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1.
Rev. Odontol. Araçatuba (Impr.) ; 42(1): 14-18, jan.-abr. 2021.
Artículo en Portugués | LILACS, BBO - Odontología | ID: biblio-1148160

RESUMEN

Objetivo: Este trabalho tem como propósito relatar, a partir de um olhar acadêmico, as experiências vivenciadas no programa "Partiu Estágio" do governo da Bahia, direcionado à gestão da atenção básica e produção técnico-científica com o Telessaúde Redes Brasil. Metodologia: A vivência ocorreu no período de novembro de 2017 a julho de 2018, no município de Salvador, Bahia, e teve a participação de 07 estudantes de diferentes cursos de graduação. Ocorreram visitas, estudos de imersão teórica, rodas de conversas e dinâmicas, visando o entendimento da realidade do Sistema Único de Saúde e do programa Telessaúde. Resultados: O programa "Partiu Estágio" promoveu a aproximação entre universitários e Atenção Básica, enquanto o Telessaúde viabilizou a integração dos sistemas de informação em saúde. No período de experiência identificouse pontos positivos como a possibilidade de acompanhamento das ações de saúde do SUS e o funcionamento do Telessaúde, entretanto, existem fragilidades, especialmente, no que concerne à estrutura do Telessaúde e verbas para ampliação do programa. Conclusão: A relevância dos programas abordados é imprescindível, pois impacta na operacionalização da Atenção Básica. Ressalta-se a relevância de aproximar estudantes de cursos de graduação, voltados para saúde, a experimentarem os espaços de aprendizagem no SUS e na Atenção Primária(AU)


Objective: This study aimed to report, from an academic perspective, the experiences of the "Partiu Estágio" program of the Bahia government, aimed at the management of basic care and technical-scientific production with Telehealth Networks Brazil. Methodology: The experience occurred in the period from November 2017 to July 2018, in the city of Salvador, Bahia, and had the participation of 07 students from different undergraduate courses. Visits, theoretical immersion studies, conversation wheels and dynamics, aimed at understanding the reality of the Unified Health System and the Telehealth program. Results: The "Partiu Estágio" program promoted the rapprochement between university students and Primary Care, while Telehealth enabled the integration of health information systems. During the period of experience, positive points were identified such as the possibility of monitoring health actions of the SUS and the operation of Telehealth, as well as participation in the process of promoting the continuity of care of the population by the permeability of available resources, regardless of the place where assistance was generated. However, there are weaknesses, especially with regard to the structure of telehealth and funds to expand the program Conclusion: The relevance of the programs addressed is essential, as it impacts on the operationalization of Primary Care. It is important to highlight the relevance of bringing undergraduate, health-oriented students to experience the learning spaces in SUS and Primary Care(AU)


Asunto(s)
Atención Primaria de Salud , Estudiantes de Medicina , Telemedicina , Sistema Único de Salud , Aprendizaje Basado en Problemas
2.
BMC Med Educ ; 21(1): 220, 2021 Apr 20.
Artículo en Inglés | MEDLINE | ID: mdl-33879150

RESUMEN

BACKGROUND: Interprofessional practice (IPP) has been shown to contribute to quality service provision and improved health outcomes. This knowledge has led to the integration of interprofessional education into course curricula for many health-care disciplines. Offering interprofessional education in rural areas to students undertaking work integrated learning placements is challenging particularly because of the diversity of students and placement dates combined with the student focus on the assessable placement curriculum. This research investigated and evaluated the utility of an escape room as an educational modality that facilitates learning whilst providing a supportive and motivating learning environment. Our project focused on the acquisition of interprofessional practice knowledge and experience by a health professional student cohort. METHODS: This study used the novel intervention of an escape room combined with an interactive teaching session to test student engagement and learning about interprofessional practice and teamwork. The research used a mixed methods single group pre-post design. RESULTS: Fifty students (78% female) from seventeen universities and seven professions participated in teams of three to six members. Most participants (66%) had not previously completed an escape room. The results showed that the intervention provided effective and engaging learning and was intrinsically appealing to students despite its non-assessable nature. Individual student reflection on their participation showed developing insight into the critical importance of clear communication and intentional team member collaboration in the provision of effective interprofessional practice. CONCLUSIONS: The escape room intervention added value to the placement curriculum and proved flexible for a heterogeneous student cohort.


Asunto(s)
Competencia Clínica , Curriculum , Personal de Salud/educación , Relaciones Interprofesionales , Estudiantes/psicología , Adulto , Educación de Pregrado en Medicina/métodos , Evaluación Educacional/métodos , Femenino , Humanos , Aprendizaje , Masculino , Aprendizaje Basado en Problemas , Población Rural
3.
BMC Med Educ ; 21(1): 222, 2021 Apr 21.
Artículo en Inglés | MEDLINE | ID: mdl-33879160

RESUMEN

BACKGROUND: Problem-based learning (PBL) is classified as a collaborative learning approach, wherein students learn while contributing meaning to experiences and interactions with others. An important theoretical fundament of PBL is social interdependence theory (SIT) because positive social interdependence within a group has been found to be key to better learning performance and future attitudes towards team practice. However, most previous studies in health professions education focused on cognitive outcomes, and few studies have focused on collaborative behaviors in PBL groups. The lack of this empirical insight makes implementation of PBL difficult, especially in contexts where there is limited experience with collaborative learning. Therefore, the aim of this study was to elucidate what promotes or hinders positive social interdependence and how the attributes work during PBL. METHODS: We conducted four focus groups among clinical year medical students (n = 26) who participated in PBL tutorials in the formal curriculum. We asked semi-structured questions that corresponded with the overall concept of SIT. We analyzed the transcript using constructivist grounded theory and developed a model to explain contextual attributes that promote or hinder positive social interdependence in PBL. RESULTS: Two contextual attributes of "academic inquisition" and "desire for efficiency" affect social interdependence among a student group in PBL. Academic inquisition is students' desire to engage in their academic learning, and desire for efficiency is students' attitude toward learning as an imposed duty and desire to complete it as quickly as possible. These attributes are initially mutually conflicting and constructing social interdependence through multiple steps including inquisition from a case, seeking efficient work, sharing interest in problem solving, expecting mutual contributions, and complementing learning objectives. CONCLUSION: These findings will contribute to understanding collaborative learning environments in PBL and may help explain contexts where PBL is less successful. The model can also be used as a tool to support innovation of PBL as collaborative learning.


Asunto(s)
Prácticas Interdisciplinarias , Aprendizaje Basado en Problemas , Estudiantes de Medicina/psicología , Adulto , Curriculum , Femenino , Grupos Focales , Humanos , Aprendizaje , Masculino , Investigación Cualitativa
4.
CBE Life Sci Educ ; 20(2): ar19, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33797283

RESUMEN

Anxiety can impact overall performance and persistence in college. Student response systems (SRSs), real-time active-learning technologies used to engage students and gauge their understanding, have been shown to elicit anxiety for some students. Kahoot! is an SRS technology that differs from others in that it involves gamification, the use of gamelike elements. Recent studies have explored the impact of active-learning strategies on student anxiety across different institutions, but there is little known about how Kahoot! impacts student perceived anxiety, especially in comparison with other active-learning strategies. In two complementary yet parallel studies of introductory biology courses at a western research-intensive institution (n = 694) and a southeastern research-intensive institution (n = 60), we measured students' perceived anxiety. We then explored how students were influenced by nongraded Kahoot! play and other elements of instruction. Using previously developed and course-specific pre- and post-course surveys, we found students at both universities agreed that nongraded Kahoot! play caused less anxiety compared with other pedagogical practices, such as working in small groups or reading the textbook. After playing Kahoot!, lower-performing students demonstrated greater engagement and lower levels of anxiety compared with their peers, suggesting that Kahoot! may be a particularly engaging active-learning strategy for these students.


Asunto(s)
Estudiantes , Universidades , Ansiedad , Biología/educación , Humanos , Aprendizaje Basado en Problemas
5.
CBE Life Sci Educ ; 20(2): es5, 2021 06.
Artículo en Inglés | MEDLINE | ID: mdl-33885327

RESUMEN

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping-which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study-course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.


Asunto(s)
Estudiantes , Universidades , Curriculum , Humanos , Aprendizaje Basado en Problemas , Enseñanza
6.
Curationis ; 44(1): e1-e7, 2021 Mar 10.
Artículo en Inglés | MEDLINE | ID: mdl-33764129

RESUMEN

BACKGROUND: The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory-practice gap. OBJECTIVES: To explore the perceptions and views of healthcare educators on how problem-based learning can be facilitated through simulation. METHOD: A qualitative, exploratory, descriptive and contextual research design was used. Thirteen educators from the Faculty of Health Sciences of the University of Johannesburg, with 5 years' teaching experience, were purposively selected from the Dean's office, the Nursing Department, emergency medical care and the departments of podiatry, somatology and radiography. The participants were selected based on their extensive knowledge of problem-based learning and the use of simulation. Data were collected through in-depth, individual, semi-structured interviews. Thematic analysis provided six themes and 13 related sub-themes. The article focuses on the perceptions and views of educators regarding problem-based learning through simulation. RESULTS: Problem-based learning through simulation allows students to work together in teams, which demonstrates a new modus operandi and renders a holistic approach to patient care. CONCLUSION: Problem-based learning through simulation should be utilised to encourage reflective knowledge exchange. Students from various departments can learn about new innovations, creativity and develop critical thinking when solving complex health-related problems.


Asunto(s)
Actitud del Personal de Salud , Actitud hacia los Computadores , Instrucción por Computador/métodos , Educación en Enfermería/métodos , Docentes de Enfermería/psicología , Aprendizaje Basado en Problemas/métodos , Adulto , Curriculum , Femenino , Humanos , Masculino , Persona de Mediana Edad , Investigación Cualitativa , Adulto Joven
7.
South Med J ; 114(3): 156-160, 2021 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-33655309

RESUMEN

Bedside manner, a doctor's deportment with a patient, encompasses all aspects of the patient interaction, including all verbal and nonverbal communication strategies. Bedside manner can be a powerful adjunct for healing. In academic medical centers, trainees generally learn bedside manner by observing their attendings and mentors-in other words, as part of the "hidden curriculum." Because bedside manner is a critical component in the art of healing, it can be threatened by pressures on time in managing inpatients and by the explosion of technology. This article assembles an inventory of best bedside practices for inpatient care. Eight best bedside practices were identified by reviewing the literature, collecting the personal experiences of the authors, and consulting a group of attendings whom the authors regarded as exemplary clinicians. This inventory is presented with the goal of expanding clinicians' repertoire of best practices and encouraging explicit teaching of these practices to optimize care.


Asunto(s)
Competencia Clínica , Curriculum , Prestación de Atención de Salud/normas , Relaciones Médico-Paciente , Guías de Práctica Clínica como Asunto , Centros Médicos Académicos , Actitud del Personal de Salud , Actitud Frente a la Salud , Empatía , Humanos , Rol del Médico/psicología , Aprendizaje Basado en Problemas , Calidad de la Atención de Salud
8.
Sensors (Basel) ; 21(4)2021 Feb 20.
Artículo en Inglés | MEDLINE | ID: mdl-33672489

RESUMEN

In computer-aided diagnosis (CAD) systems, the automatic classification of the different types of the human epithelial type 2 (HEp-2) cells represents one of the critical steps in the diagnosis procedure of autoimmune diseases. Most of the methods prefer to tackle this task using the supervised learning paradigm. However, the necessity of having thousands of manually annotated examples constitutes a serious concern for the state-of-the-art HEp-2 cells classification methods. We present in this work a method that uses active learning in order to minimize the necessity of annotating the majority of the examples in the dataset. For this purpose, we use cross-modal transfer learning coupled with parallel deep residual networks. First, the parallel networks, which take simultaneously different wavelet coefficients as inputs, are trained in a fully supervised way by using a very small and already annotated dataset. Then, the trained networks are utilized on the targeted dataset, which is quite larger compared to the first one, using active learning techniques in order to only select the images that really need to be annotated among all the examples. The obtained results show that active learning, when mixed with an efficient transfer learning technique, can allow one to achieve a quite pleasant discrimination performance with only a few annotated examples in hands. This will help in building CAD systems by simplifying the burdensome task of labeling images while maintaining a similar performance with the state-of-the-art methods.


Asunto(s)
Aprendizaje Profundo , Diagnóstico por Computador , Células Epiteliales/clasificación , Aprendizaje Basado en Problemas , Enfermedades Autoinmunes/diagnóstico , Humanos , Redes Neurales de la Computación
9.
BMC Med Educ ; 21(1): 149, 2021 Mar 08.
Artículo en Inglés | MEDLINE | ID: mdl-33685442

RESUMEN

BACKGROUND: The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician. METHODS: The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. RESULTS: Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted (n = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). CONCLUSIONS: Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.


Asunto(s)
/epidemiología , Prácticas Clínicas , Competencia Clínica , Educación a Distancia , Pandemias , Aprendizaje Basado en Problemas/métodos , Documentación , Registros Electrónicos de Salud , Estudios de Factibilidad , Grupos Focales , Humanos , Anamnesis , Registros Médicos , Simulación de Paciente , Autoevaluación
10.
GMS J Med Educ ; 38(1): Doc1, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659606

RESUMEN

Introduction: In summer term 2020, the clinical phase of the undergraduate medical curriculum at University Medical Center Göttingen was restructured since distance teaching had to be used predominantly due to contact restrictions during the COVID-19 pandemic. This paper investigates the impact of restructuring the clinical curriculum on medical students' satisfaction and learning outcomes. Methods: In each cohort, the 13-week curriculum was divided into two parts: During the first 9 weeks, factual knowledge was imparted using distance teaching by means of a modified inverted classroom approach. This was followed by a 4-week period of adapted classroom teaching involving both real and virtual patients in order to train students' practical skills. The evaluation of the 21 clinical modules comprised students' satisfaction with distance teaching as well as students' learning outcome. The latter was assessed by means of comparative self-assessment (CSA) gain and the results of the module exams, respectively. Data of summer term 2020 (= distance teaching, DT) were compared with respective data of winter term 2019/20 (= classroom teaching, CT) and analysed for differences and correlations. Results: Response rates of evaluations were 51.3% in CT and 19.3% in DT. There was no significant difference between mean scores in module exams in CT and DT, respectively. However, CSA gain was significantly lower in DT (p=0.047) compared with CT. Further analyses revealed that CSA gain depended on the time point of data collection: CSA gain was lower the more time had passed since the end of a specific module. Moreover, we found positive correlations between CSA gain and students' satisfaction with various aspects of distance teaching, particularly with "communication between teachers and students" (rho=0.674; p=0.002). Discussion and conclusions: Although some limitations and confounding factors have to be taken into account (such as evaluation response rates, assessment time points, and proportion of familiar items in module exams), the following recommendations can be derived from our findings: A valid assessment of students' learning outcome by means of exam results requires that as few exam items as possible are familiar to the students. CSA gain seems to be valid if assessment time points are standardised and not contaminated by students' learning activities for other modules. Good communication between teachers and students may contribute to increase students' satisfaction with distance teaching.


Asunto(s)
Centros Médicos Académicos/organización & administración , Educación de Pregrado en Medicina/organización & administración , Satisfacción Personal , Estudiantes de Medicina/psicología , Competencia Clínica , Comunicación , Curriculum , Educación a Distancia , Evaluación Educacional/métodos , Evaluación Educacional/normas , Humanos , Pandemias , Aprendizaje Basado en Problemas/organización & administración , Realidad Virtual
11.
GMS J Med Educ ; 38(1): Doc3, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659608

RESUMEN

Introduction: In 2014, a newly designed, case-based seminar was successfully implemented in the subjects of health systems, health economics and public health care (GGG). The seminar "The Lonely Patient" is based on a real patient case and deals with the German health care system from the perspective of a patient. In order to create more space for discussion and exchange among students, the seminar was redesigned on the basis of the Inverted Classroom Method (ICM). Project description: Due to the COVID-19 pandemic, new, purely digital teaching formats had to be developed quickly in the sense of Emergency Remote Teaching. Therefore, the Inverted Classroom concept of the seminar was transformed into an online ICM. In order to promote active learning based on the ICAP model (Interactive, Constructive, Active, Passive), the online face-to-face part was designed as a synchronous interactive learner-centered course using the gamified audience response system Kahoot! Results: Evaluation results to date and feedback rounds with students indicate that the online ICM-version of the seminar leads to at least as good evaluation results as the previous face-to-face course. In particular, the students positively emphasize the use of Kahoot! as an activating digital medium. Discussion: Through the use of the ICM and the gamified audience response system Kahoot!, students could be activated in meaningful ways. The resulting discussions about the patient case and teaching content of the quiz questions in the synchronous online course could be implemented just as well as in the classroom-based course of previous semesters. Conclusion: The application of the online ICM, along with the consideration of the ICAP Model, has led to the successful implementation of a digital course within the context of the increased difficulty surrounding the emergency remote teaching. Additionally, students' learning success has remained at a similar level as during traditional classroom-based courses of previous semesters.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Aprendizaje Basado en Problemas/organización & administración , Enseñanza/organización & administración , Humanos , Motivación , Pandemias
12.
GMS J Med Educ ; 38(1): Doc24, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659629

RESUMEN

We report on the pediatric block practice digitized due to the COVID-19 pandemic. Nineteen seminars were recorded, which represent the broad spectrum of pediatrics as comprehensively as possible, and made available on the learning platform ILIAS in a learning sequence. In order to increase attention and learning success formative questions were interspersed into the seminars. The evaluation of the students showed a high acceptance of this course. Especially the formative questions and the high time flexibility were appreciated. A major point of criticism was that not all questions were resolved immediately afterwards. The resolutions were inserted in the meantime. Parts of the digitized block practical course should therefore be used in the pediatric block practical course after the end of the corona restrictions after appropriate revision.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Internado y Residencia/organización & administración , Pediatría/educación , Estudiantes de Medicina/psicología , Actitud del Personal de Salud , Evaluación Educacional , Humanos , Pandemias , Aprendizaje Basado en Problemas , Evaluación de Programas y Proyectos de Salud
15.
BMC Bioinformatics ; 22(1): 113, 2021 Mar 09.
Artículo en Inglés | MEDLINE | ID: mdl-33750288

RESUMEN

BACKGROUND: Automated text classification has many important applications in the clinical setting; however, obtaining labelled data for training machine learning and deep learning models is often difficult and expensive. Active learning techniques may mitigate this challenge by reducing the amount of labelled data required to effectively train a model. In this study, we analyze the effectiveness of 11 active learning algorithms on classifying subsite and histology from cancer pathology reports using a Convolutional Neural Network as the text classification model. RESULTS: We compare the performance of each active learning strategy using two differently sized datasets and two different classification tasks. Our results show that on all tasks and dataset sizes, all active learning strategies except diversity-sampling strategies outperformed random sampling, i.e., no active learning. On our large dataset (15K initial labelled samples, adding 15K additional labelled samples each iteration of active learning), there was no clear winner between the different active learning strategies. On our small dataset (1K initial labelled samples, adding 1K additional labelled samples each iteration of active learning), marginal and ratio uncertainty sampling performed better than all other active learning techniques. We found that compared to random sampling, active learning strongly helps performance on rare classes by focusing on underrepresented classes. CONCLUSIONS: Active learning can save annotation cost by helping human annotators efficiently and intelligently select which samples to label. Our results show that a dataset constructed using effective active learning techniques requires less than half the amount of labelled data to achieve the same performance as a dataset constructed using random sampling.


Asunto(s)
Aprendizaje Automático , Neoplasias , Aprendizaje Basado en Problemas , Algoritmos , Humanos , Neoplasias/genética , Neoplasias/patología , Redes Neurales de la Computación
16.
MedEdPORTAL ; 17: 11117, 2021 03 04.
Artículo en Inglés | MEDLINE | ID: mdl-33768149

RESUMEN

Introduction: Triggered by the COVID-19 pandemic, medical education has moved online, tasking medical educators with developing virtual learning experiences. This is particularly challenging for less-represented disciplines, such as ophthalmology. We designed a red eye clinical reasoning case for preclinical medical students, which can be delivered virtually, using video conference software. Methods: We developed a 90-minute red eye/clinical reasoning workshop for which prereading was assigned to students. We then delivered a virtual development session to nonophthalmologist copreceptors and provided a session faculty guide. The entire first-year medical student class (No. = 140) participated in one of four identical workshops, which included virtual small- and large-group discussions. Students completed a knowledge pre- and posttest, and an optional session postsurvey. Results: Knowledge gains from pretest (No. = 94) to posttest (No. = 73) were statistically significant (p < .05), with average scores improving from 57% to 70%. Overall, students were satisfied, rating the following items 4 or 5 out of 5: session (86%, No. = 31), virtual format (83%, No. = 30), and if they recommended future use (69%, No. = 35). Discussion: This novel, virtual clinical reasoning case simulated small- and large-group learning, achieved knowledge gains, and was well received by students. Minor technical challenges were encountered but successfully remedied, without apparent disruption to learning. This virtual medical education model can be used to enhance ophthalmology education in preclinical medical students and can be adapted for virtual design of other curricular content.


Asunto(s)
Educación a Distancia/métodos , Oftalmología/educación , Aprendizaje Basado en Problemas/métodos , Entrenamiento Simulado/métodos , /epidemiología , Competencia Clínica , Educación de Pregrado en Medicina , Oftalmopatías/diagnóstico , Humanos , Satisfacción Personal , Estudiantes de Medicina/psicología
17.
MedEdPORTAL ; 17: 11126, 2021 03 17.
Artículo en Inglés | MEDLINE | ID: mdl-33768155

RESUMEN

Introduction: The virtual learning environment has become increasingly important due to physical distance requirements put in place during the COVID-19 pandemic. The transition to a virtual format has been challenging for case-based teaching sessions, which involve substantial audience participation. We developed a faculty development workshop aimed at teaching health professions educators how to use various interactive virtual tools within videoconferencing platforms to facilitate virtual case-based sessions. Methods: Two 90-minute workshops were piloted as a faculty development initiative. The facilitators demonstrated interactive teaching tools that could be used within virtual case-based sessions. Then, participants discussed how to incorporate these tools into case-based teaching sessions of different class sizes in small-group breakout sessions. Participants completed an online survey following each workshop to evaluate the sessions. Results: A total of 18 and 26 subjects participated in the first and second workshops, respectively. Survey response rates were 100% (n = 18) and 65% (n = 17) for the first and second workshops, respectively. Both groups provided overall high ratings and reported that the workshop was clear, organized, and relevant. Participants were more familiar and comfortable with the use of various interactive tools for online teaching. Discussion: Distance online teaching will be increasingly required for an undetermined time. Faculty development efforts are crucial to facilitate effective interactive teaching sessions that engage learners and maximize learning. This virtual teaching workshop is a simple and straightforward way to introduce a more interactive format to virtual case-based teaching in the health professions.


Asunto(s)
Educación a Distancia , Educación Médica/tendencias , Aprendizaje Basado en Problemas/métodos , /epidemiología , Educación/organización & administración , Educación a Distancia/métodos , Educación a Distancia/organización & administración , Docentes Médicos/organización & administración , Docentes Médicos/normas , Humanos , Modelos Educacionales , Enseñanza
18.
Medicine (Baltimore) ; 100(9): e24660, 2021 Mar 05.
Artículo en Inglés | MEDLINE | ID: mdl-33655930

RESUMEN

BACKGROUND: A meta-analysis was conducted to assess the effectiveness of problem-based learning (PBL) in gynecology and obstetrics education in China. METHODS: English and Chinese databases were systematically searched for eligible studies that compared the effects of PBL and traditional teaching methods measuring theoretical knowledge, student satisfaction, clinical operations, and clinical practice scores in gynecology and obstetrics education in China. The authors restricted included studies to randomized controlled trials and performed a meta-analysis. Standardized mean difference (SMD) and risk ratio with 95% confidence interval (CI) were estimated. RESULTS: A total of 38 randomized controlled trials with 3005 participants were included. Compared with traditional teaching group, the PBL group significantly increased theoretical knowledge scores (SMD: 3.17, 95% CI: 2.28, 4.07), student satisfaction (risk ratio: 1.29, 95% CI: 1.16, 1.43), clinical operations (SMD: 1.15, 95% CI: 0.93, 1.37) and clinical practice (SMD: 2.17, 95% CI: 3.63, 2.71). CONCLUSION: The current research shows that PBL in gynecology and obstetrics education in China is more effective than the traditional teaching in enhancing theoretical knowledge, student satisfaction, clinical operations, and clinical practice scores. However, more delicate-designed studies on this topic are needed in the future to validate these results.


Asunto(s)
Educación Médica/métodos , Ginecología/educación , Obstetricia/educación , Aprendizaje Basado en Problemas/métodos , China , Evaluación Educacional , Femenino , Humanos , Embarazo , Ensayos Clínicos Controlados Aleatorios como Asunto
19.
Medicine (Baltimore) ; 100(9): e24829, 2021 Mar 05.
Artículo en Inglés | MEDLINE | ID: mdl-33655944

RESUMEN

ABSTRACT: An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants' critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.


Asunto(s)
Curriculum , Educación a Distancia/métodos , Bachillerato en Enfermería/métodos , Evaluación Educacional/métodos , Internet , Aprendizaje Basado en Problemas/métodos , Enseñanza/organización & administración , China , Instrucción por Computador/métodos , Femenino , Humanos , Masculino , Adulto Joven
20.
Artículo en Inglés | MEDLINE | ID: mdl-33670295

RESUMEN

The purpose of this study was to compare the effects of simulation problem-based learning (S-PBL), a type of learning that reflects various clinical situations, and demonstration-based learning, a conventional type of learning that shows clinical skill performance, of Papanicolaou smear education on the self-confidence, learner satisfaction, and critical thinking of nursing students. A quasi-experimental control group pretest-posttest design was used. Nursing students who were classified as advanced beginners were randomly allocated to the control group (n = 53) or the experimental group (n = 52). Students in the control group participated in a conventional demonstration of a Papanicolaou smear, while students in the experimental group participated in S-PBL. The students' self-confidence, learner satisfaction, and critical thinking were measured via a self-reported questionnaire. Compared with the control group, self-confidence, learner satisfaction, and critical thinking increase significantly more (p < 0.001) in the experimental group. S-PBL was found to be an effective strategy for improving learning transfer, applying learned nursing knowledge to simulated nursing situations. Thus, S-PBL is recommended to improve training in nursing education.


Asunto(s)
Bachillerato en Enfermería , Educación en Enfermería , Estudiantes de Enfermería , Femenino , Humanos , Prueba de Papanicolaou , Aprendizaje Basado en Problemas , Transferencia de Experiencia en Psicología
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