Objective

To investigate the baseline knowledge of autonomic functions and specifically the International Standards to document remaining Autonomic Function after Spinal Cord Injury (ISAFSCI) among medical students and to present the effective methods in learning of the ISAFSCI

Design

Interventional training session

Setting

A tertiary hospital.

Participants

37 medical students

Interventions

Before training, a self-rating questionnaire including 24 concepts extracted from the ISAFSCI was administrated to the students. Then students were divided into two groups. One group (N = 19) had a one-hour ISAFSCI booklet self-study (BSS), while the other group (N = 18) received a one-hour lecture-based learning (LBL) about the ISAFSCI. After BSS/LBL, all students were examined by a 15-question written test on the knowledge of ISAFSCI.

Main Outcome Measures

Baseline knowledge self-rating questionnaire before training and comparison of post-training performance on the written test between the BSS and LBL groups

Results

Before training, students were familiar with only 8 out of the 24 concepts within the questionnaire (demonstrating baseline knowledge rate beyond 50%). Significant difference in post-training performance (P<0.05) between BBS and LBL groups was noted for 5 of 15 items tested, including hypohydrosis, broncho-pulmonary system, lower urinary tract function, bowel function and female sexual function. All questions except the one regarding hypohydrosis were answered with greater than 80% accuracy by LBL group.

Conclusion

Use of ISAFSCI booklet alone for self-study by medical students is not sufficient to obtain bassline knowledge of autonomic discussions after SCI. It is recommended that formal lecture or presentation should be used to improve the effectiveness of learning the ISAFSCI for medical students.

中文翻译：

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如何学习记录脊髓损伤后剩余自主神经功能的国际标准 (ISAFSCI) 内容：通过小册子自学是不够的

客观的

调查自主神经功能的基线知识，特别是记录医学生脊髓损伤后剩余自主神经功能 (ISAFSCI) 的国际标准，并提出学习 ISAFSCI 的有效方法

设计

介入训练课

环境

一个三甲医院。

参加者

37名医学生

干预措施

在培训之前，对学生进行了一份自评问卷，其中包括从 ISAFSCI 中提取的 24 个概念。然后学生被分成两组。一组（N  = 19）进行了一个小时的 ISAFSCI 小册子自学（BSS），而另一组（N  = 18）接受了一个小时的关于 ISAFSCI 的基于讲座的学习（LBL）。在 BSS/LBL 之后，所有学生都接受了关于 ISAFSCI 知识的 15 题笔试。

主要观察指标

BSS组和LBL组训练前基线知识自评问卷及训练后笔试成绩比较

结果

在培训之前，学生只熟悉问卷中 24 个概念中的 8 个（表明基线知识率超过 50%）。BBS 和 LBL 组在训练后表现的显着差异 (P<0.05) 在测试的 15 个项目中有 5 个项目，包括多汗症、支气管肺系统、下尿路功能、肠功能和女性性功能。LBL 组回答了除关于多汗症的问题以外的所有问题，准确率超过 80%。

结论

医学生仅使用 ISAFSCI 小册子自学不足以获得 SCI 后自主讨论的 bassline 知识。建议采用正式的讲座或演示的方式来提高医学生学习ISAFSCI的有效性。