Objective:To evaluate the efficacy of the flipped classroom combined with 3D body anatomy software in the teaching of ultrasound-guided transversus thoracic muscle plane block.Methods:In this randomized controlled trial, 100 second-year resident physicians from the Department of Anesthesiology and Perioperative Medicine at our hospital, male or female, aged 22-26 yr, who rotated during January 2023 to January 2025, were selected and divided into 2 groups ( n=50 each) using a table of random numbers: experimental group and control group. Experimental group employed the teaching model of flipped classroom combined with 3D body anatomy software, while control group used the traditional teaching model. The scores of theoretical assessment, accuracy rate of ultrasound image identification, scores of procedural skills, success rates of clinical procedure, teaching satisfaction, and success rates of clinical translation after 1 month follow-up were compared between two groups. Results:Compared with control group, the scores of theoretical assessment, accuracy rate of ultrasound image identification, scores of procedural skills, success rates of clinical procedure, teaching satisfaction, and success rates of clinical translation after 1 month follow-up were significantly increased in experimental group ( P<0.05). Conclusions:The combination of flipped classroom and 3D body anatomy software is more effective than the traditional teaching methods when used for teaching of ultrasound-guided transversus thoracic muscle plane block.

Objective:To evaluate the efficacy of the flipped classroom combined with 3D body anatomy software in the teaching of ultrasound-guided transversus thoracic muscle plane block.Methods:In this randomized controlled trial, 100 second-year resident physicians from the Department of Anesthesiology and Perioperative Medicine at our hospital, male or female, aged 22-26 yr, who rotated during January 2023 to January 2025, were selected and divided into 2 groups ( n=50 each) using a table of random numbers: experimental group and control group. Experimental group employed the teaching model of flipped classroom combined with 3D body anatomy software, while control group used the traditional teaching model. The scores of theoretical assessment, accuracy rate of ultrasound image identification, scores of procedural skills, success rates of clinical procedure, teaching satisfaction, and success rates of clinical translation after 1 month follow-up were compared between two groups. Results:Compared with control group, the scores of theoretical assessment, accuracy rate of ultrasound image identification, scores of procedural skills, success rates of clinical procedure, teaching satisfaction, and success rates of clinical translation after 1 month follow-up were significantly increased in experimental group ( P<0.05). Conclusions:The combination of flipped classroom and 3D body anatomy software is more effective than the traditional teaching methods when used for teaching of ultrasound-guided transversus thoracic muscle plane block.

Objective To evaluate the influence of situation-background-assessment-recommendation (SBAR) communication model on critical thinking ability in intensive care unit (ICU) nurses. Methods In May 2015, a total of 350 ICU nurses compliance with the study inclusion criteria, from a Class Ⅲ Grade A general hospital in He'nan Province, were selected by cluster sampling. The baseline survey of ICU nurses' critical thinking ability was carried out by critical thinking disposition inventory-Chinese version (CTDI-CV). The critical thinking ability of ICU nurse was investigated again after a-year-long implementation of morning shift meeting featured by SBAR communication model, and then, compared with that one year ago. Results After one-year practice of SBAR communication model oriented morning shift meeting, the total score of critical thinking ability increased from (242.39±37.07) to (262.60±35.96), and the difference was statistically significant (t=-7.105, P<0.001). The positive ability of critical thinking increased from 7.5% to 17.2%, and the difference was statistically significant (χ2=8.274, P< 0.05). Conclusions The application of morning shift meeting characterized by SBAR communication model can contribute to the elevation of ICU nursing staff's critical thinking ability.