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1.
Journal of anesthesia ; 23(3): 409-412, Aug. 2009.
Artigo em Inglês | MedCarib | ID: med-17630

RESUMO

Teaching ethics to medical students is one of the current topics of major interest. Issues of ethics pertaining to anesthesia are unique. This article reviews these issues with respect to the preoperative, intraoperative, and postoperative periods. The author shares the experience of incorporating ethical issues into every clinical scenario in the problem-based learning sessions of both undergraduate and postgraduate students. In addition to separate modules in didactic and clinical formats, incorporating the ethical aspects into every clinical problem has many advantages. This approach will stimulate students to ponder over the ethical dimension of every clinical scenario, and the reinforcement of this approach during teaching in the clinical setting may help in inculcating these qualities in the students. Additionally, this approach contextualizes these issues to the local and regional perspective, instead of lecturing on the ethical codes developed elsewhere.


Assuntos
Adolescente , Adulto , Humanos , Masculino , Feminino , Ensino , Ética , Aprendizagem Baseada em Problemas , Anestesia , Trinidad e Tobago
2.
Port-of-Spain; s.n; 2007. 407 p. tab, ilus.
Tese em Inglês | MedCarib | ID: med-17499

RESUMO

This study examines the best practice in medicine and proposes a medical education programme to produce best practice doctors. This curriculum is compared to the curriculum in the Phase 1 of the Medical School in the Faculty of Medical Sciences. The name change was due to the inclusion of Dental and Veterinary Schools and later a School of Pharmacy in the faculty. This study examines the features of best practice in medicine and develops a curriculum for producing best practice doctors. The Problem-based Learning curriculum at McMaster and Maastricht is examine to determine, the extent to which the curriculum at Mt. Hope is an adaptation of these Problem-Based Learning curricula and the factors influencing the changes made. It evaluates: (1) the process of implementation of the new curriculum to determine the extent to which the principles of implementation were followed; (2) the extent to which the staff accepted and used the PBL curriculum; (3) the achievements of the students to determine the extent to which the adapted curriculum has achieved its objectives. The study also examines the deficiencies identified in the new curriculum and the attempts made to overcome these deficiencies. The results indicated that the curriculum at Mt Hope compares favorably with a best practice curriculum although there are areas that need to be included. The Mt. Hope curriculum is a hybrid PBL which has become institutionalized. It contains adaptations from both McMaster and Maastricht curricula. The planners of the Mt. Hope curriculum without formal knowledge of the process of implementation followed the entire process suggesting that there may be a situation of intuitive implementation. This is anyone implementing a curriculum will follow the same steps whether they are aware of them or not. The staff accepted PBL as a teaching strategy although their time spent in curriculum development activities was not rewarded. For the most part the curriculum was achieving its objectives while the students perceived it as being a PBL curriculum albeit a hybrid one. Both students and staff identified the steps taken to remedy them. A few deficiencies dealing with assessment still remain to be overcome. The strengths and weakness of the new curriculum were identified and recommendations made for the improvement of the curriculum. An overall assessment of the curriculum was made.


Assuntos
Educação Médica , Currículo , Aprendizagem Baseada em Problemas , Centros Médicos Acadêmicos , Trinidad e Tobago
3.
St. Augustine; s.n; Dec. 2004. 234 p. tab.
Tese em Inglês | MedCarib | ID: med-17201

RESUMO

Health educators in Trinidad and Tobago are demanding additional professional training to cope with their role of encouraging healthy lifestyles. Against this background of a demand for training, this thesis examines the training needs of health educactors in Trinidad and Tobago by reviewing their perceptions on competencies required for practice, the impact of training on current practice and their preferences for future training. A qualitative perspective using a case study approach was used, with the unit of analysis for the case being university trained health education officers employed in the public sector in Trinidad and Tobago. The theoretical framework was informed by theories and prespectives on adult learning and continuing professional education. Emerging from the data was the perception that intrinsic characteristics, such as caring and nuturing, are as important as extrinsic skills such as interpersonal and research skills to health education practices. That notwitstanding, the skills practitioners appeared to be using most were events planning and lecturing. With regard to preferences for training , the responses were focused on the duration of training, delivery modes and training methodology. Conclusions drawn from the data are firstly that there is a gap between skills and competencies taught, and those exhibited in practice. Secondly, while there has been training in foundation areas attention should now be given to short-term training in new areas, as and when needed. It is recommended that "metacompetencies" be considered necessary attributes and be incorporated in continuing training. Consideration should also be given to training that is focused on supplying timely, in-service, situation-specific skills and knowledge (AU)


Assuntos
Humanos , Adulto , Educação em Saúde/tendências , Educação em Saúde , Educadores em Saúde/educação , Educadores em Saúde/tendências , Educadores em Saúde , Promoção da Saúde , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/tendências , Trinidad e Tobago , Região do Caribe
4.
West Indian med. j ; 50(suppl 7): 46, Dec. 2001.
Artigo em Inglês | MedCarib | ID: med-55

RESUMO

In an integrated problem-based learning focussed curriculum where there are significant levels of vertical and horizontal integration, for assessment to be appropriate and aligned a variety of assessment modes must be utilized. At the Faculty of Medical Sciences, significant curriculum changes have been accompanied by changes in the assessment scheme. One of the major significant changes has been the use of a varied but appropriate assessment mode when constructing continuous assessment. Increasingly, Faculty has made use of both construceted response and performance assessments in addition to the traditional selected response formats. In terms of quality assessment schemes, such policies reflect an improved assessment scheme that is likely to more effectively fit both the subject area and the changing student profile. This study considers the predictive validity of different assessment modes using the correlation with the student's admission scores. The study includes an investigation of the validity of: Constructed response formats such as the recently introduced Modified Essay Questions (SAQ's), both used in Continuous Assessments as well as the Restricted Response Essays used in the Phase Examinations of the New Programme. Selected response formats such as the MCQ and MTF. Performance Assessments, including scores derived from laboratory reports and seminars. It was found that selected response formats were generally of higher validity, suggesting perhaps greater rigour and fairness, despite the possibility of test-wiseness and cueing as factors limiting construct validity. Concerns over standardization and rigour in both performance and constructed response assessments are identified. Recommendations are provided for developing greater rigour when implementing performance assessments and for establishing feedback systems based on scores from constructed repsonse formats. (AU)


Assuntos
Adulto , Feminino , Humanos , Masculino , Educação de Graduação em Medicina/métodos , Aprendizagem Baseada em Problemas , Trinidad e Tobago , Estudo de Avaliação
5.
West Indian med. j ; 50(suppl 7): 29, Dec. 2001.
Artigo em Inglês | MedCarib | ID: med-69

RESUMO

Curriculum integration in medical sciences education is both desirable and challenging. Within a problem-based learning environment, the need for integration is recognised, but linkages between communication skills and library skills are not always easily made or operationalized. Given the views of both Ackerman and Drake that an integrated approach to curriculum development offers benefits to learners and staff, the objective was to explore the implementation of this approach among year 1 pre-clinical students in 1997 (n=197) and 1998 (n=198) at the University of the West Indies, St Augustine, Trinidad and Tobago. Results of pre-test scores of students' library skills were compared within each year and an ANOVA analysis indicated that there was a significant increase in scores from pre-test. Some statistical limitations in the available data are acknowleged but the results suggests that students had a better understanding of library skills. Students performance on essay question that integrated the application of students' knowledge of written communication and library skills in a final examination in each year was satisfactory. The practical and intellectual issues in curriculum integration are discussed in relation to the findings. It is concluded that the curriculum integration experience was feasible, created linkages in the curriculum and did not increase demand on student time. (AU)


Assuntos
Humanos , Estudantes de Medicina , Aprendizagem Baseada em Problemas/normas , Currículo/normas , Métodos de Comunicação Total , Trinidad e Tobago , Integração de Sistemas , Análise de Variância
6.
West Indian med. j ; 50(Suppl 4): 50-2, Sept. 2001.
Artigo em Inglês | MedCarib | ID: med-282

RESUMO

The University of the West Indies was founded at Mona, Jamaica in 1948. After fifty two years, the format of the final Bachelor of Medicine clinical examination in Medicine and Therapeutics has been radically revised. The change from the traditional to an evidence-based, objective structured clinical examination (OSCE) was undertaken in November/December 2000. Assessment drives learning and both the methods chosen for assessment and the manner in which they are applied determine how students learn. The philosophical underpinnings of the change in format are discussed in this paper. (AU)


Assuntos
Humanos , Competência Clínica , Avaliação Educacional/métodos , Aprendizagem Baseada em Problemas/métodos , Região do Caribe , Centros Médicos Acadêmicos , Faculdades de Medicina , Avaliação Educacional/normas
7.
West Indian med. j ; 50(Suppl 4): 40-3, Sept. 2001. ilus, maps
Artigo em Inglês | MedCarib | ID: med-284

RESUMO

The teaching facility at the Eric Williams Medical Sciences Complex was designed to provide a comprehensive structural environment for a multidisciplinary faculty whose teaching methodology utilized an integrated problem-based learning approach. Though the faculty is over 11 years old, the full realization of the vision has not become a reality and the next 10 years will be devoted to fulfilling the dream. (AU)


Assuntos
Humanos , Faculdades de Medicina/organização & administração , Aprendizagem Baseada em Problemas , Currículo , Bibliotecas Médicas , Educação Médica , Docentes de Medicina
8.
West Indian med. j ; 46(4): 120-3, Dec. 1997.
Artigo em Inglês | MedCarib | ID: med-1940

RESUMO

A hybrid problem based learning (PBL) and traditional programme was started at the Trinidad campus of the University of the West Indies in 1989. Analyses were carried out to determine the extent to which the entrance qualifications of the students were related to their performances at the examinations in the Phase I (preclinical and paraclinical) and Phase II (clinical) programmes. Students who were admitted on the basis of their results in the secondary school General Certificate of Examination (GCE), "A" level scored higher at the Phase I, but not at the Phase II, level than those who already had university education. Among the "A" level students, there was positive correlation between the total "A" level scores and the examination marks in the medical programme, particularly at the Phase I level. Futhermore, multiple regression analyses indicated that the grades in "A" level chemistry and, to a lesser extent in biology, had the most influence on performance at the Phase I examinations, with much less influence on performances at the Phase II examinations. These results suggest that good grades at "A" level examination are significant factors, but not the only important ones, that favour high achievement in the initial stages of this type of PBL/traditional medical programme.(AU)


Assuntos
Adulto , Humanos , Estudantes de Medicina , Educação de Graduação em Medicina , Critérios de Admissão Escolar , Avaliação Educacional , Aprendizagem Baseada em Problemas , Trinidad e Tobago
10.
St. Augustine; Problem-based Learning Consultancy; 1996. xii,144 p. ilus.
Monografia em Inglês | MedCarib | ID: med-16316
13.
West Indian med. j ; 44(Suppl. 3): 22, Nov. 1995.
Artigo em Inglês | MedCarib | ID: med-5063

RESUMO

A major principle of problem-based learning (PBL) is that knowledge gained in a specific context is more easily incorporated into one's fund of usable information. In PBL curricula, students are self-directed, meet regularly in small tutorial groups to consider a clinical problem at each session. Problems are presented in blocks based on biologic development or organ systems. The issues identified determine the disciplines learned and focus the subsequent discussion. Issue guides help students and tutors cover the disciplines and topics each problem involves. The emphasis is on learning principles and mechanisms of disease that explain clinical phenomena, preventive and management strategies for individuals and communities. Problem-solving follows steps involving specific and discriminating application of knowledge and skills already acquired. In this process, the clinical situation provides the cues needed to define the problem medically and to suggest explanations. The expertise of the observer will dictate the choice, efficiency, utility, discrimination etc. of data-gathering strategies used to make a final diagnosis, assess prognosis and plan management. With expert monitoring of outcomes, changes are readily made. PS is thus a process for experts not novices. PBL curricula claim to teach students the elements of PS quickly, consistently and usefully. PS is thus the outcome of PBL and the lasting skills needed will be mastered if students pursue PS and ignore the wider scope and ramifications of PBL (AU)


Assuntos
Humanos , Resolução de Problemas , Aprendizagem Baseada em Problemas , Competência Clínica , Organização e Administração , Coleta de Dados
14.
West Indian med. j ; 44(Suppl. 3): 21, Nov. 1995.
Artigo em Inglês | MedCarib | ID: med-5064

RESUMO

The Faculty of Health Services at McMaster University adopted, at its founding, continuous evaluation by peers and tutors as the primary tool to measure learning progress in its problem-based curriculum (PBL). Results were uneven and the student performance data showed poor reproducibility and little correlation with achievement in the final licensing examination (LMCC). Other tests were then introduced: the "triple jump" exercise for tutorial learning and standardized patients for clinical skills, supplemented sporadically with short essays, free response items and patient management problems. These were costly and posed logistic problems, not justified by their psychometric properties. The objectives structured clinical examinations (OSCE) was added to test clinical skills and showed good results. But a reliable test of knowledge remained elusive. Having a fairly extensive experience with objective tests and knowing their positive psychometric properties, I introduced MCQs to my student groups in required and elective studies, in formative and summative fashion, to provide individual and group data. Administrators and unit supervisors, mostly unfamiliar with MCQs , disagreed with their use, asserting that they steered students to "cram for examinations" and were therefore anti-PBL! However, the higher LMCC failure rate of McMaster students compared with others persuaded the school to adopt an MCQ format based on one developed by the University of Limburg, Maastricht, Holland. The test is offered annually to all students, of all years, and samples the entire curriculum. When the three scores are obtained, a profile of performance emerges for each student. Results have shown higher percentages of correct answers in years 2 & 3, suggesting incremental learning. MCQs are a valued tool in evaluating knowledge. Future use should include extended choice and extended matching formats, which have been shown to improve the tests psychometrically (AU)


Assuntos
Humanos , Aprendizagem Baseada em Problemas , Educação Médica/métodos
15.
Mount Hope; THe University of the West Indies, Faculty of Medical Sciences; 1995. [21] p. ilus.
Monografia em Inglês | MedCarib | ID: med-16238
16.
In. Anon. Workshop on medical education: Faculty of Medical Sciences, the University of the West Indies, Jamaica, Barbados, Trinidad & Tobago - Trinidad Hilton, January 16-18, 1995. s.l, s.n, 1995. p.63-70.
Não convencional em Inglês | MedCarib | ID: med-750
17.
In. Anon. Workshop on medical education: Faculty of Medical Sciences, University of the West Indies, Jamaica, Barbados, Trinidad & Tobago - Trinidad Hilton, January 16-18, 1995. s.l, s.n, 1995. p.58-62.
Não convencional em Inglês | MedCarib | ID: med-751
20.
West Indian med. j ; 42(Suppl. 1): 42, Apr. 1993.
Artigo em Inglês | MedCarib | ID: med-5123

RESUMO

The new curriculum at the Mount Hope Medical School, Trinidad, has introduced many novel concepts in medical teaching in the Caribbean. The preclinical exposure has been increased to 3 years where problem-based learning (PBL) is employed and introduction to clinical skills is done in a skills laboratory rather than on the wards. Fewer lectures are given and more (applied) basic science education is imparted via PBL sessions where 6 to 8 students are assigned to a tutor. Students are exposed to 2 rather than 3 years' clinical experience on the wards. In order to assess the students' views of this curriculum, a questionnaire was designed and given to 62 students of the class of 1994 after they had completed their first clinical clerkship. Data from 41 (66 per cent) students were analysed, using a personal computer. Most students (82 per cent) preferred to shorten their preclinical exposure to 2 years or less, and felt they could learn the same amount of basic science in the time. They preferred to have more lectures (68 per cent) and to have more tutor participation in PBL sessions (80 per cent). All students felt learning clinical skills on the wards was far superior to developing these in the skills laboratory. In view of these findings, consideration should be given to reviewing the curriculum, and further studies should be done to continue assessment of curriculum changes (AU)


Assuntos
Humanos , Estudantes de Medicina , Aprendizagem Baseada em Problemas , Ensino , Estágio Clínico , Instrução Programada , Trinidad e Tobago
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