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2.
Med Oncol ; 37(8): 75, 2020 Jul 29.
Artigo em Inglês | MEDLINE | ID: mdl-32728951

RESUMO

Italy was the first European country to be hit by COVID-19 pandemic. As a consequence, Italian oncologists had to guarantee essential treatments although minimizing exposure to the virus, and accidental infection, of patients and healthcare professionals. As Department of Medical Oncology of the University Hospital of Udine, in this short report, we describe the measures that we have taken, and gradually updated, since February 26, 2020. All accesses to our Oncology facilities are currently regulated by entrance check-points where patients are screened for infections following dedicated algorithms. Up to date, after 6 weeks of systematic execution of swabs no physician, nurse or other individual of the staff has been found positive to COVID-19. Only one patient admitted for therapy has been identified as COVID-19 positive. The aim of our work is to propose a model, made up of a set of operative procedures, that may be adopted by all the oncologists that daily struggle to guarantee safety and care in Oncology during this COVID-19 emergency.


Assuntos
Betacoronavirus/efeitos dos fármacos , Infecções por Coronavirus/terapia , Pneumonia Viral/terapia , Europa (Continente) , Ocupações em Saúde , Humanos , Oncologia/métodos , Pandemias
3.
Am J Public Health ; 110(S2): S186-S190, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32663085

RESUMO

The seminal Consensus Study by the National Academies of Science, Engineering, and Medicine released in September 2019 describes the benefits of integrating health and social care service delivery, underscoring the central role of social determinants of health (SDOH) in health outcomes. Although the report's focus on the integration of health and social care contributes a much needed perspective to the national discourse on SDOH and offers a useful framework for organizing service delivery activities, the omission of prevention and health promotion throughout the report is a substantial limitation.We call for increased attention to and investment in prevention and health promotion in the proposed 5As framework. We contend that effectively addressing SDOH and improving alignment between health and social systems require reconceptualization of the traditional health care workforce and renewed state and national advocacy efforts.A paradigm shift encompassing a broader "workforce for health" that is well trained in prevention, health promotion, and advocacy is critical to addressing SDOH, improving population health outcomes, and achieving health equity. Given their professional mission, training, expertise, and scope of practice, social workers are well positioned to lead this effort.


Assuntos
Promoção da Saúde/economia , Mão de Obra em Saúde , Medicina Preventiva/economia , Serviço Social , Defesa do Consumidor , Ocupações em Saúde , Humanos
5.
N Z Med J ; 133(1518): 19-32, 2020 07 17.
Artigo em Inglês | MEDLINE | ID: mdl-32683429

RESUMO

AIM: To extend a previous investigation published in the New Zealand Medical Journal in 2017 into the state of quality improvement and patient safety teaching within health professional curricula and inform further investigation. This detailed analysis of actual curricula investigated the extent to which the nine quality and safety domains outlined by New Zealand's Health Quality & Safety Commission (HSQC) are included in eight health professional degrees in disciplines covered by the Health Practitioners Competence Assurance (HPCA) Act as they were delivered to 2,869 students in 2019. An extended set of terms was identified for exploring the key concepts. METHOD: The key concepts within the nine quality and safety domains previously published by HSQC were identified and used to conduct electronic searches of undergraduate curricula. A detailed analysis of the findings indicated that a range of terms, beyond those used in the descriptions in the 2017 study, were utilised to convey the key concepts. An extended list of terms was developed, and further analyses undertaken to check the context of them and ensure relevance. The final analysis identified the terms from the extended list across curricula. Further cross-checking was undertaken to verify the meaning and context of them. RESULTS: The development of an extended list of terms relating to the quality and safety domains enabled a detailed analysis of eight undergraduate health professional curricula preparing students for registration under the HPCA. All the quality and safety domains are represented within health professional degrees and one curriculum in particular was identified as an exemplar in relation to the extent the domains were incorporated. The extended list of terms provides a tool for exploring these domains in other curricula and institutions. CONCLUSION: This detailed analysis of curricula presents a more reassuring picture of the presence of quality improvement and patient safety within undergraduate education in Aotearoa New Zealand than had been previously presented following interviews with educators. An extended list of terms relating to the HSQC domains identified during this analysis adds to the interprofessional vocabulary for considering quality and safety as curricula are continuously evaluated and refined. The curriculum of one discipline provides an exemplar of how key concepts may be incorporated across all levels of a programme of study.


Assuntos
Currículo , Educação de Graduação em Medicina/normas , Ocupações em Saúde/educação , Segurança do Paciente/normas , Melhoria de Qualidade , Humanos , Nova Zelândia , Estudos Retrospectivos
8.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: covidwho-431288

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
15.
Med Teach ; 42(7): 756-761, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32450049

RESUMO

The COVID-19 pandemic has disrupted healthcare systems around the world, impacting how we deliver medical education. The normal day-to-day routines have been altered for a number of reasons, including changes to scheduled training rotations, physical distancing requirements, trainee redeployment, and heightened level of concern. Medical educators will likely need to adapt their programs to maximize learning, maintain effective care delivery, and ensure competent graduates. Along with a continued focus on learner/faculty wellness, medical educators will have to optimize existing training experiences, adapt those that are no longer viable, employ new technologies, and be flexible when assessing competencies. These practical tips offer guidance on how to adapt medical education programs within the constraints of the pandemic landscape, stressing the need for communication, innovation, collaboration, flexibility, and planning within the era of competency-based medical education.


Assuntos
Infecções por Coronavirus/epidemiologia , Ocupações em Saúde/educação , Saúde Mental , Pneumonia Viral/epidemiologia , Adaptação Psicológica , Betacoronavirus , Estilo de Vida Saudável , Humanos , Cultura Organizacional , Inovação Organizacional , Pandemias , Apoio Social , Estudantes de Ciências da Saúde/psicologia
16.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32471311

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
18.
J Dent Educ ; 84(7): 762-770, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32359078

RESUMO

This article seeks to outline the implementation of a longitudinal interprofessional education (IPE) program in the predoctoral curriculum at a U.S. dental school. The challenges of implementing the curriculum in a complex environment are reviewed, and an overview of the 4-year curriculum is offered, including exposure, immersion, and clinical readiness components. Results of developmental evaluations are reviewed. Respondents to surveys regarding the capstone case conference experiences overwhelmingly suggest the conferences were educationally rewarding as well as enriching for each of the health professions represented. While response was limited, alumni surveys also indicate satisfaction with the IPE experience. A discussion of challenges and suggestions regarding successful implementation and expansion of IPE programs from didactic to clinical settings are also included.


Assuntos
Currículo , Relações Interprofissionais , Ocupações em Saúde , Inquéritos e Questionários
19.
Acad Med ; 95(5): 695-699, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32345881

RESUMO

An understanding of the diversity of perspectives within the research paradigms of health professions education (HPE) is essential for rigorous research design and more purposeful engagement with the contributions of others. In this article, the authors explicitly discuss the underlying assumptions, notions of good scholarship, and shortcomings of the postpositivism research paradigm. While postpositivism is likely one of the more familiar paradigms within HPE research, it is rarely formally or explicitly described. Drawing on key literature and contemporary examples, the authors describe the ontology, epistemology, methodologies, axiology, signs of rigor, and common critiques of postpositivism. A case study provides the focus for a practical illustration of how a postpositivist approach to education research could be applied. Suggestions for further reading are provided for those who are keen to delve deeper into the history and key tenants of the postpositivist stance.


Assuntos
Ocupações em Saúde/educação , Projetos de Pesquisa/tendências , Pesquisa/normas , Humanos , Pesquisa/tendências , Projetos de Pesquisa/normas
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