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1.
J Paediatr Child Health ; 56(7): 1018-1022, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32479703

RESUMO

Research designs are broadly divided into observational studies (i.e. cross-sectional; case-control and cohort studies) and experimental studies (randomised control trials, RCTs). Each design has a specific role, and each has both advantages and disadvantages. Moreover, while the typical RCT is a parallel group design, there are now many variants to consider. It is important that both researchers and paediatricians are aware of the role of each study design, their respective pros and cons, and the inherent risk of bias with each design. While there are numerous quantitative study designs available to researchers, the final choice is dictated by two key factors. First, by the specific research question. That is, if the question is one of 'prevalence' (disease burden) then the ideal is a cross-sectional study; if it is a question of 'harm' - a case-control study; prognosis - a cohort and therapy - a RCT. Second, by what resources are available to you. This includes budget, time, feasibility re-patient numbers and research expertise. All these factors will severely limit the choice. While paediatricians would like to see more RCTs, these require a huge amount of resources, and in many situations will be unethical (e.g. potentially harmful intervention) or impractical (e.g. rare diseases). This paper gives a brief overview of the common study types, and for those embarking on such studies you will need far more comprehensive, detailed sources of information.


Assuntos
Projetos de Pesquisa , Estudos de Casos e Controles , Estudos Transversais , Humanos
2.
BMC Med Educ ; 20(Suppl 2): 462, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272266

RESUMO

A structured approach is critical to the success of any small group teaching session; preparation and planning are key elements in ensuring the session is systematic and effective. Learning activities guide and engage students towards the achievement of agreed learning outcomes. This paper introduces the central concepts of planning and preparing a small group teaching session. It provides an overview of key theoretical principles in lesson planning, delivery, and how to provide effective feedback in this setting.


Assuntos
Aprendizagem , Estudantes , Retroalimentação , Humanos , Ensino
3.
BMC Med Educ ; 20(Suppl 2): 454, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272254

RESUMO

Skills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.


Assuntos
Capacitação de Professores , Currículo , Retroalimentação , Humanos , Aprendizagem , Grupo Associado , Ensino
4.
BMC Med Educ ; 20(Suppl 2): 463, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272257

RESUMO

Teaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines - particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism.


Assuntos
Grupo Associado , Estudantes de Medicina , Competência Clínica , Pessoal de Saúde , Humanos , Aprendizagem , Exame Físico , Ensino
5.
BMC Med Educ ; 20(Suppl 2): 460, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272265

RESUMO

Provision of feedback forms an integral part of the learning process. Receipt of feedback enriches the learning experience, and helps to narrow the gap between actual and desired performance. Effective feedback helps to reinforce good practice, motivating the learner towards the desired outcome. However, a common complaint from learners is that the receipt of feedback is infrequent and inadequate. This paper briefly explores the role of feedback within the learning process, the barriers to the feedback process, and practical guidelines for facilitating feedback.


Assuntos
Aprendizagem , Ensino , Retroalimentação , Humanos
6.
BMC Med Educ ; 20(Suppl 2): 456, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272264

RESUMO

Effective leadership is a complex and highly valued component of healthcare education, increasingly recognised as essential to the delivery of high standards of education, research and clinical practice. To meet the needs of healthcare in the twenty-first century, competent leaders will be increasingly important across all health professions, including allied health, nursing, pharmacy, dentistry, and medicine. Consequently, incorporation of leadership training and development should be part of all health professional curricula. A new type of leader is emerging: one who role models the balance between autonomy and accountability, emphasises teamwork, and focuses on improving patient outcomes. Healthcare education leaders are required to work effectively and collaboratively across discipline and organisational boundaries, where titles are not always linked to leadership roles. This paper briefly considers the current theories of leadership, and explores leadership skills and roles within the context of healthcare education.


Assuntos
Currículo , Liderança , Pessoal de Saúde , Humanos , Papel do Profissional de Enfermagem
7.
BMC Med Educ ; 20(Suppl 2): 461, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272267

RESUMO

Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.


Assuntos
Processos Grupais , Aprendizagem Baseada em Problemas , Avaliação Educacional , Retroalimentação , Humanos , Aprendizagem , Faculdades de Medicina
8.
BMC Med Educ ; 20(Suppl 2): 457, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272270

RESUMO

There is now good evidence that small group teaching provides a fruitful academic environment, which optimises learning, particularly in the healthcare setting, and especially when compared to lectures. An individual student's understanding of knowledge is increased when they are able to actively compare and build on their own understanding in conjunction with their peers. Small group teaching provides opportunities for learners to work collaboratively, and promotes team-building skills - skills that are essential to work within healthcare settings. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and tips to improve learner engagement when facilitating small groups.


Assuntos
Ocupações em Saúde , Aprendizagem , Competência Clínica , Currículo , Humanos , Grupo Associado , Ensino
9.
BMC Med Educ ; 20(Suppl 2): 458, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272273

RESUMO

The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners' acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.


Assuntos
Competência Clínica , Aprendizagem , Humanos , Estudantes , Ensino
10.
BMC Med Educ ; 20(Suppl 2): 459, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272274

RESUMO

Clinical handover is one of the most critical steps in a patient's journey and is a core skill that needs to be taught to health professional students and junior clinicians. Performed well, clinical handover should ensure that lapses in continuity of patient care, errors and harm are reduced in the hospital or community setting. Handover, however, is often poorly performed, with critical detail being omitted and irrelevant detail included. Evidence suggests that the use of a structured, standardised framework for handover, such as ISBAR, improves patient outcomes. The ISBAR (Introduction, Situation, Background, Assessment, Recommendation) framework, endorsed by the World Health Organisation, provides a standardised approach to communication which can be used in any situation. In the complex clinical environment of healthcare today, ISBAR is suited to a wide range of clinical contexts, and works best when all parties are trained in using the same framework. It is essential that healthcare leaders and professionals from across the health disciplines work together to ensure good clinical handover practices are developed and maintained. Organisations, including universities and hospitals, need to invest in the education and training of health professional students and health professionals to ensure good quality handover practice. Using ISBAR as a framework, the purpose of this paper is to highlight key elements of effective clinical handover, and to explore teaching techniques that aim to ensure the framework is embedded in practice effectively.


Assuntos
Transferência da Responsabilidade pelo Paciente , Comunicação , Humanos
11.
BMC Med Educ ; 20(Suppl 2): 453, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272276

RESUMO

Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the "agency" of the individual students, that is, their willingness to participate; and importantly, the "affordance" of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors' collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.


Assuntos
Grupo Associado , Estudantes de Medicina , Currículo , Humanos , Pesquisa Qualitativa , Instituições Acadêmicas , Estudantes , Ensino
12.
BMC Med Educ ; 20(Suppl 2): 455, 2020 Dec 03.
Artigo em Inglês | MEDLINE | ID: mdl-33272300

RESUMO

Interprofessional education (IPE) is a critical approach for preparing students to enter the health workforce, where teamwork and collaboration are important competencies. IPE has been promoted by a number of international health organisations, as part of a redesign of healthcare systems to promote interprofessional teamwork, to enhance the quality of patient care, and improve health outcomes. In response, universities are beginning to create and sustain authentic and inclusive IPE activities, with which students can engage. A growing number of health professionals are expected to support and facilitate interprofessional student groups. Designing interprofessional learning activities, and facilitating interprofessional groups of students requires an additional layer of skills compared with uniprofessional student groups. This article outlines the key points for planning and practicing interprofessional facilitation within the classroom and clinical setting.


Assuntos
Educação Interprofissional , Relações Interprofissionais , Comportamento Cooperativo , Pessoal de Saúde/educação , Humanos
13.
BMC Med Educ ; 19(1): 369, 2019 Oct 15.
Artigo em Inglês | MEDLINE | ID: mdl-31615507

RESUMO

BACKGROUND: Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today's medical graduates encompass the ability to effectively collaborate, communicate and problem solve. The learning needs of medical students have also changed over time. Today's medical students are highly interconnected, enjoying teamwork and collaborative practice, and desire continuous, explicit feedback. They want structured learning activities, with clear expectations, and enjoy a sense of accomplishment on their achievements. The conflation of these issues has seen many medical schools adopt the model of Team-based learning (TBL). Using the conceptual framework of communities of practice, we sought to qualitatively explore students' and teachers' experience of TBL in Year 1 of a graduate entry medical program. METHODS: Convenience sampling was used to select 169/350 (48%) Year 1 students who completed three TBL sessions. Each TBL session was facilitated by three senior clinicians. Following participation in the TBLs, students were invited to attend focus groups, and all facilitators (n = 9) were invited to attend interviews. A coding framework was developed to code the entire dataset, using the theoretical lens of communities of practice. RESULTS: 34/169 (20%) of students attended focus groups. Three facilitators (3/9, 33%) were interviewed. Students and facilitators felt the structure and organisation of TBL made students accountable for their learning and team contributions. The combined expertise and clinical experience of facilitators, with immediate feedback helped groups to work both independently and collaboratively. Facilitators found working with their peers in the TBLs to be a rewarding experience. CONCLUSIONS: The community of practice found in the TBL classes, provided an enriching and rewarding learning environment that motivated students to build on their basic knowledge and apply what had been learnt. The interactions of experienced, senior clinicians as facilitators, sharing their expertise within a clinical context, prompted effective student engagement in learning and understanding. Our change in curriculum design and pedagogy will assist in preparing medical students for demands of the increasingly complex healthcare systems in which they will work.


Assuntos
Competência Clínica/estatística & dados numéricos , Educação de Pós-Graduação , Processos Grupais , Aprendizagem Baseada em Problemas , Estudantes de Medicina , Desempenho Acadêmico , Currículo , Avaliação Educacional , Estudos de Avaliação como Assunto , Grupos Focais , Humanos , Aprendizagem Baseada em Problemas/estatística & dados numéricos
14.
Paediatr Respir Rev ; 25: 88-93, 2018 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-28341168

RESUMO

Correctly performed and interpreted statistics play a crucial role for both those who 'produce' clinical research, and for those who 'consume' this research. Unfortunately, however, there are many misunderstandings and misinterpretations of statistics by both groups. In particular, there is a widespread lack of appreciation for the severe limitations with p values. This is a particular problem with small sample sizes and low event rates - common features of many published clinical trials. These issues have resulted in increasing numbers of false positive clinical trials (false 'discoveries'), and the well-publicised inability to replicate many of the findings. While chance clearly plays a role in these errors, many more are due to either poorly performed or badly misinterpreted statistics. Consequently, it is essential that whenever p values appear, these need be accompanied by both 95% confidence limits and effect sizes. These will enable readers to immediately assess the plausible range of results, and whether or not the effect is clinically meaningful.


Assuntos
Pesquisa Biomédica , Interpretação Estatística de Dados , Pesquisa Biomédica/métodos , Confiabilidade dos Dados , Coleta de Dados , Humanos , Tamanho da Amostra
15.
Intern Med J ; 48(3): 340-343, 2018 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-29512325

RESUMO

Extracorporeal membrane oxygenation (ECMO) support is used in selected patients with cystic fibrosis (CF) as a bridge to transplantation. Our aim was to describe briefly treatment and outcomes of six CF patients who received ECMO. One patient received a lung transplant and another recovered from acute respiratory failure. Four died despite ECMO support. Lack of timely availability of suitable donor lungs and patient selection are contributing factors.


Assuntos
Fibrose Cística/diagnóstico , Fibrose Cística/terapia , Oxigenação por Membrana Extracorpórea/estatística & dados numéricos , Hospitais Urbanos , Adulto , Fibrose Cística/complicações , Feminino , Humanos , Transplante de Pulmão/estatística & dados numéricos , Masculino , New South Wales , Encaminhamento e Consulta , Insuficiência Respiratória/diagnóstico , Insuficiência Respiratória/etiologia , Insuficiência Respiratória/terapia
16.
BMC Med Educ ; 18(1): 74, 2018 Apr 10.
Artigo em Inglês | MEDLINE | ID: mdl-29631579

RESUMO

BACKGROUND: While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. METHODS: In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. RESULTS: Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity. CONCLUSION: Students found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.


Assuntos
Educação Médica/métodos , Feedback Formativo , Aprendizagem Baseada em Problemas/métodos , Currículo , Educação Médica/organização & administração , Grupos Focais , Processos Grupais , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas/organização & administração
17.
BMC Med Educ ; 17(1): 239, 2017 Dec 04.
Artigo em Inglês | MEDLINE | ID: mdl-29202736

RESUMO

BACKGROUND: The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. METHODS: In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. RESULTS: Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. CONCLUSION: The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.


Assuntos
Currículo/normas , Ocupações em Saúde/educação , Competência Profissional/normas , Estudantes de Ciências da Saúde , Capacitação de Professores , Adulto , Comportamento Cooperativo , Estudos de Avaliação como Assunto , Retroalimentação , Feminino , Humanos , Relações Interprofissionais , Masculino , Grupo Associado , Aprendizagem Baseada em Problemas , Inquéritos e Questionários , Capacitação de Professores/normas , Adulto Jovem
18.
BMC Med Educ ; 17(1): 243, 2017 Dec 08.
Artigo em Inglês | MEDLINE | ID: mdl-29221459

RESUMO

BACKGROUND: Internationally, medical schools have long used a variety of approaches to develop hybrid Problem based learning (PBL) curricula. However, Team-based learning (TBL), has gained recent popularity in medical education. TBL maintains the advantages of small group teaching and learning, but in contrast to Problem-based learning (PBL), does not require large numbers of tutors. In 2016, TBL was introduced to Year 1 of the Sydney Medical Program (SMP).This study sought to compare students' perceptions of using TBL in place of PBL. METHODS: Year 1 students (n = 169) completed three PBL and three TBL sessions during one of the following teaching blocks: Musculoskeletal (n = 56), Respiratory (n = 59) or Cardiovascular (n = 54). Student feedback following completion of each block of teaching was collected by questionnaire, using closed and open ended items. Data were analysed using descriptive statistics and thematic analysis. RESULTS: In total, 144/169 (85%) of participants completed a questionnaire regarding PBL, and 152/169 (90%) completed a similar questionnaire regarding TBL. The students found positive aspects of their TBL experience to include the smaller group size, the use of readiness assurance tests, immediate feedback from senior clinicians, and time efficiency. In PBL, students reported that variable expertise of tutors; limited direction; and large group size hindered their learning. CONCLUSIONS: Overwhelmingly, students preferred TBL over PBL, as the optimal teaching strategy. Students found the structure and format of the TBL sessions more conducive to learning, engagement and participation than PBL sessions. Although the use of TBL required an instructional approach, needing direction from the tutor, it remained student-centred, generating a range of positive outcomes. Study results provide confidence to change from PBL to TBL within Year 1 and Year 2 of the SMP in 2017.


Assuntos
Currículo , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/normas , Aprendizagem Baseada em Problemas , Estudantes de Medicina , Austrália , Avaliação Educacional , Estudos de Avaliação como Assunto , Retroalimentação , Processos Grupais , Humanos , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários
19.
Eur Respir J ; 47(2): 499-509, 2016 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-26493805

RESUMO

It is known that asthma is a heterogeneous entity whose manifestations vary with age. Our objective was to examine changes in the manifestation of asthma and asthma-related traits in childhood by defining empirically derived childhood asthma phenotypes and examining their transitions over time.To define the phenotypes we used data on respiratory symptoms, healthcare utilisation, medications, spirometry, airway hyperresponsiveness (AHR), exhaled nitric oxide concentration and atopy from a birth cohort recruited on the basis of having a first-degree relative with asthma. Data were acquired at ages 1.5-11.5 years and analysed using latent transition analysis.In a study population of 370 participants, we classified subjects into four phenotypes: 1) nonatopic, few symptoms (prevalence range from 1.5 to 5 years: 52-60%), 2) atopic, few symptoms (3-21%), 3) nonatopic, asthma and rhinitis symptoms (13-35%), and 4) atopic, asthma and rhinitis symptoms (2-14%) in early childhood; and 1) nonatopic, no respiratory disease (prevalence range from 8 to 11.5 years: 41-46%), 2) atopic, no respiratory disease (23-33%), 3) nonatopic, asthma symptoms, no AHR or airway inflammation (8-12%) and 4) atopic asthma (19%) in mid-childhood. Transitioning between phenotypes was common in early childhood, but less common in later childhood.This analysis represents the first attempt to incorporate longitudinal patterns of several manifestations of asthma into a single model to simultaneously define phenotypes and examine their transitions over time. It provides quantitative support for the view that asthma is a heterogeneous entity, and that some children with wheeze and other respiratory symptoms in early life progress to asthma in mid-childhood, while others become asymptomatic.


Assuntos
Asma/fisiopatologia , Tosse/fisiopatologia , Pulmão/fisiopatologia , Antiasmáticos/uso terapêutico , Asma/complicações , Asma/tratamento farmacológico , Testes Respiratórios , Broncodilatadores/uso terapêutico , Criança , Pré-Escolar , Tosse/etiologia , Feminino , Volume Expiratório Forçado , Humanos , Hipersensibilidade/complicações , Hipersensibilidade/fisiopatologia , Lactente , Modelos Logísticos , Estudos Longitudinais , Masculino , Óxido Nítrico/análise , Fenótipo , Hipersensibilidade Respiratória/complicações , Hipersensibilidade Respiratória/fisiopatologia , Rinite Alérgica/complicações , Rinite Alérgica/fisiopatologia , Espirro , Espirometria
20.
BMC Med Educ ; 16: 49, 2016 Feb 04.
Artigo em Inglês | MEDLINE | ID: mdl-26846425

RESUMO

BACKGROUND: A traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program. METHODS: In Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared. RESULTS: All students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95%) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students' score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2. CONCLUSION: Students favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the application of TBL principles meant the sessions were not reliant upon a large teacher to student ratio. Students, however, highlighted the need for more time within TBL for clinical problem-solving.


Assuntos
Cardiologia/educação , Educação de Graduação em Medicina/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Estudantes de Medicina/psicologia , Educação de Graduação em Medicina/métodos , Avaliação Educacional/métodos , Retroalimentação , Processos Grupais , Humanos , Projetos Piloto , Aprendizagem Baseada em Problemas/métodos , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários
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