Does a physiology-based interpretation of CTG allow to dispense with second-line methods? A cross-sectional online survey

Objective: To determine the influence of a training course in physiology-based interpretation of cardiotocography (CTG) on professional practices. Design: A cross-sectional study. Setting: A national online survey. Population: Fifty-seven French obstetricians Methods: The participants were divided into two groups: the training group (obstetricians who had already participated in a training course in physiology-based interpretation of CTG) and the control group. Ten medical records of patients who had abnormal CTG tracings and underwent a foetal scalp blood sampling (pH) during labour were presented to the participants. They were given three choices: (i) use a second-line method, (ii) continue labour without using a second-line method, or (iii) perform a caesarean section. Main outcome measures: Median number of decisions to use second-line methods. Results: Forty participants were included in the training group and 17 in the control group. The median number of recourses to a second-line method was significantly inferior for the training group (4 [2–6] second-line methods on 10 records) than for the control group (6 [4–7]; p = 0.040). Regarding the 4 records for which a caesarean section was the real outcome, the median number of decisions of continuing labour was significantly superior in the training group than in the control group (1 [0–1] vs. 0 [0–1]; p = 0.032). Conclusions: Participation in a training course in physiology-based interpretation of CTG could be associated with a less frequent use of second-line methods. Additional studies are required to determine whether this change in attitude is safe for the foetal well-being.

All-digital training course in neurophysiology: lessons learned from the COVID-19 pandemic

Background The social distancing and suspension of on-campus learning, imposed by the COVID-19 pandemic, are likely to influence medical training for months if not years. Thus, there is a need for digital replacement for classroom teaching, especially for hands-on courses, during which social distancing is hardly possible. Here, we investigated students’ learning experience with a newly designed digital training course in neurophysiology, with intercalated teaching blocks in either asynchronous (unsupervised online lectures and e-labs) or synchronous (online seminars, supervised by instructors) formats. Methods The accompanying anonymized prospective study included 146 student participants. At the beginning and the end of the course, students were invited to answer anonymous online questionnaires with 18 and 25 items, respectively. We conducted both qualitative analyses of students’ survey responses and statistical analyses of the results of cohort-specific summative examinations. The summative assessment results were compared both between 4 current cohorts and with the respective historical cohorts. Results Despite having little prior experience with e-learning (4.5 on the 1-7 scale), students adapted remarkably well to this online format. They appreciated its higher flexibility, time efficiency, student-oriented nature (especially when using inverted classroom settings), tolerance towards the individual learning style and family circumstances, and valued the ability to work through lectures and e-labs at their own learning speed. The major complaints concerned diminished social contacts with instructors and fellow students, the inability to ask questions as they occur, and the lack of sufficient technical expertise. The students valued the newly developed e-labs, especially the implementation of interactive preparative measures (PreLabs) and the intuitive lab design offered by the chosen software (Lt Platform from AD Instruments). The summative examinations at the end of the course documented the quality of knowledge transfer, which was comparable to that of previous classically instructed cohorts. Conclusion Despite the missing personal contact between the faculty and the students, inherent to online teaching, the all-digital training course described here proofed to be of good educational value and, in case the pandemic continues, is worse considering for the future. Some of the described building blocks, like digital lectures or interactive PreLabs, may survive the pandemics to enrich the medical education toolbox in the future.

Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants' Knowledge in Science and Mathematics

The Erasmus+/KA3 project Augmented Assessment “Assessing newly arrived migrants' knowledge in Science and Math using augmented teaching material” aims to address the gap that exists in assessing newly arrived migrant students' prior knowledge in the fields of science and mathematics caused by the linguistic obstacle between them and the teachers. To address this gap, the project will develop the Augmented Assessment Library as well as a teachers' training course focusing on inclusive assessment and augmented reality. The chapter outlines the theoretical orientations of the project (augmented assessment bridges) and discusses the elements that comprise them focusing on the connections among inclusive pedagogy, visual representations in science and math education, multimodality, and augmented reality. It also describes the pedagogical framework underpinning the design of the Augmented Assessment Training Course as well as the main innovation of the project which is the Augmented Assessment Library and its pedagogical value for assessment.

Effects of basic endoscopic handling and care training on gastrointestinal endoscopy logistics

Background and study aims The current practice of endoscopists is undergoing a dramatic revolution due to emerging endoscopy practices. Increasing use of gastrointestinal endoscopy has led to hospital budgets setting aside funds specifically related to damage to endoscopic instruments. Therefore, training in understanding endoscopic equipment, handling techniques, and equipment care can be helpful in addressing this issue. The aim of this study was to investigate the effects of educational courses and training about basic endoscopic handling and care in gastrointestinal endoscopic care and services. Methods A number of new endoscopists, nurses, and nurse assistants were enrolled in a course for training in basic endoscopic handling and care. Data on the type of damage, cause, cost, and timing of endoscopic repair were prospectively collected. Data from the post-training period then were compared with retrospective data from the pre-training period. Results This study demonstrated that after training, there was less damage to endoscopes, lower costs associated with it, and repair times were shorter for endoscopes than before the training course. Post-training results indicated savings of a total of $ 40,617.21 or £ 29,539.78 and 102.6 days per damaged endoscope. Conclusions Basic endoscopic handling and care training plays an important role for both endoscopists and nurses, as well as in endoscopy facilities, specifically in avoiding the nuisance of unwanted and broken endoscopes. This could be beneficial for both hospital finances and endoscopic services.

Continuous Course of Information Security at School in the System of Forming Digital Skills of the XXI Century

The normative and methodological support of a continuous course on information security is considered on the basis of an approximate program of the training course and textbooks "Information Security" from the Federal list of textbooks at the levels of general education.

Prevenire i comportamenti antisociali e la radicalizzazione dei giovani attraverso Internet. L’esperienza del Progetto europeo “DIVE IN”

The paper reflects on the importance of preventing antisocial behavior and radicalization in young people, understanding the signs of extremism and how to interpret them in an attempt to determine how to counter these phenomena spread through the Internet and social media. In this perspective, as recommended in some documents issued by the European Institutions, we highlight the need to strengthen the specific skills of education professionals needed to be able to detect potentially dangerous behavior in young people and prevent and combat radicalization. In this context, the European project “DIVE IN – Preventing violent radicalisation among young individuals in Europe by innovative training approaches” 2019-2021, is presented, aimed at the prevention of violent radicalisation in young people through the implementation of a blended learning training course addressed to teachers, educators, social workers.