BMJ Simulation & Technology Enhanced Learning最新文献_第3页

Multidisciplinary simulation training for endotracheal intubation during COVID-19 in one Hong Kong regional hospital: strengthening of existing procedures and preparedness 在香港一家地区医院进行的COVID-19期间气管插管多学科模拟培训:加强现有程序和准备

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-05-25 DOI: 10.1136/bmjstel-2020-000766

E. H. So, N. Chia, G. Ng, Osburga P K Chan, S. Yuen, D. Lung, W. C. Li, S. So, V. Cheung

Introduction In early 2020, our hospital responded with high alertness when novel coronavirus SARS-CoV-2 appeared. A hospital-based training programme was rapidly arranged to prepare staff for the imminent threat. Objective We developed a hospital-wide multidisciplinary infection control training programme on endotracheal intubation for healthcare workers to minimise nosocomial spread of COVID-19 during this high-stress and time-sensitive risky procedure. Methodology Major stakeholders (Quality & Safety Department, Infection Control Team, Central Nursing Division, high-risk clinical departments and hospital training centre) formed a training programme task group. This group was tasked with developing high-fidelity scenario-based simulation training curriculum for COVID-19 endotracheal intubation with standard workflow and infection control practice. This group then implemented and evaluated the training programme for its effectiveness. Results 101 training classes of 2-hour session were conducted from 5 February to 18 March 2020, involving 1415 hospital staff (~81% of target participants with training needs) either inside the hospital training centre or as in situ simulation training (intensive care unit or accident and emergency department). Learners’ satisfaction was reflected by overall positive response percentage at 90%. Opinions of participating staff were incorporated into the standard airway management and infection control practice for endotracheal intubation of adult patients with COVID-19. Thirty-five patients with COVID-19 were intubated with the current workflow and guideline without any nosocomial transmission. Conclusion An early planned and well-structured multidisciplinary hospital-wide simulation training programme was organised expeditiously to provide extensive staff coverage. The insight and experience gained from this project is valuable for future infectious disease challenges.

2020年初，当新型冠状病毒SARS-CoV-2出现时，我院高度警惕。迅速安排了一个以医院为基础的培训方案，使工作人员做好应对迫在眉睫的威胁的准备。目的:我们为医护人员制定了一项全院范围的气管插管多学科感染控制培训计划，以最大限度地减少COVID-19在这一高压力和时间敏感的高风险过程中的院内传播。主要利益相关者(质量及安全处、感染控制组、中央护理科、高风险临床科和医院培训中心)组成了一个培训计划工作队。该小组的任务是制定具有标准工作流程和感染控制实践的COVID-19气管插管高保真情景模拟培训课程。该小组随后执行和评价培训方案的有效性。结果2020年2月5日至3月18日共开展101期2小时培训班，涉及1415名医院工作人员(约81%有培训需求的目标参与者)，包括医院培训中心内或现场模拟培训(重症监护室或急诊科)。学习者的满意度反映在总体积极反应百分比为90%。将参与人员的意见纳入成人COVID-19患者气管插管的标准气道管理和感染控制实践。35例新冠肺炎患者按照现行工作流程和指南插管，无院内传播。结论早期计划和结构良好的多学科全院模拟培训方案迅速组织，提供广泛的工作人员覆盖。从这个项目中获得的见解和经验对未来的传染病挑战是有价值的。

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引用次数: 4

Live streaming ward rounds using wearable technology to teach medical students: a pilot study. 利用可穿戴技术为医科学生授课的直播查房：一项试点研究。

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-05-25 eCollection Date: 2021-01-01 DOI: 10.1136/bmjstel-2021-000864

Tobias Mill, Shefali Parikh, Archie Allen, Gemma Dart, Daniel Lee, Charlotte Richardson, Keith Howell, Andrew Lewington

Background: The COVID-19 pandemic resulted in a loss of clinical clerkship opportunities for medical students. To address this problem while maintaining patient safety, this pilot study explored the feasibility of using a wearable headset to live stream teaching ward rounds to remotely based medical students.

Methods: Three live streamed teaching ward rounds were delivered to three groups of medical students (n=53) using the Microsoft HoloLens 2 device and Microsoft Teams software, and results pooled for analysis. Feedback was gathered from students and instructors using the evaluation of technology-enhanced learning materials (ETELM). Patient feedback was gathered using the Communication Assessment Tool to explore any impact on interpersonal communication.

Results: The response rate for the ETELM-learner perceptions was 58% (31/53), 100% for the ETELM-instructor perceptions. Students strongly agreed that the overall quality of the teaching session and instructors was excellent. However, 32% experienced issues with audio or video quality and one remote student reported cyber sickness. The statement 'educational activities encouraged engagement with session materials/content' returned the most varied response. Instructors reported technological problems with delivery while using the HoloLens 2 device and environmental noise in the ward was a disruptive factor. Preparation and skilled facilitation were key to delivering a high-quality teaching session. Patients reacted generally favourably to the technology and no negative effects on interpersonal communication were identified.

Conclusion: The experience of live streamed ward rounds was well received by patients, medical students and teaching faculty. However, there remain limitations to the routine use of HoloLens 2 technology in our setting including steep learning curves, hardware costs and environmental factors such as noise and WiFi connectivity. Live streamed ward rounds have potential postpandemic implications for the judicious use of resources, and the possibility for few educationally minded clinicians to teach at scale in a patient-friendly manner.

背景：COVID-19 大流行导致医学生失去了临床实习机会。为了在维护患者安全的同时解决这一问题，本试点研究探讨了使用可穿戴头戴设备向远程医学生直播教学查房的可行性：方法：使用 Microsoft HoloLens 2 设备和 Microsoft Teams 软件为三组医科学生（人数=53）进行了三次实时流媒体教学查房，并将结果汇总进行分析。使用技术强化学习材料评估（ETELM）收集学生和教师的反馈意见。使用 "沟通评估工具 "收集了患者的反馈意见，以探讨对人际沟通的影响：对 ETELM 学员看法的回复率为 58%（31/53），对 ETELM 教师看法的回复率为 100%。学生强烈认为教学课程和教师的整体质量非常好。然而，32%的学生遇到了音频或视频质量问题，一名远程学生报告了网络病。对于 "教育活动鼓励学生参与课程材料/内容 "这一说法，学生的回答差异最大。讲师们报告了使用 HoloLens 2 设备授课时遇到的技术问题，病房中的环境噪音也是一个干扰因素。准备工作和熟练的引导是提供高质量教学课程的关键。病人对该技术的反应普遍良好，没有发现对人际交流产生负面影响：病人、医科学生和教师都对现场直播查房体验表示满意。然而，在我们的环境中常规使用 HoloLens 2 技术仍然存在局限性，包括学习曲线陡峭、硬件成本以及噪音和 WiFi 连接等环境因素。实时流媒体查房对合理使用资源具有潜在的后发影响，而且少数具有教育意识的临床医生有可能以患者友好的方式进行大规模教学。

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引用次数: 0

Dealing with death: simulation for final-year medical students. 应对死亡：为毕业班医科学生进行模拟。

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-05-11 eCollection Date: 2021-01-01 DOI: 10.1136/bmjstel-2021-000866

John Smiddy, Agra Dilshani Hunukumbure, Ritu Gupta

引用次数: 0

Preparing for COVID-19 tracheostomy care in a pandemic field hospital setting: use of ‘in situ’ simulation recordings 在大流行的野战医院环境中为COVID-19气管切开术护理做准备:使用“现场”模拟记录

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-05-11 DOI: 10.1136/bmjstel-2021-000910

J. Rudd, A. Iacovidou, J. Cooke, N. Lee, C. Laws-Chapman, A. Hall

引用次数: 0

Acoustic analysis of surgeons’ voices to assess change in the stress response during surgical in situ simulation 外科医生声音的声学分析以评估手术现场模拟过程中应激反应的变化

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-04-13 DOI: 10.1136/bmjstel-2020-000727

A. Hall, K. Kawai, Kelsey Graber, Grant Spencer, C. Roussin, Peter Weinstock, M. Volk

Introduction Stress may serve as an adjunct (challenge) or hindrance (threat) to the learning process. Determining the effect of an individual’s response to situational demands in either a real or simulated situation may enable optimisation of the learning environment. Studies of acoustic analysis suggest that mean fundamental frequency and formant frequencies of voice vary with an individual’s response during stressful events. This hypothesis is reviewed within the otolaryngology (ORL) simulation environment to assess whether acoustic analysis could be used as a tool to determine participants’ stress response and cognitive load in medical simulation. Such an assessment could lead to optimisation of the learning environment. Methodology ORL simulation scenarios were performed to teach the participants teamwork and refine clinical skills. Each was performed in an actual operating room (OR) environment (in situ) with a multidisciplinary team consisting of ORL surgeons, OR nurses and anaesthesiologists. Ten of the scenarios were led by an ORL attending and ten were led by an ORL fellow. The vocal communication of each of the 20 individual leaders was analysed using a long-term pitch analysis PRAAT software (autocorrelation method) to obtain mean fundamental frequency (F0) and first four formant frequencies (F1, F2, F3 and F4). In reviewing individual scenarios, each leader’s voice was analysed during a non-stressful environment (WHO sign-out procedure) and compared with their voice during a stressful portion of the scenario (responding to deteriorating oxygen saturations in the manikin). Results The mean unstressed F0 for the male voice was 161.4 Hz and for the female voice was 217.9 Hz. The mean fundamental frequency of speech in the ORL fellow (lead surgeon) group increased by 34.5 Hz between the scenario’s baseline and stressful portions. This was significantly different to the mean change of −0.5 Hz noted in the attending group (p=0.01). No changes were seen in F1, F2, F3 or F4. Conclusions This study demonstrates a method of acoustic analysis of the voices of participants taking part in medical simulations. It suggests acoustic analysis of participants may offer a simple, non-invasive, non-intrusive adjunct in evaluating and titrating the stress response during simulation.

压力可以作为学习过程的辅助(挑战)或阻碍(威胁)。确定个体在真实或模拟情境中对情境需求的反应效果，可以优化学习环境。声学分析的研究表明，声音的平均基频和共振峰频率随着个体在压力事件中的反应而变化。在耳鼻喉科(ORL)模拟环境中对这一假设进行了回顾，以评估声学分析是否可以作为确定医学模拟中参与者应激反应和认知负荷的工具。这样的评估可以导致学习环境的优化。方法采用ORL模拟情景，教导参与者团队合作，提高临床技能。每一个都是在一个由ORL外科医生、手术室护士和麻醉师组成的多学科团队的实际手术室(OR)环境中(原位)进行的。其中10个场景由ORL出席者领导，10个场景由ORL研究员领导。使用长期音高分析PRAAT软件(自相关法)分析20个个体领导人的声音交流，获得平均基频(F0)和前四个形成峰频率(F1, F2, F3和F4)。在回顾个人场景时，分析了每个领导者在无压力环境下的声音(世卫组织登记程序)，并与他们在有压力的场景下的声音(对人体氧饱和度恶化的反应)进行了比较。结果男声非重读F0平均为161.4 Hz，女声平均为217.9 Hz。在情景基线和压力部分之间，ORL研究员(首席外科医生)组的平均基本语音频率增加了34.5 Hz。这与参加治疗组- 0.5 Hz的平均变化有显著差异(p=0.01)。F1、F2、F3、F4均未见明显变化。本研究展示了一种对参与医学模拟的参与者声音进行声学分析的方法。这表明，在模拟过程中，参与者的声学分析可以为评估和滴定应激反应提供一种简单、非侵入性、非侵入性的辅助手段。

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引用次数: 2

Evaluation of a simulation faculty training workshop in a low-resource setting: a qualitative study 低资源环境下模拟教师培训工作坊的评估:一项定性研究

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-04-12 DOI: 10.1136/bmjstel-2020-000829

R. Seethamraju, K. Stone, M. Shepherd

Introduction Simulation instructor training courses are infrequent in low-resource countries. PediSTARS India organisation has been conducting a Training of Trainers (TOT) workshop annually since 2014 and has trained 380 instructors in the last 6 years. The objective of this study is to evaluate this workshop using the basic Kirkpatrick model with a blended evaluation approach. Methods A qualitative study design was used with purposive sampling from the 2018 workshop cohort. An initial online questionnaire gathered demographic and professional profile of participants. Semistructured interviews with those who consented explored their perceptions about the workshop and their experiences using simulation for training at their workplaces. The analysis was done based on a deductive research approach around the framework of the first three levels of the Kirkpatrick model. Results A total of 11 in-depth interviews were conducted. Participants reported long-term retention, translation and positive impact of the knowledge and skills gained at the TOT workshop. The results achieved saturation and underwent respondent validation. Conclusion This study provides evidence to support simulation faculty training workshops as an effective educational intervention in promoting simulation-related workplace-based education and training among health practitioners and that follow-up activity may be useful in some cases. This is the first study of its kind in a low-resource setting, and supports similar simulation instructor training in these settings and provides a blueprint for such training. Follow-up studies are required to evaluate the longer term impact of this simulation instructor training.

在资源匮乏的国家，模拟教员培训课程并不常见。PediSTARS印度组织自2014年以来每年举办一次培训师培训(TOT)研讨会，在过去6年中培训了380名教师。本研究的目的是使用基本的Kirkpatrick模型和混合评估方法来评估这个研讨会。方法采用定性研究设计，从2018年车间队列中进行有目的抽样。最初的在线调查问卷收集了参与者的人口统计和专业概况。与那些同意的人进行的半结构化访谈探讨了他们对研讨会的看法以及他们在工作场所使用模拟培训的经验。分析是基于围绕Kirkpatrick模型前三个层次框架的演绎研究方法完成的。结果共进行了11次深度访谈。与会者报告了在TOT研讨会上获得的知识和技能的长期保留、翻译和积极影响。结果达到饱和，并进行了应答验证。结论本研究提供证据支持模拟教师培训研讨会作为一种有效的教育干预措施，在卫生从业人员中促进与模拟相关的工作场所教育和培训，并且在某些情况下，后续活动可能是有用的。这是在低资源环境下的第一次此类研究，并支持在这些环境中进行类似的模拟教员培训，并为此类培训提供了蓝图。需要后续研究来评估这种模拟教官培训的长期影响。

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引用次数: 3

Bridging the language gap for simulation resources 弥合模拟资源的语言差距

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-03-22 DOI: 10.1136/bmjstel-2020-000764

Andrew Reeves, Marc A Auerbach, M. Kou, Elizabeth Sanseau, Magnus Hamann, D. Roland

With increasing use of open access platforms, simulation-based resources are being shared across geographical borders. There are benefits to designing resources with language and content which is understandable and applicable to learners in different countries. This report aims to assess the differences between scenarios from different groups and explore whether common terms can be used to make internationally relevant simulation resources in future. In collaboration between two groups producing Free Open Access Medical Education simulation resources in the UK and USA, we present observations of terms used in our simulation resources. The content within a series of simulation scenarios from both groups was reviewed, with notable differences in language collected. There are areas of overlap between the terms used in the UK and USA. Semantic, cultural and system differences were found which could prevent scenarios from being transferred between countries. The differences we describe highlight that language choice is important if simulation producers are intent on developing scenarios with international impact. There is work to be done to ensure that resources can be used internationally—embracing linguistics has the potential to aid this process, with the use of simplified language and feedback from local communities being key steps.

随着开放获取平台的使用越来越多，基于仿真的资源正在跨越地理边界进行共享。设计语言和内容易于理解并适用于不同国家学习者的资源是有好处的。本报告旨在评估来自不同群体的情景之间的差异，并探讨未来是否可以使用共同术语来制作国际相关的模拟资源。在英国和美国两个制作免费开放获取医学教育模拟资源的小组之间的合作中，我们对模拟资源中使用的术语进行了观察。回顾了两组的一系列模拟场景中的内容，在语言收集方面存在显着差异。在英国和美国使用的术语之间有重叠的领域。语义、文化和制度的差异可能会阻止情景在国家之间的转移。我们所描述的差异强调，如果模拟制作人打算开发具有国际影响力的场景，语言选择是重要的。要确保资源能够得到国际上的使用，还有很多工作要做——语言学有潜力帮助这一进程，使用简化的语言和来自当地社区的反馈是关键步骤。

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引用次数: 0

Effectiveness of preoperative tour to a simulated anaesthesia induction at operating theatre in reducing preoperative anxiety in children and their parents: a pragmatic, single-blinded, randomised controlled trial/ King Fahad Medical City 术前参观手术室模拟麻醉诱导对减少儿童及其家长术前焦虑的有效性:一项实用的、单盲的、随机对照试验/法赫德国王医疗城

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-03-16 DOI: 10.1136/bmjstel-2020-000707

Hussein Battah, Usamah Alzoraigi, Firas A. Shubbak

Objective To evaluate the effectiveness of a preoperative tour to a simulated anaesthesia induction at operating theatre on reducing children’s and parents’ preoperative anxiety. Design A pragmatic, single-centre, assessor-blinded, randomised controlled trial. Setting In preoperative anaesthesia clinic and the operating room at a tertiary care centre in Saudi Arabia. Participants One hundred and sixteen children–parents dyads (pairs) (n=57) intervention group (IG); (n=59) control group (CG) with children aged 4–14 years who were planned for day case procedures under general anaesthesia. Interventions Participants’ dyads were randomly allocated through a computer to receive either a preoperative tour to a real operating theatre and simulate anaesthesia induction or standard of care. Main outcome measure The primary study outcome was children’s anxiety levels as measured by the modified-Yale Preoperative Anxiety Scale (m-YPAS), and the parent’s anxiety level as assessed by the Beck Anxiety Inventory Scale. The children’s anxiety levels were measured at two time points, the preoperative holding area (T0) and before the anaesthesia induction (T1), and the parents’ anxiety level was measured after the anaesthesia induction. The secondary outcomes were the prevalence of preoperative anxiety and children’s somatic signs of anxiety including heart rate and systolic blood pressure. Results The Mann-Whitney U test of m-YPAS scores showed significant differences in the children’s anxiety levels between the CG and IG at T0 (Z −5.009); p<0.01) and T1 (Z −6.599); p<0.01). BIAS analysis revealed a significant difference in the parents’ anxiety level between the CG and IG (Z −4.353); p<0.01). The prevalence of children’s anxiety was reported by 55 (93.2%) in the CG compared with 25 (43.9%) in the IG, with a statistically significant difference (p<0.001). Conclusion The preoperative simulated anaesthesia induction was effective in reducing preoperative anxiety in children and their parents.

目的评价术前参观手术室模拟麻醉诱导对减少患儿及家长术前焦虑的效果。设计实用、单中心、评估盲、随机对照试验。在沙特阿拉伯三级保健中心的术前麻醉诊所和手术室。干预组(IG) 116对儿童-父母双(n=57);对照组(n=59)为4-14岁儿童，在全身麻醉下进行日间手术。干预措施参与者的夫妇通过计算机随机分配，接受术前参观到一个真正的手术室和模拟麻醉诱导或标准护理。主要结局指标主要研究结果为采用改良的耶鲁术前焦虑量表(m-YPAS)测量儿童的焦虑水平，以及采用贝克焦虑量表评估家长的焦虑水平。在术前等待区(T0)和麻醉诱导前(T1)两个时间点测量患儿的焦虑水平，在麻醉诱导后测量家长的焦虑水平。次要结果是术前焦虑的发生率和儿童焦虑的躯体体征，包括心率和收缩压。结果m-YPAS评分的Mann-Whitney U检验显示，实验组与对照组在T0时儿童焦虑水平差异有统计学意义(Z−5.009);p<0.01)和T1 (Z−6.599);p < 0.01)。BIAS分析显示，两组家长焦虑水平差异有统计学意义(Z - 4.353);p < 0.01)。儿童焦虑患病率在CG组为55人(93.2%)，在IG组为25人(43.9%)，差异有统计学意义(p<0.001)。结论术前模拟麻醉诱导能有效减轻患儿及其家长的术前焦虑。

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引用次数: 0

Early lessons learnt using simulation to rapidly deploy a trained observer programme during the COVID-19 pandemic in New York City 在纽约市COVID-19大流行期间，通过模拟快速部署训练有素的观察员方案获得的早期经验教训

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-03-12 DOI: 10.1136/bmjstel-2020-000710

Tricia Yusaf, M. Meguerdichian, A. Astuto, Lisa M. Rucker, J. Arbo, K. Bajaj

New York City became one of the epicentres of the COVID-19 pandemic in 2020. Simulation was used to establish the COVID-19 trained observer programme to mitigate healthcare workers’ infection risk during patient care. The members of the trained observer group consisted of 32 staff members. At the start of the training programme, they were provided donning and doffing guides with a step-by-step description of personal protective equipment (PPE) usage, followed by in-situ PPE simulation training. Later on, as PPE protocols evolved, additional educational modalities were used and included training videos, picture demonstrations of common PPE mistakes and repeated in-situ simulations. The early lessons which emerged from using simulation to train observers during the COVID-19 pandemic were the following: address PPE shortages during presimulation planning, prepare to perform updates for trained observers and use multiple educational modalities to train observers. Adequate amounts of PPE should be available to train observers. Repeated simulations are necessary to update observers on PPE protocols. Multiple learning modalities should educate the trained observers and equip them for their role in COVID-19 units.

纽约市在2020年成为COVID-19大流行的中心之一。采用模拟方法建立COVID-19训练观察员方案，以降低医护人员在患者护理过程中的感染风险。受过训练的观察员小组由32名工作人员组成。在培训方案开始时，向他们提供了穿戴和落马指南，其中详细介绍了个人防护装备(PPE)的使用情况，然后进行了现场PPE模拟培训。后来，随着个人防护装备协议的发展，使用了更多的教育方式，包括培训视频、个人防护装备常见错误的图片演示和重复的现场模拟。在2019冠状病毒病大流行期间使用模拟培训观察员的早期经验如下:在模拟前规划期间解决个人防护装备短缺问题，准备为训练有素的观察员进行更新，并使用多种教育方式培训观察员。应为培训观察员提供足够数量的个人防护装备。有必要进行反复模拟，以使观察员了解个人防护装备协议。应采用多种学习方式对训练有素的观察员进行教育，并使他们具备在COVID-19单位发挥作用的能力。

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引用次数: 1

Traum'cast: an online, open-access educational video podcast series for teaching military trauma care to all healthcare providers 创伤:一个在线，开放获取的教育视频播客系列，用于向所有医疗保健提供者教授军事创伤护理

IF 1.1 Q2 Social Sciences

BMJ Simulation & Technology Enhanced Learning

Pub Date : 2021-03-10 DOI: 10.1136/bmjstel-2020-000799

M. Boutonnet, Widad Benbrika, J. Facione, S. Travers, G. Boddaert, Marie-Dominique Colas, E. Hornez, L. Mathieu, S. D. de Régloix, J. Daban, T. Leclerc, P. Pasquier, S. Ausset

The aim of this paper was to describe the development of ‘Traum’cast’, an ambitious project to create a high-quality, open-access, 12-week video podcast programme providing evidence-based continuing medical education for civilian and military healthcare practitioners dedicated to the management of trauma caused by weapons of war. The management of such patients became a particular public health issue in France following the 2015 terrorist attacks in Paris, which highlighted the need for all healthcare professionals to have appropriate knowledge and training in such situations. In 2016, the French Health General Direction asked the French Military Medical Service (FMMS) to create a task force and to use its unique and considerable experience to produce high-quality educational material on key themes including war injuries, combat casualty care, triage, damage control surgery, transfusion strategies, psychological injury and rehabilitation. The material was produced by FMMS and first broadcast in French and for free, on the official FMMS YouTube channel in September 2020. Traum’cast provides evidence-based continuing medical education for civilian and military healthcare practitioners. Traum’cast is an educational innovation that meets a public health requirement.

这篇论文的目的是描述“创伤”的发展，这是一个雄心勃勃的项目，旨在创建一个高质量的、开放获取的、为期12周的视频播客节目，为致力于管理战争武器造成的创伤的平民和军队医疗保健从业人员提供循证的继续医学教育。2015年巴黎发生恐怖袭击事件后，这类患者的管理成为法国一个特殊的公共卫生问题，这凸显了所有医疗保健专业人员都需要在这种情况下获得适当的知识和培训。2016年，法国卫生总指导要求法国军事医疗服务部门(FMMS)成立一个工作队，并利用其独特和丰富的经验，制作关于战争伤害、战斗伤亡护理、分诊、损害控制手术、输血战略、心理伤害和康复等关键主题的高质量教育材料。该材料由FMMS制作，并于2020年9月在FMMS官方YouTube频道上首次以法语免费播出。Traum 'cast为平民和军队医疗保健从业人员提供循证的继续医学教育。Traum 'cast是一项符合公共卫生要求的教育创新。

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引用次数: 0