Theoretical Test Scores Research Articles

Application and Feasibility Analysis of Various Teaching Methods in ECG Teaching of Arrhythmia

Objective: To analyze the application effect of traditional and diversified teaching methods in ECG teaching of arrhythmia and judge its feasibility. Methods: A total of 800 interns rotating in our department from January 2015 to December 2020 were selected and divided into control group (n = 400) and study group (n = 400) by convenient sampling.The traditional teaching method was used in the control group, while the diversified teaching method was used in the study group.Comparison between groups :(1) theoretical test scores and operational skills scores;(2) students' satisfaction with teaching. Results: The scores of operational skills of interns in the study group were (90.77±9.02) and (88.46±7.34), which were higher than those in the control group (79.82±8.12) and (70.33±6.25), with statistical differences (P < 0.05). The total satisfaction rate of teaching in the study group (96.75%) was higher than that in the control group (90.75%), and the difference was statistically significant (P < 0.05). Conclusion: Diversified teaching method has a significant application effect and high feasibility in teaching arrhythmia electrocardiogram.

Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial.

PurposeThe purpose of this research was to assess whether the efficacy of the seminar-case learning model is superior to the traditional lecture-based learning model in the gastroenterology curriculum for first-year graduate students.Materials & MethodsThis research was a prospective randomized controlled trial that enrolled 92 first-year postgraduate students with a rotation internship in the gastroenterology department. The students were randomly divided into 2 groups and then subjected to an identical version of the curriculum for 8 weeks. The experimental group (n = 50) used the seminar-case learning model, while the control group (n = 42) used the traditional lecture-based learning model. Examinations consisted of a theoretical test and a case analysis test, and anonymous questionnaires were used to assess teaching quality.ResultsAll participants completed the examinations and questionnaires. The average theoretical test score of the experimental group was no statistical significance with that of the control group (P = 0.17). The average case analysis test score of the experimental group was significantly higher than that of the control group (P < 0.05). The indicators of the experimental group’s feedback were better than those of the control group, such that there were significantly higher learning interest and motivation, a better understanding of diseases and knowledge, improvements in clinical thinking and summary ability, and an active classroom atmosphere in the experimental group (P < 0.05). However, students in the experimental group felt more burdensome.ConclusionCompared to the traditional method, the seminar-case learning model showed a higher efficacy. The seminar-case learning model effectively improved students’ outcomes and satisfaction, which helped students narrow the gap between theoretical knowledge and clinical practical application.

Application of the situational simulation teaching method in occupational protection training for medical staff

Objective: To investigate a new method for occupational protection training for medical staff, and to improve the awareness of occupational protection among medical staff. Methods: In August 2018, convenience sampling was performed to select 171 new medical workers in a grade A tertiary teaching hospital as subjects. The subjects were trained according to the requirements for occupational protection knowledge and training objectives. A questionnaire was distributed before training, and the scores were collected as control group; the subjects were trained using the conventional PPT theory, a questionnaire was distributed after training, and the scores were collected as trial group 1; the subjects were trained using the conventional PPT theory combined with the situational simulation teaching method, a questionnaire was distributed after training, and the scores were collected as trial group 2. A total of 171 questionnaires were distributed and collected for each survey, with a questionnaire recovery rate of 100%. Continuous data were expressed as mean±SD and were evaluated by an analysis of variance; categorical data were expressed as rate (%) , and the chi-square test was used for analysis. Results: A total of 171 medical workers, aged 22-33 years (mean 23.63±2.33 years) , participated in the study, among whom 127 (74.27%) were nurses, 146 (85.38%) were female workers, and 93 (54.39%) had a college degree. The awareness rate of occupational protection knowledge was 24.56%-70.18% in the control group, 63.16%-96.49% in the trial group 1, and 86.55%-99.42% in the trial group 2. There was a significant difference in the awareness rate of occupational protection knowledge among all the groups (P<0.01) , and there were also significant differences in theoretical test score, skill assessment score, and total score among all the groups (F=116.342, 189.424, and 304.904, P<0.01) . Theoretical test score, skill assessment score, and total score tended to increase after the training based on the conventional PPT theory or the training based on the conventional PPT theory and situational simulation (F=125.042, 352.025, and 444.073, P<0.01) . Conclusion: The situational simulation teaching method for the training of occupational protection knowledge for medical staff has a marked training effect and can significantly improve the theoretical and skill levels of medical staff.

The Challenge of Implementing the “Stop the Bleed” Campaign in Latin America

BackgroundCurrently, several initiatives have emerged to empower the public to act as immediate responders in front of hemorrhaging victims. We aimed to evaluate the effectiveness of implementing the Stop the Bleed campaign and the association between the instructors' background and the theoretical and practical competences achieved by the participants in Latin America. MethodsMedical students and general surgeons taught both allied health students and nonallied health students at a local university; the training had a master class followed by a practical component and a written test, as well as tourniquet placement was tested. Results265 individuals received the training, and data were available for 243. Of these, 126 (52.07%) were women and the median age was 21 (IQR: 20-22) years. 121 (49.79%) were trained by general surgeons (group A) and 122 (50.21%) by medical students (group B). After the training, more than 98% of all participants perceived that they would most likely be capable of aiding correctly a bleeding victim by applying direct pressure and more than 90% of them felt confident in being able to apply a tourniquet. There were no statistically significant differences among both groups when comparing their post-training competence evaluations [Theoretical test score: group A = 5 (IQR: 4-5); group B = 5 (IQR: 4-5); P = 0.41] and [Practical competency of tourniquet deployment: group A = 119 (66.39%) versus group B = 120 (65.83%); P = 0.93]. ConclusionsThe Stop the Bleed campaign can be effectively implemented in Latin America, and it can be taught by prequalified medical students without altering the learning objectives of the course.

Study on the Phased Test of National Qualification Examination for Medical Practitioners: Practice and Reflection

Aiming at the improvement of it system, National Medical Examination Center has carried out the study on the phased test of National Qualification Examination for Medical Practitioners. Meanwhile, the first phase of the phased test of clinical practice physician qualification was implemented in 2015. Qiqihar Medical University is a provincial medical university. It started to participate in the research in 2016 and has been engaged in the research for three consecutive years. Under the guidance of "three-oriented" talent training mode, we have conducted a lot of research and exploration. With the strong support and cooperation of all departments as well as our own active research, the student’s theoretical test scores increased by 23.1% in 2018 compared with that in 2017.

Application of Case-PBL method combined with SPSS software in teaching of medical statistics course

Objective To evaluate the effect of case-PBL method and case-PBL method combined with SPSS software on the teaching of medical statistics for medical undergraduates. Methods Students from two classes major in experimental medicine from Nantong University Xingling College were selected as Experimental Class 1 (using case-PBL teaching) and Experimental Class 2 (using case-PBL teaching combined with SPSS software). Each class attended lessons for five times. The teachers would send cases for each lesson one week in advance, and students would form into groups to access information, learn and discuss independently. Representatives from groups spoke in class, members would complement and discuss, while teachers offered guidance, review, analysis and summary. We shortened the discussion time in the class, and added instructions on the operation steps of SPSS software for case analysis and how to interpret the analysis result correctly in Experiment Class 2. The Control Class received traditional teaching. Questionnaires, process assessment and final assessment were used to evaluate teaching effectiveness. SPSS 21.0 software was used to implement variance analysis and chi-square test for comparison between groups. Results The scores of the two experimental classes were higher than those of the control class in the five process assessments(P<0.05). Experimental Class 2 was the best in three section process assessments including those of t-test, the rank sum test and the straight-line correlation (P<0.05). However, there was no difference in the theoretical test scores among the three classes (P=0.670). 94%-100% of the students in the two experimental classes believed that the teaching effects of the case-PBL method and case-PBL method combined with SPSS software were better than the traditional teaching method (P<0.05) in such areas as stimulating interest in learning, improving learning efficiency, etc. Students in Experimental Class 2 were more prone to think these methods improved teaching effect. Conclusion The case-PBL teaching combined with the application of SPSS software will further help students to systematically grasp the statistical knowledge and cultivate statistical practice ability. However, neither methods will improve students' theoretical test scores. Key words: Problem-based leaning; Case teaching; Medical statistics; Teaching effect

Application of flipped classroom in the experiment teaching of emergency and critical care nursing

Objective To explore the effects of flipped classroom on the experiment teaching of emergency and critical care nursing. Methods The nursing undergraduates in grade 2014 of Shandong University of Traditional Chinese Medicine were randomly divided into the experimental group and the control group. The traditional teaching model was used in the control group, while the experimental group adopted the flipped classroom teaching model. Students in the experimental group watch micro videos for preview before class, carry out review, discussion, answering, group exercise, guidance, displaying, communication and teacher commenting in class, and undergo summarizing and evaluation after class. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the effect of flipped classroom teaching model were collected. Results The theoretical scores and experimental scores of students in the experimental group were higher than those in the control group respectively [(82.51±5.03) vs. (77.36±5.48) and (94.35±3.16) vs. (88.02±4.27), respectively], and the differences were statistically significant (P=0.011, 0.000). A total of 92.1% of the students in the experimental group said they liked the teaching model, and 90.3% wanted to continue using the flipped classroom teaching mode. Conclusion The flipped classroom teaching model is highly regarded by the students, and the application of it is helpful to improve students' comprehensive performance. Key words: Flipped classroom; Emergency and critical care nursing; Application

Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis

BackgroundRecent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China.MethodsSix databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer’s Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement.ResultsA total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students’ learning enthusiasm, students’ self-study ability, thinking ability, and enhanced students’ communication skills.ConclusionsTBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.

Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw

BackgroundThis study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw.MethodsThis experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA.ResultsThe mean scores of theoretical test (P < 0.05) and OSCE (P > 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P < 0.001) but had no significant effect on the clinical score (P = 0.072).ConclusionsVirtual learning was superior to traditional lecture-based method for enhancement of knowledge acquisition in radiographic interpretation of bony lesions of the jaw. However, to improve our students’ reporting skills, we need to revise our virtual educational program so that the students have more opportunities to engage in reporting skills.

Application of comparing imaging combined with multimedia teaching in undergraduate internship teaching of nuclear medicine

Objective To explore the application value of comparative imaging combined with multimedia teaching in the five-year undergraduate internship teaching of nuclear medicine. Methods 70 undergraduates internship in the nuclear medicine department of our hospital from June 2017 to February 2018 were divided into the control group and experimental group, 35 in each group. The control group adopted traditional teaching method, and the experimental group adopted comparative imaging combined with multimedia teaching for internship teaching. The theoretical test scores, the evaluation of the self-perception of the teaching process and the teaching feedback of the two groups were compared. Results The theoretical test scores of the experimental group students were significantly higher than those of the control group, including the noun explanation [(26.60±0.51) vs. (22.20±0.58)], the short-answer question [(26.80±0.37) vs. (22.40±0.60)], the essay question [(36.00±0.71) vs. (27.40±1.03)] and total score [(92.40±0.93) vs. (71.80±0.37)]. The satisfactions with the evaluation of the self-perception in the teaching process and the teaching feedback in the experimental group were also much better than those of the control group. Conclusion The application of comparative imaging combined with multimedia teaching in the practice teaching for undergraduate students in nuclear medicine could effectively improve the clinical practice teaching quality and actively promote the development of the teaching of nuclear medicine Key words: Comparative imaging; Multimedia teaching; Nuclear medicine; Practice teaching

Comparing the effects of two different educational methods on clinical skills of emergency intermediate technician: A quasi-experimental research.

BACKGROUND:Assessing the clinical skills of prehospital Intermediate technician is considered to be one of the priorities in dealing with diseases, which may provide an appropriate reflection of the training programs. The purpose of this study was to compare the two methods of clinical skills training of emergency intermediate technician.METHODS:This quasi-experiment was carried out on Kerman's emergency medical technicians in 2017. Operational and clinical skills, such as cardiopulmonary resuscitation (CPR), triage, familiarity with the equipment, and proper patient transportation methods, were taught in both electronic and traditional methods on two groups, each consisting of 30 intermediate technicians. Finally, the personnel's satisfaction level with the two teaching methods was compared and analyzed using IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp.RESULTS:There was no significant difference between the theoretical test scores in both the electronic and traditional methods in all the participants (triage, pulmonary resuscitation, familiarity with equipment, and patient transportation). Furthermore, there were significant differences between the practical test scores in both the electronic and traditional methods, in all the participants except triage. There was a significant difference between learners' satisfaction in both electronic and traditional methods in two areas of teaching and course difficulty in CPR, equipment usage, and methods of transportation.CONCLUSION:According to the results obtained by the present study, the electronic educational systems due to their inclusive and interactive nature are recommended to be employed in courses that have more theoretical aspects such as triage. The traditional method is suggested in teaching practical courses such as CPR that need more practical and clinical skills.

Application of microlecture in the teaching of Surgical Nursing

Objective To explore the effects of microlecture in the teaching of Surgical Nursing. Methods A total of 320 nursing undergraduates students in 2014 nursing faculty of Shandong University of Chinese Medicine were selected as the research subjects by purposive sampling method. All subjects were divided into control group and experimental group by random lottery with 155 students in experimental group and 165 in control group. The experimental group adopted the microlecture teaching model. The control group adopted the traditional teaching method. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the application of microlecture teaching model were collected. Results After the course, the theoretical and operational scores of the experimental group were (84.98±3.56) and (91.85±2.56) , which were both higher than those of the control group (80.20±4.14) and (82.72±4.56) respectively. The differences were statistically significant (t=4.601, 9.416; P<0.01) . 90.3% of the nursing students in the experimental group preferred microlecture, and 81.3% wanted to use microlecture in other clinical courses. Conclusions The application of microlecture helps to improve the theoretical and operational achievements of nursing students, and is worthy of popularization and application. Key words: Students, nursing; Microlecture; Surgical Nursing

A preliminary study on the reliability and validity of objective structured skills assessment for the or-thopeadic postgraduates

Objectives To design an objective and structured evaluation system for the clinical competence of orthopedic postgraduates in the diagnosis and treatment of distal radius fractures, and to ana-lyze its reliability and validity. Methods 28 orthopaedic postgraduates representing six levels of surgical training were tested for competence in performing surgical approach for distal radius fracture on cadaver spec-imens during which four measures were used to assess competency: examination of basic theory based on net-work item bank, objective structured operation assessment,overall assessment and operation examination re-sults. In addition, the time for completion of the surgery was also recorded. Each assessment tool was correlat-ed with the others as well as with the resident’s level of training. Results There was a significant correla-tion between the seniority of candidates and the score of theoretical examination (F=6.193, P=0.000), the score of structured operation examination (F=6.374, P=0.002), the score of overall assessment (F=2.321, P=0.030), and the passing rate of final operation examination (F=36.300, P=0.000). No significant differ-ences were found between seniority and time to completion of the surgical approach exposure (F=2.282, P<0.073). Conclusions The results of the present study suggested that both theoretical examination and cadaver testing discriminate between novice and accomplished postgraduates. However, although the theo-retical test scores could predict the operational test results, but the theoretical results can not guarantee excellent oper-ational skills. Key words: Orthopeadic postgraduates; Objective structured skills assessment; Reliability and validity analysis

Teaching exploration of practice skills training combined with scenario analysis on improving the first-aid ability of emergency residents

Objective To improve the first-aid ability of emergency residents by using simulated clinical practice skills training combined with scenario analysis in standardized residency training. Methods 218 residents who participated in standardized residency training in Shengjing Hospital of China Medical University were randomly distributed to two groups. The experimental group (n=134) was trained with the teaching methods of simulated clinical practice skills training combined with scenario analysis; the control group (n=84) was trained with traditional teaching methods combined with teaching video. The theoretical test scores and clinical practice skills results of the two groups were compared, and a questionnaire survey was also conducted after comparing the two teaching modes. T test and rank-sum test were performed by using SPSS 19.0. Results There was no significant difference in the theoretical test scores between the experimental group (85.27±5.59) and the control group (84.11±7.43) (P>0.05). However, the clinical practice skills scores of the experimental group (89.42±6.63) were significantly higher than those of the control group (71.36±4.41) (P<0.05), which showed the statistical significance. Student's satisfactions with teachers and teaching methods in the experimental group were 70.90% and 80.60%, respectively, which were extremely higher than those in the control group (23.81% and 33.33%). Student's satisfaction with self-learning in the experimental group (64.93%) was significantly higher than that in the control group (39.29%). Conclusions The application of simulated clinical practice skills training combined with scenario analysis could improve the first-aid ability of emergency residents. This teaching method is expected to be applied in standardized residency training in emergency medicine in the future. Key words: Emergency medicine; Simulated clinical practice; Skill training; Scenario analysis; Standardized residency training

Analysis and Research ON CNC Lathe Professional Skill Appraisal Theory Test Base on FANUK 0i

The occupational skills appraisal and the vocational qualification certificate have an important position in Higher Vocational Education. The vocational qualification certificate has a profound influence on student employment. Vocational education program based on the “double certificate”system makes far-reaching requirements on vocational qualification certificate. In order to make more students to pass the CNC lathe theoretical examination, increasing the chance of obtaining CNC lathe professional qualification certificates and improving the employment competitiveness of students majoring in numerical control and mechatronics, the composition and distribution of knowlege point of CNC lathe theory test are analysised in detail based on the FUNAC 0I CNC system in this paper. This paper put forward a few suggestions on how to enhance the training pre the theory examination and how to increase theoretical test scores.

Analysis of the results of the first post-training theoretical exam for the midwives in China

Objective To explore effective methods to strengthen the construction of midwifery service personnel in China and test the effect of the training in order to improve the training of midwives. Methods The National Medical Examination Center cooperated with the China Maternal and Child Health Association to carry out the first midwives' post-training examination in China. The theoretical test scores, the reliability and the validity were analyzed. Results The scores of comprehensive theoretical examination increased gradually with the increase of educational background, and increased with the increase of professional titles. The average difficulty of the test paper was 0.821 1, the reliability was 0.746 5, and the correlation coefficient between the two parts of comprehensive theory and practical skills was 0.456. Conclusions The first post-training examination is scientifically and reasonably designed. Key words: Midwife; Post-training examination; Post competency

Effects of problem-based learning in paediatric education in China: a meta-analysis.

To evaluate the efficiency of Problem-Based Learning (PBL) in paediatric education. The research articles on the application of PBL to Chinese paediatric education published in from 1989 to 2014 in the Cochrane library, PubMed/MEDLINE, EBSCO (Elton B. Stephens Company Database), OVID (Ovid Technologies Database), Web of Science, CNKI (China National Knowledge Infrastructure Database), VIP (Wei Pu Database), WF (WanFang Database) and other databases were retrieved by two independent evaluators according to the inclusion and exclusion criteria. The heterogeneity of the retrieved data was analysed and a meta-analysis was performed using the RevMan 5.3 software. The articles were initially retrieved, and 11 randomized controlled trials (RCTs) were included for the meta-analysis. The PBL group was significantly superior to the Lecture-Based Learning (LBL) group for the paediatrics theoretical test score, case analysis score and overall student satisfaction, and the differences were statistically significant (P < 0.05). PBL is superior to LBL method for Chinese paediatric education.

Application of case introduced method based on PACS system in medical imaging course

Objective To evaluate the teaching effects of case introduced method based on pic- ture archiving and communication system （ PACS ） system in medical imaging course. Methods Totally 148 students （ 2009 grade ） majored in five-year clinical medicine from Xiangya Medical College were divided into 10 groups; the 10 groups were taken randomly as control group （ n=75 ） and experimental group （ n=73 ）. Control group used traditional teaching methods （ film teaching ） while experimental group used case introduced method based on PACS system. Effects of teaching between were evaluated by questionnaire and test. χ^2 test was used to compare students＇ theoretical test scores, with α level = 0.05. Results Based on results of questionnaires, more students in experimental group than in control group hold that case introduced method based on PACS system can achieve the purpose of teaching, improve interests in learning, and strengthen the mastery of knowledge. Test scores showed that the percentage of students scored 90-100 and 80-89 （ respectively 14%, 75% ） in experimental group was significantly higher than that in control group （respectively 5%, 66% ） （χ^2 =17.932, P=O.O00 ）. Conclusions Application of case introduced method based on PACS system in medical imaging course not only improve students＇ motivation to learn and their clinica~ ability-, but also allow teachers to find and correct short- comings of students timely, therefore, it is worth promoting. Key words: Picture archiving and communication system; Case introduced method; Prac-tice teaching

Application of problem-based learning in clinical practice teaching

Objective To explore the effects of problem-based learning (PBL) on improving intern doctors' clinical thinking and problem-solving capacities in clinical practice teaching.Methods PBL teaching courses were designed and used among 72 intern doctors come from 2010 grade clinical medical major (experiment group)and traditional teaching model was applied in 55 intern doctors come from 2009 grade clinical medical major ( control group).The PBL teaching effectiveness was evaluated through expert comment,exam and questionnaire survey.Test was conducted concerning the score of objective theoretical test on clinical thinking and the quality of case report writing.Results There were differences between experiment group and control group in theoretical test score and case report writing quality ( P ＜ 0.01 ).According to the results of questionnaire survey,teachers and students thought that the PBL teaching mode was better than traditional teaching mode in cultivating students' clinical thinking ability and problem solving ability.Conclusion The teaching effect of PBL in clinical practice is satisfactory.PBL teaching can effectively develop the students' clinical thinking and problem-solving capacities and play an active role in improving education quality and promoting education reform. Key words: Problem-based learning; Clinical practice; Teaching method; Intern doctors; Education quality

Evaluation of Perinatology Nursing Certificate Program

“Due to reasons connected with pregnancy and labour, each year approximately 600,000 women die in the world without having any other health problems. Reducing the number of mother and baby deaths is among the objectives of the Ministry of Health in Turkey. To achieve the desired goals, it is necessary to maintain perinatal services without any problems, to standardize care and to provide patient satisfaction. In this issue, health professionals, especially nurses and midwives play an important role. For this reason, thanks to the cooperation of Istanbul Provincial Directorate of Health with Marmara University Faculty of Medical Sciences Nursing School Department of Obstetrics and Gynecology Nursing, training was planned to educate nurses and midwives working in the field of Perinatology, who have an important role in woman health.Objective: The training aims to educate the nurses and midwives who work in the perinatal field, in the importance of women's health in order to make them more competent in the service they provide. Material and Method: A prospective intervention was planned and implemented as a study. A total of 129 midwives and nurses who work in the perinatology units of hospitals in Istanbul that are affiliated to the Ministry of Health, and who completed the “Perinatology Nursing Certificate Program”, including 80hours theoretical and 80hours clinical practice, constituted the sample of this study. The study was implemented six times between April 2009 and November 2010, and in each program, 20-25 midwives/nurses received training. Data was collected via a questionnaire, a theoretical and practical evaluation form, a post-education three months evaluation form, and preliminary testing before and final testing after the training.Findings: It was determined that the average age of the participants was 32.10±5.92 and their average work duration was 11.23±7.31. While the theoretical training average preliminary test score was 62.16±11.60, the final test score average was 89.35±5.26. In the third month following the training, 43% and 28.8% of the midwives/nurses stated that they observed a development in their level of knowledge and skills respectively. Also, 92.2% of them indicated that the care they provide improved and 84.6% stated that patient satisfaction was affected in a positive way. Result: It was confirmed that training programs devoted to the field of expertise after graduation have a positive effect on the knowledge and skills of employees and on the service they provide.