Universidade Federal de Juiz de Fora (UFJF), Programa de Pós-graduação em Saúde Brasileira, Juiz de Fora, MG, Brazil; Universidade do Estado do Rio de Janeiro (UERJ), Departamento de Pneumologia, Programa de Pós-graduação em Ciências Médica, Rio de Janeiro, RJ, Brazil.
Universidade Federal de Juiz de Fora (UFJF), Programa de Pós-graduação em Saúde Brasileira, Juiz de Fora, MG, Brazil; Faculdade de Ciências Médicas e da Saúde de Juiz de Fora (Suprema), Departamento de Radiologia, Juiz de Fora, MG, Brazil; Hospital e Maternidade Teresinha de Jesus (HMTJ), Departamento de Radiologia, Juiz de Fora, MG, Brazil.
J Pediatr (Rio J). 2021 Nov-Dec;97(6):651-657. doi: 10.1016/j.jped.2021.01.006. Epub 2021 Mar 10.
The authors aim to evaluate the "point-of-care" transfontanellar ultrasound (TU) as an extension to pediatric physical examination and suggest a TU teaching protocol.
The students were randomly divided into two groups, group A (12 participants) and group B (15 participants). The first group only received theoretical training, while the second group received theoretical and practical training. A third group, group C, included 15 pediatricians and interns who also received theoretical and practical training. All the participants underwent multiple-choice testing before and after a four-hour short course on TU. Six months later, another evaluation was performed to analyze the retained knowledge. Furthermore, a questionnaire based on the Likert scale was administered to evaluate satisfaction.
The cognitive evaluation (maximum score=10 points) before and after training increased in group A from 4,0±1,04 to 7,5±1,2 (p<0.001) and, 6 months later, to 6,5±1,16 (p<0.003); in group B from 3,8±1,24 to 8,8±1,01 (p<0.001) and, 6 months later, to 8,46±0,91 (p<0.001); and in group C from 6,0±0,75 to 9,0±0,75 (p<0.001) and, 6 months later, to 8,8±0,77 (p<0.001). The average satisfaction estimated by the Likert scale was over 80% for all questions.
Cognitive assessment before and after classes and training reveals progress in learning, with knowledge retention in 6 months. Theoretical-practical courses are well accepted.
作者旨在评估“床边(transfontanellar，TU)超声检查作为儿科体格检查的延伸，并提出 TU 教学方案。
学生随机分为两组，A 组（12 名参与者）和 B 组（15 名参与者）。第一组仅接受理论培训，而第二组接受理论和实践培训。第三组包括 15 名儿科医生和实习生，他们也接受了理论和实践培训。所有参与者在接受 TU 四小时短期课程前后都进行了多项选择题测试。六个月后，进行了另一项评估，以分析保留的知识。此外，还进行了基于李克特量表的问卷调查，以评估满意度。
培训前后，A 组的认知评估（最高得分为 10 分）从 4.0±1.04 增加到 7.5±1.2（p<0.001），六个月后增加到 6.5±1.16（p<0.003）；B 组从 3.8±1.24 增加到 8.8±1.01（p<0.001），六个月后增加到 8.46±0.91（p<0.001）；C 组从 6.0±0.75 增加到 9.0±0.75（p<0.001），六个月后增加到 8.8±0.77（p<0.001）。所有问题的李克特量表平均满意度均超过 80%。
课程前后的认知评估和培训显示出学习进展，6 个月后保留知识。理论实践课程得到广泛认可。
