关于与质量治理About and quality governance

审核记录：区分来源核对与临床签署Review record: source checks and clinical signoff

来源核对人 / 日期Source checker / date

Codex 辅助逐项核对 · 2026-10-08Codex-assisted item-by-item cross-check · 2026-10-08

临床审核人 / 日期Clinical reviewer / date

未签署；尚无本次新增内容的临床人工终审记录。Unsigned; no human clinical final-review record for these new items.

本院流程确认Institutional protocol confirmation

药品可及性、血库方案、儿童/产科流程需由本院负责人确认。Formulary, blood-bank, pediatric and obstetric pathways require institutional confirmation.

2026-10-08：统一 xABCDE 45 分钟、救治链35分钟；22门课程的目标和5题前/后测直接写入HTML；更新17项来源限定要点，提供48张口袋卡。数字旁的国内依据可能是同条款、不同场景或一般原则，逐项注明，未伪造完全一致的国内阈值。8 October 2026: xABCDE 45 minutes / care chain 35; static objectives and five-item pre/posttests in 22 courses; 17 source-qualified anchors and 48 pocket cards. Domestic references distinguish matching rules, different contexts and general principles; no identical national threshold is fabricated.

查看结构化来源与适用台账View source and scope ledger · 口袋卡Pocket cards

工程检查通过、来源核对和网页发布均不等于临床签署。旧批准范围不会自动覆盖新增剂量和特殊人群内容。Engineering checks, source checks and website release do not equal clinical signoff; previous scope approval does not cover new doses/population guidance.

本次更新的范围Scope of this update

2026-10-07：新增分层入口、学习目标、形成性前后测、两门核心补充模块、特殊人群与文书课、可打印技能核对单。新增医学内容等待课程负责人逐项复核；既往批准不自动覆盖新增内容。7 October 2026: tiered entry, objectives, formative pre/posttests, two core extension modules, special-population and documentation lessons, and printable skill checklists. New clinical content awaits course-lead review; previous approval does not extend automatically.

网页不根据真实患者输入输出治疗指令。规培学员可在课程和导师监督下学习决策与关键步骤；真实操作须符合资质、授权和本院流程。The website does not generate treatment commands from real-patient inputs. Residents may study decisions and key steps under instructor supervision; real procedures require credentials, authorization and institutional policy.

分层教学范围Tiered teaching scope

01

设备学习按层级展开Equipment learning by tier

• 实习：识别设备用途、患者风险与报告对象。Intern: recognize equipment purpose, patient risks and whom to notify.
• 规培：结合指南讨论决策时机，在模拟和监督下学习关键步骤。Resident: discuss guideline-based decision timing and learn key steps in supervised simulation.
• 青年主治：组织人员、资源、救援方案和措施后复评。Early attending: organize people, resources, rescue plans and response assessment.

骨盆带与 EFAST 的适用条件、效果核查和失败识别在对应技能课展开；气道与胸部侵入操作采用模型演练、授权人员监督和失败升级。Binder and EFAST skills cover context, effect confirmation and failure recognition. Invasive airway and thoracic skills use trainer practice, authorized supervision and escalation.

设备、检查与资源连接Equipment, investigation and resource links

识别报告之后，连接 EFAST、骨盆带、气道与胸部技能；操作范围由学员层级、导师监督和本地授权决定。After recognition and reporting, connect EFAST, binder, airway and thoracic skills. Learner level, supervision and local authorization define performance scope.

测验、OSCE 与学习记录Tests, OSCE and practice records

每课 5 题前测与 5 题后测提供练习反馈。题库及 OSCE 表尚未作测量学验证，不能作为独立执业认证。成绩只保存在当前浏览器，可在课程内清除；站点不收集姓名或上传成绩。若用于教学研究，应另外建立伦理、同意、题库验证与数据管理方案。Five pretest and five posttest items provide formative feedback. Items and OSCE sheets are not psychometrically validated and do not certify independent practice. Scores remain in this browser and can be cleared in the course; no names or scores are submitted. Educational research requires a separate ethics, consent, validation and data-management plan.

真实病例与隐私Real cases and privacy

真实病例以脱敏文字改编用于教学：泛化年龄与机制，使用相对阶段，省略身份、日历日期、地点、职业、婚育信息和精确资源量。原始 PPT、影像、截图及其元数据未进入公开仓库。课堂问题属于教学设计，不能据此认定原救治存在漏诊或不当。Real cases are adapted into de-identified teaching text: age and mechanism are generalized; stages are relative; identity, calendar dates, location, occupation, reproductive details and exact resource quantities are omitted. Original decks, images, screenshots and metadata are excluded from the public repository. Teaching questions do not establish an actual missed injury or inappropriate care.

教师与设备资料Instructor and equipment resources

• 灾难医学教师模式Disaster medicine instructor mode
• 课程方案与课堂资料Course plan and classroom materials
• 颈椎保护与颈托Cervical protection and Cervical collar
• 床旁影像与资源准备Bedside X-ray and resource preparation