bluuebunny/crossref_metadata_2025_split huggingface dataset:
Đánh giá kết quả của châm cứu trong hỗ trợ điều trị bệnh mắt do Basedow tại Bệnh viện Nội tiết Trung ương
Authors: Tú Nguyễn Thị Thanh , Đạt Lê Tiến 
Published: October 2023

Nghiên cứu nhằm đánh giá kết quả của châm cứu trong hỗ trợ điều trị bệnh mắt do Basedow tại khoa Y học cổ truyền – Bệnh viện Nội tiết Trung ương từ tháng 8/2021 đến tháng 8/2022. Nghiên cứu can thiệp lâm sàng có đối chứng, so sánh trước và sau điều trị trên 60 bệnh nhân chẩn đoán xác định bệnh mắt do basedow. Nhóm nghiên cứu được châm cứu 15 ngày (1 lần/ngày) kết hợp glucocorticoid (1 lần/1 tuần x 12 tuần) và thuốc kháng giáp trạng. Nhóm chứng được dùng glucocorticoid (1 lần/1 tuần x 12 tuần) kết hợp thuốc kháng giáp trạng. Kết quả cho thấy, sau điều trị điểm CAS trung bình, mức độ co cơ mi trên trung bình, tỷ lệ bệnh nhân song thị của nhóm nghiên cứu cải thiện tốt hơn so với nhóm chứng tại D15 với p < 0,05 và D90 với p > 0,05). Điểm chất lượng cuộc sống ở nhóm nghiên cứu tăng từ 30,33 ± 1,32 lên 38,93 ± 0,78 (điểm), tốt hơn nhóm chứng (p < 0,05). Mức độ lồi mắt trung bình của nhóm nghiên cứu và nhóm chứng giảm có ý nghĩa thống kê so với trước điều trị (p < 0,05) nhưng không khác biệt giữa 2 nhóm (p > 0,05).
Netflix İn Leisure: A Qualitative Research On Users View
Authors: ÖZ Nazlı Deniz , ARI Abdil 
Published: October 2023

The aim of this study is to examine the recreational value and the views on the application from the eyes of individuals who spend time on Netflix, one of the video-on-demand platforms. With these platforms, where digital channels are customer-focused, the products in international media became visible. Diversity, rapid response to demand, individual-specific systematic development of the algorithm, and accessibility without space and time limits have developed sustainable leisure time tracking behavior in the individual.In this study, the "case study" method, one of the qualitative research methods, was used as the basis. The study was conducted using one-on-one, in-depth interview techniques in qualitative research. "Semi-structured interview questions" were used as a data collection tool in the study. 20 Netflx users from different ages, trends, and genders participated in the study on a voluntary basis. In the analysis of the data recorded with voice recorders, the Maxqda-2020 qualitative data analysis program was used. As a result of the analysis of the data obtained from one-on-one, in-depth interviews, 15 codes were revealed. It has been determined that the codes obtained from the interviews are grouped under six themes: motivation, comment, attitude, algorithm, type of program, and participation type.Considering these results, it is predicted that Netflix usage will continue intensively. It has been determined that the motivation elements are directly related to the perception of leisure time boredom and content richness. It has been determined that attitudes are formed by liking or disliking, respect for values, and cultural relations. In addition, it has been stated that they see the application mostly as a method of discharge. In light of these results, the Netflix application is seen and evaluated as a tool for enriching the content, international accessibility, and feedback, as well as a leisure time evaluation tool.Keywords: Leisure, Netflix, Recreation, Watching
The Effect of Deviced Respiratory Muscle Exercises Applied to Smokers and Non-Smokers on Respiratory Functions
Authors: AKTUĞ Zait Burak , PİŞKİN Necdet Eray , KUTLU Zeynep , YAVUZ Gönül , İBİŞ Serkan , AKA Hasan 
Published: October 2023

ABSTRACTCigarette addiction, which is very closely related to the onset of respiratory disorders, causes the deterioration of respiratory functions. It is possible to increase respiratory volume and capacity by strengthening the respiratory muscles through respiratory muscle exercises. In this study, it was aimed to compare the effects of 8-week deviced respiratory muscle exercises on the respiratory functions of smokers and non-smokers. A total of 22 volunteers, including 12 healthy and sedentary smokers and 10 non-smokers, participated in the study. All participants were given deviced respiratory muscle exercises every day for 8 weeks, with 40% of the maximal inspiratory pressure (MIP) values and 30 times in the morning and evening. The respiratory functions of the participants (FVC, FEV1, PEF, and FEV1/FVC) were determined by spirometry at the beginning of the study and at the end of the 8th week. The difference between the pretest and the posttest of respiratory functions was determined by Wilcoxon Signed Rank Test, and the comparison of the level of development between the groups was determined by the mixed ANOVA test. As a result of the study, it was determined that there was a statistically significant increase in favor of the posttest in both groups between the pretests and posttests of MIP, FVC, FEV1, PEF, and FEV1/FVC values. In addition, when the two groups were compared, it was determined that the improvement in FEV1/FVC value was statistically higher in smokers. As a result, while it has been determined that deviced respiratory muscle exercises are an important factor in improving the respiratory functions of smokers and non-smokers, it can be recommended to use these exercises to increase the quality of life of individuals and to protect and improve their current health status. Keywords: Lung Capacity, Respiratory Muscle Exercise, Sedentary, Smoking
A98Lessons learned from hyperkalaemia simulation: improving policy &amp;amp; practice
Authors: Cooper Carly , Howe Katy , Hester Ben 
Published: October 2023

Following an investigation where ten times the amount of prescribed insulin was given to a patient during the administration of treatment for hyperkalaemia, learning needs were identified. It was from this incident outcome that the aim for this project arose.
Create a hypokalaemia simulation that can be delivered trust wide with only one facilitator.
The simulation was run on the medical wards that the staff were familiar with to allow us to identify policies and process gaps as well as learning needs.
The simulation only required two registered nurses and with the debriefing session usually took around 40 minutes. This limits the impact on busy wards allowing for safe staffing levels to be maintained. Simulation incident forms were completed for each session to highlight and raise awareness of identified learning points to both ward managers and local governance leads.
The first error that impacted the simulation was the spelling effecting the access to treatment guidelines contained within a Trust policy. The Trust we work for is proud to be multinational, and we found that the majority of our colleagues that have received education oversees used the more widely recognized spelling in Europe of hyperkalemia. This was escalated and the second spelling was added as a keyword, after this change the problem was not repeated in subsequent simulations. It led to further reviews of Trust policies and has driven a change in keywords within the policy portfolio.
The second and third errors were around lack policy and treatment flowchart awareness and poor knowledge on how to navigate the intranet to find policies. Although the participants in the simulation left with a good awareness of the policy and practices accessing the policy and flowchart during the session, it had become apparent that this was a wider Trust issue. Therefore, communication posters were made to highlight the policy and treatment flowchart for hyperkalaemia. Using a QR code staff could play a short video showing how to access the Trust policies from the intranet page after the sessions.
Future plans include collaboratively using simulation to test systems and highlight learning points for other incidents or errors that arise throughout the Trust. Also, we look to utilize Dynamic QR codes [1] that allow for the content connect to the QR code to be updated without the poster having to be reprinted and laminated allowing for a live document.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A67Advanced cardiothoracic Simulation -how to do it and who is it for?
Authors: Badran Abdul , Alzetani Aiman 
Published: October 2023

There is a large backlog in surgery due to covid as well as surgical training [1]. We explored the feasibility of a dry lab simulation environment to teach advanced surgical specialty skills to learners with different levels of experience.
Session description: We ran 5 cardiothoracic surgical simulation courses over 2021-2022 with a total of 61 delegates. We covered coronary anastomosis, aortic valve replacement, video-assisted-thoracoscopic-surgery (VATS) lung wedge resection and pulmonary vessel dissection. Each skill station ran for 40 minutes including a 15-minute description and real-time demo.
Target audience: Participants included 36 medical students, 14 specialty doctors and 11 foundation doctors.
We used synthetic plastinated and resin printed models with modular metal frames to help with retraction and suspension of the area of interest for the cardiac models. For the VATS models a laptop with connected angled endoscopic camera was utilized. The lung models were 3D printed.
88% of all participants were able to complete all procedures successfully under supervision. 96% of all participants increased in confidence with the procedure following simulation compared to before. Interestingly only 44% of specialty trainees described themselves as confident in some procedures prior to simulation. Of the medical student cohort 95% had not had any previous simulation or surgical experience prior.
We have demonstrated the feasibility of a dry lab simulation programme for candidates of all experiences in cardiothoracic surgery. Confidence in surgical technique is low during the COVID era. Simulation improved confidence in surgical technique and must be offered more widely to enhance training experiences. No experience is necessary for successful simulation.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A66Standardizing debriefing in Wales: the Triangular Approach
Authors: Diaz-Navarro Cristina , Jones Bridie , Stafford Jody , Mitra Suman , Catrin Cook Sara , Hawker Clare 
Published: October 2023

Debriefing after simulation practice offers a crucial opportunity for guided reflection and learning. However, there are many structures and models available [1].
Health Education and Improvement Wales (HEIW) holds regular simulation webinars, workshops and conferences. During these events, the simulation community in Wales expressed their willingness to standardize debriefing in order to facilitate faculty sharing and to support interprofessional simulation.
National debriefing experts carried out a review of the relevant literature and devised the Triangular Approach to Debriefing, incorporating agreed debriefing principles, a simple structure and recommended strategies with links to relevant key articles.
This approach was shared and piloted by simulation faculty at a national workshop in September 2022. The feedback received was excellent. Comments received guided a document review. The final version was incorporated in the Essential Faculty Development Course and is currently in available in Welsh and English.
The triangular approach embraces a set of collaboratively identified principles, an easy to use structure and a summary of well referenced strategies:

Principles adopted include facilitating safe and constructive discussions, with Inclusion of all participants and respect for different learner needs, aiming to guide reflective practice and sharing of mental models with the highest level of facilitation possible.
A four-step structure (see
Recommended strategies cover psychological safety (such as ground rules, time management, authenticity and validation of contributions), how to focus the discussion, facilitation techniques, closing and meta-debriefing.
Debriefing structure in the Triangular Approach to debriefing
The Triangular Approach to debriefing has been welcomed by the simulation community in Wales. It is not expected to be the only way that facilitators debrief, but a gateway into good quality debriefing for new faculty, supporting the development of national expertise and encouraging to explore other available models as well as key debriefing literature.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A58Mastery Based Simulation approach enabling social care teams to rapidly order small pieces of equipment to a person in their home
Authors: Mardon Julie , Brara Amrita , Beattie April , Wilson Lisa , McKinven Julie 
Published: October 2023

Traditionally small pieces of equipment (e.g. Zimmer frame, commode, toilet frame and raise and walking sticks) required for frail older people in their home environment are ordered by Allied Health Professionals who are highly skilled in ensuring safety and functionality of the chosen item. However, the problem is that this process can sometimes take up to six months due to backlogs in the system. This means the person is living with unacceptable risk within their own home and losing the ability to perform activities of daily living (ADLs). This could also potentially result in falls and hospital admissions with the subsequent increase in morbidity and mortality.
The team working within social care are often the referrers into this service and we wondered if the use of simulation-based mastery learning which has been shown to allow safe successful dissemination of skills in other areas of health and social care could be used to enable home care teams to safely, timeously and appropriately order small pieces of equipment autonomously [1]?
Using the 7-stage approach to SBML, Checklists allowing the safe acquisition of small pieces of equipment aiding ADLs were developed by our trained mastery learning facilitators (senior AHPs). Sessions were delivered to a wide range home care team members. The training was delivered using mastery-based learning approach.
We believe that this is the only example of the use of SBML in the social care environment and are really excited about the safety benefits and the way SBML enables a person-centred approach to social care [2]. The SBML training and the train the trainers will be continued to be disseminated and we will continue to evaluate the impact both on practitioners, the time it takes to get a piece of equipment and also rates of falls and admissions to hospital.
The feedback from the sessions reflects the massive benefit perceived from the participants in the way their new ability will transform the way they can support people in their homes:

We can’t believe this is happening it will make such a difference to our practice and the care we can deliver to our clients in their own home
I never thought the day would come
We will continue to assess impact on home care teams especially whether this added enhanced role aids joy at work.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A110Simulated Physiotherapy Placement: An alternative to clinical placement for first year undergraduate Physiotherapy students
Authors: Stevens Karen , Batty Helen , Mallett Ross 
Published: October 2023

To address the existing workforce deficit within Physiotherapy an extra 500 Physiotherapists need to be trained every year - an additional 15% of current student numbers. The biggest barrier to expansion of student numbers is placement capacity. Novel and innovative models of placement are being trialled, with a strong emphasis on the four pillars of clinical practice. Simulation, and virtual based placements offer alternative models of placement provision [1]. Current literature has detailed successful simulated clinical placement within Physiotherapy using full or partial substitution of clinical placement. It has been shown that switching up to 25% of practice learning to a simulated model does not compromise student attainment or competency [2]. However, these studies tend to involve small student numbers. For simulated placements to be a practical alternative they need to be delivered at scale.
The aim of this pilot project was to develop, deliver and evaluate an on campus simulated placement experience for 140 first year Physiotherapy students at a large UK university.
A four-week program of activities was designed to simulate the core learning that occurs on a typical physiotherapy clinical placement. Including case scenarios with standardized patients, virtual case discussions with clinicians, expert patient panel, day in the life of videos, note writing workshops and live streaming of patient sessions. Students attended two observational days in practice with structured debriefing on campus. Themes for the placement included communication, risk assessment, patient journeys, wellness and effective learning on placement. The development of the learning activities was research and stakeholder informed. Clinical scenarios were co-designed with level 5 Physiotherapy students.
Placement evaluation was collected via a questionnaire including open ended questions and Likert scales (0-5). Students agreed that that placement was engaging and interesting (mean score of 3.45), with the greatest agreement that the placement had improved note writing, communication and understanding of professionalism. Students ranked simulated clinical scenarios and observation as their preference for activity, with peer learning to support these activities to be ranked the lowest.
A review of placement attainment data noted a correlation with previous clinical placement data. There was an increase in a student’s perception of their preparedness to go on a clinical placement pre and post simulated placement.
Large scale, simulated on campus placements are workable and a useful learning experience for first year Physiotherapy students.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A106‘FY1 for a day’ an immersive programme to prepare final year medical students for foundation training
Authors: Appadurai Emily , Jones Kate , Hussain Faris , Cotter Melanie 
Published: October 2023

Final year medical students are often anxious about commencing foundation training and feel underprepared for the practical responsibilities they are expected to conduct independently [1]. Consequently, a full day programme was created to facilitate immersive simulation of a typical working day of a Foundation Year 1 (FY1) doctor.
Aim: To provide an enriching programme empowering final year medical students to experience the practical aspects of foundation training (including areas of expressed difficulty), whilst creating a safe and realistic learning environment and providing opportunities for interprofessional learning and near-peer teaching.
Junior doctors from FY1s to Medical Registrars delivered the programme’s content. In the morning, three interprofessional simulation scenarios were delivered to the medical students and included nursing students for added realism. Each scenario reflected common ward-based and acute-setting situations that had minimal coverage in their undergraduate curricula. Afternoon stations were created to attenuate the medical students’ anxieties about the aspects of foundation training they perceived as difficult. Using a simulated ward, a mock handover was conducted. Students were then expected to complete the tasks of death verification, complex prescribing and female catheterization. The other stations simulated interpreting blood results, discussions with a microbiologist and requesting and discussing radiological imaging. During completion of all stations, the medical students carried and answered a bleep mimicking realistic distractions. Morning and afternoon debriefing occurred in small groups.
Following programme completion, all the medical students (
‘FY1 for a day’ is an effective and sustainable educational programme to potently prepare final year medical students for their foundation training whilst safeguarding psychological safety and fortifying multidisciplinary relationships.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.
A88Designing a Multidisciplinary Chest Drain Course
Authors: Doherty Jane , Kasfiki Eirini , Wright Dave , Blackmore Andrew 
Published: October 2023

In 2008 the National Patient Safety Agency reported 12 patient deaths directly related to chest drain insertion over a 3-year period. Since then there have been calls from publications highlighting the need for better education for clinicians [1]. Simulation has been shown to improve chest drain insertion technique [2], and multi-disciplinary simulation can encourage teamwork and communication skills [3]. Given that this procedure is an essential requirement for anaesthetic, intensive care, emergency medicine and internal medicine trainees, we decided to introduce a multi-disciplinary simulation course for the insertion of chest drains.
A basic needs analysis was carried out with stakeholders. Initially the course was designed to run for half a day, with a maximum of 12 candidates and a minimum of 3 faculty. A course timetable, course manual, equipment list and pre- and post-course feedback questionnaires were created. The course begins with a lecture, followed by three simulation-based workshops, which the candidates rotate between. These cover seldinger and surgical chest drain insertion, and the basics of chest ultrasound, using ultrasoundable chest drain manikins.
Feedback from the first course in July 2022 suggested that there should be a designated faculty team leader and healthy volunteers for the ultrasound workshop. We implemented this feedback and ran the course again in December 2022. Candidates were asked to rate their post course confidence at performing the procedure, with a score ranging between 1 and 7 (each number was assigned a qualitative value with 1 being unable to perform the procedure and 7 being extremely confident in performing the procedure). After the first course, the average score was 5 points. After the second, the average increased to 5.5. The course ran for a third time in April 2023, during which the duration of the workshops was increased and a lecture on aftercare was added. The average post course confidence score was 5.7. All candidates felt that the session fully met the learning objectives and would recommend the course to others.
After implementing changes to our course including assigning a faculty team leader, recruiting healthy volunteers, increasing the time spent in workshops and adding a session on aftercare, there has been an improvement in the candidates’ average post course confidence at performing chest drains and qualitative candidate feedback was positive. We would recommend our course structure to others designing a chest drain course.
Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.