Publications by authors named "Sylvie Fontaine"
Objective: Neurogenic bladders can suffer from overactivity, underactivity or dyssynergia depending on the level of the initial lesion. These symptoms can lead to severe alterations of the upper urinary tract. One of the first-line treatments is the transcutaneous tibial posterior stimulation (TTNS), which was demonstrated to be efficient on urodynamics.
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- This study investigated the impact of high-dose tranexamic acid (TA) on reducing blood loss in women experiencing postpartum hemorrhage (PPH) of over 800 mL after vaginal delivery.
- Conducted as a randomized, controlled trial with 144 participants, results showed that those receiving TA experienced significantly less blood loss and shorter bleeding duration compared to the control group.
- Despite mild side effects being more common in the TA group, the overall findings suggest that high-dose TA could effectively decrease blood loss and improve outcomes in managing PPH.
One-third of a class of students was inadvertently given the names of stations immediately prior to an OSCE and two-thirds of the class were not. This provided an opportunity to explore student perceptions of fairness and to explore any effect of this cueing. The subjects were medical students undertaking an end of fifth year multidisciplinary OSCE.
View Article and Find Full Text PDFMonitoring medical students' professional attributes: development of an instrument and process.
Adv Health Sci Educ Theory Pract
February 2004
Purpose: To describe and evaluate the implementation of an instrument and process to assess and monitor professional attributes in medical students.
Method: The instrument was developed following a survey of professional attributes of concern displayed by medical students. This was followed by development and validation, amongst medical faculty staff and students, of the instrument and its supporting process.
Purpose: To determine whether global ratings by patients are valid and reliable enough to be used within a major summative assessment of medical students' clinical skills.
Method: In 11 stations of an 18-station objective structured clinical examination (OSCE), where a student was asked to educate or take a history from a patient, the patient was asked, 'How likely would you be to come back and discuss your concerns with this student again?' These 11 opinions were aggregated into a single patient opinion mark and correlated with other measures of student competence. The patients were not experienced in student assessment.