Background: Nagasaki Prefecture is located in the most western part of Japan, and there are a considerable number of clinics in its many remote islands and rural areas. Thus, the Regional Medical Support Center in Nagasaki Prefecture dispatches doctors to rural hospitals to provide medical support. We introduced an outpatient training program at these rural hospitals for all residents to improve their clinical training in the field of otorhinolaryngology, whereby one otolaryngologist trains one resident.
Methods: This otolaryngology outpatient training program is randomly assigned, and conducted for 4-5 days a year, transported by a helicopter in Nagasaki Prefecture, which is a 30-minute one-way trip. We used a case checklist that included the 35 items that should be experienced and are defined as frequent by the Ministry of Health, Labor and Welfare. We also conducted a survey using an anonymous questionnaire.
Results: The survey response rate was 100%. Comparing the experience rate of symptoms between the pre-introduction resident and the post-introduction resident who underwent the otolaryngology outpatient training program, the experience rates of common diseases, including vertigo and otolaryngologic symptoms such as nasal bleeding and hoarseness, significantly increased after the program was introduced ( ≤ .001). Notably, the experience rate of headache, cough/sputum, and vertigo was 100%.
Conclusion: Our training program provides a suitable medical environment for the resident and secures a doctor who can provide secondary medical service support. Furthermore, the program will improve the level of primary care provided by the residents in remote island and rural area hospitals.
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http://dx.doi.org/10.1002/jgf2.565 | DOI Listing |
iScience
January 2025
Key Laboratory of Resources Biology and Biotechnology in Western China, Ministry of Education, Provincial Key Laboratory of Biotechnology of Shaanxi Province, the College of Life Sciences, Northwest University, Xi'an 710069, China.
Bacteriophages (phages) are increasingly viewed as a promising alternative for the treatment of antibiotic-resistant bacterial infections. However, the diversity of host ranges complicates the identification of target phages. Existing computational tools often fail to accurately identify phages across different bacterial species.
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January 2025
Department of Obstetrics and Gynecology, The Third Affiliated Hospital, Guangzhou Medical University, Guangzhou 510150, China.
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January 2025
Cognitive Neuroimaging Unit, CEA, INSERM, Université Paris-Saclay, NeuroSpin Center, 91191 Gif/Yvette, France.
Recent studies showed that humans, regardless of age, education, and culture, can extract the linear trend of a noisy scatterplot. Although this capacity looks sophisticated, it may simply reflect the extraction of the principal trend of the graph, as if the cloud of dots was processed as an oriented object. To test this idea, we trained Guinea baboons to associate arbitrary shapes with the increasing or decreasing trends of noiseless and noisy scatterplots, while varying the number of points, the noise level, and the regression slope.
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October 2024
Department of Process and Life Science Engineering, Division of Food and Pharma, LTH, Faculty of Engineering, Lund University, Lund, Skåne County, SE-221 00, Sweden.
Background: The NextFood Project ( www.nextfood-project.eu) started work in 2018 to identify 'Categories of Skills' that students should be equipped with to address the upcoming global challenges within agrifood and forestry disciplines, and involved concepts such as sustainability, technological adaptation and networking.
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January 2025
Department of Early Childhood Education, University of Stavanger, Stavanger, Norway.
This study investigates the role of teacher mediation in facilitating children's communication during problem-solving, play-based coding activities with Kubo, a screen-free coding toy, in Early Childhood Education and Care (ECEC) settings. Following an initial observation involving nine kindergarten teachers and 36 children, a workshop was held to identify elements that teachers considered relevant for facilitating children's use of verbal and non-verbal communication. Key mediation elements, such as multimodal communication, planning, time, humor, and reflective questioning, were identified during the workshop and applied in a subsequent observation with the same participants.
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