paciente para o Profissional/prevenção & controle , Pandemias/prevenção & controle , Equipamento de Proteção Individual , Recursos Humanos em Hospital/educação , Pneumonia Viral/prevenção & controle , China , Competência Clínica , Infecções por Coronavirus/transmissão , Feminino , Humanos , Controle de Infecções/instrumentação , Masculino , Modelos Educacionais , Pneumonia Viral/transmissão , Avaliação de Programas e Projetos de Saúde , Treinamento por Simulação/métodos , Centros de Atenção Terciária
19.
J Occup Environ Med ; 62(6): 420-423, 2020 06.
Artigo em Inglês | MEDLINE | ID: covidwho-594706

RESUMO

OBJECTIVE: To develop an emergency training program of personal protective equipment (PPE) for general healthcare workers (HCWs) who may be under the threat of Corona Virus Disease 2019 (COVID-19) and evaluate the effect of the program. METHODS: A three-stage training program was designed. The complete clinical workflow together with infectious disease ward was simulated. To verify the effect of the program, an experimental training with pre- and post-test was conducted before large-scale training. RESULTS: Post-test scores were significantly improved when compared with the pre-test scores. Among all PPE, N95 respirator and protective coverall needed training most. Meanwhile, "proficiency level" and "mutual check & help" also needed to be strengthened as independent scoring points. CONCLUSION: This training program significantly improved the performances of participants. It may therefore be applied for general HCWs on a larger scale.


Assuntos
Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Educação Continuada/métodos , Controle de Infecções/métodos , Transmissão de Doença Infecciosa do Paciente para o Profissional/prevenção & controle , Pandemias/prevenção & controle , Equipamento de Proteção Individual , Recursos Humanos em Hospital/educação , Pneumonia Viral/prevenção & controle , China , Competência Clínica , Infecções por Coronavirus/transmissão , Feminino , Humanos , Controle de Infecções/instrumentação , Masculino , Modelos Educacionais , Pneumonia Viral/transmissão , Avaliação de Programas e Projetos de Saúde , Treinamento por Simulação/métodos , Centros de Atenção Terciária
20.
J Occup Environ Med ; 62(6): 420-423, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32469194

RESUMO

OBJECTIVE: To develop an emergency training program of personal protective equipment (PPE) for general healthcare workers (HCWs) who may be under the threat of Corona Virus Disease 2019 (COVID-19) and evaluate the effect of the program. METHODS: A three-stage training program was designed. The complete clinical workflow together with infectious disease ward was simulated. To verify the effect of the program, an experimental training with pre- and post-test was conducted before large-scale training. RESULTS: Post-test scores were significantly improved when compared with the pre-test scores. Among all PPE, N95 respirator and protective coverall needed training most. Meanwhile, "proficiency level" and "mutual check & help" also needed to be strengthened as independent scoring points. CONCLUSION: This training program significantly improved the performances of participants. It may therefore be applied for general HCWs on a larger scale.


Assuntos
Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Educação Continuada/métodos , Controle de Infecções/métodos , Transmissão de Doença Infecciosa do Paciente para o Profissional/prevenção & controle , Pandemias/prevenção & controle , Equipamento de Proteção Individual , Recursos Humanos em Hospital/educação , Pneumonia Viral/prevenção & controle , China , Competência Clínica , Infecções por Coronavirus/transmissão , Feminino , Humanos , Controle de Infecções/instrumentação , Masculino , Modelos Educacionais , Pneumonia Viral/transmissão , Avaliação de Programas e Projetos de Saúde , Treinamento por Simulação/métodos , Centros de Atenção Terciária
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