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1.
Artículo en Alemán | MEDLINE | ID: mdl-33412601

RESUMEN

Communication and teamwork skills are, besides clinical knowledge, key components of high quality care in modern intensive care units. In light of high staff fluctuations among intensive care unit teams and disparities in clinical experience, an ongoing training is essential to ensure optimal performance in stressfull situations. Further, when implementing new procedures, an adequate concept for staff education is of utmost importance. Blended learning is a novel approach, combining autonomous web-based education and on-site workshops in order to improve the training process. Enhanced Recovery after Intensive Care (ERIC) is a newly developed telemedical intervention targeted at improving evidence-based practice in critical care, guided by quality indicators defined by the German Interdisciplinary Society of Emergency and Critical Care Medicine (DIVI). This telemedical intervention is supplemented with a blended-learning concept combining an e-learning website, simulator-based workshops and on-site training in order to expand the knowledge and practical skills regarding adherence to the quality indicators.


Asunto(s)
Cuidados Críticos , Aprendizaje , Competencia Clínica , Comunicación , Humanos , Unidades de Cuidados Intensivos
2.
Science ; 371(6526): 233-234, 2021 01 15.
Artículo en Inglés | MEDLINE | ID: mdl-33446542

Asunto(s)
Lenguaje , Virus , Aprendizaje
3.
J Korean Med Sci ; 36(1): e13, 2021 Jan 04.
Artículo en Inglés | MEDLINE | ID: mdl-33398947

RESUMEN

BACKGROUND: The impact of coronavirus disease 2019 (COVID-19) has profoundly affected education, with most universities changing face-to-face classes to online formats. To adapt to the COVID-19 pandemic situation, we adopted a blended learning approach to anatomy instruction that included online lectures, pre-recorded laboratory dissection videos, and 3D anatomy applications, with condensed offline cadaver dissection. METHODS: We aimed to examine the learning outcomes of a newly adopted anatomy educational approach by 1) comparing academic achievement between the blended learning group (the 2020 class, 108 students) and the traditional classroom learning group (the 2019 class, 104 students), and 2) an online questionnaire survey on student preference on the learning method and reasons of preference. RESULTS: The average anatomy examination scores of the 2020 class, who took online lectures and blended dissection laboratories, were significantly higher than those of the 2019 class, who participated in an offline lecture and dissection laboratories. The questionnaire survey revealed that students preferred online lectures over traditional large group lecture-based teaching because it allowed them to acquire increased self-study time, study according to their individual learning styles, and repeatedly review lecture videos. CONCLUSION: This study suggests that a blended learning approach is an effective method for anatomy learning, and the advantage may result from increased self-directed study through online learning.


Asunto(s)
Anatomía/educación , /epidemiología , Éxito Académico , Cadáver , Instrucción por Computador , Humanos , Aprendizaje , Evaluación de Resultado en la Atención de Salud
4.
J Nurs Educ ; 60(1): 48-51, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33400809

RESUMEN

BACKGROUND: The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment. METHOD: To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety. RESULTS: The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19. CONCLUSION: This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Enseñanza/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
5.
Nurs Sci Q ; 34(1): 23-27, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-33349193

RESUMEN

As social distancing seems to have become the new normal in the ongoing struggle to prevent the spread of COVID-19, this column focuses on the challenge of presence in the teaching-learning endeavor that often is lived in virtual settings. When presence is defined as being in the same place at the same time as another, suggesting that presence is essential to teaching-learning would certainly run counter to the recommended practice of social distancing. However, the question must be asked if it is essential for the teacher and learner to be in a particular place at the same moment for presence in teaching-learning to be known. Clarity of the meaning of presence in the teaching-learning endeavor is pursued through considering insights gained from the movie Patch Adams. Further, insights from the humanbecoming paradigm are explored to provide new ways of moving onward in teaching-learning.


Asunto(s)
Educación a Distancia , Bachillerato en Enfermería/organización & administración , Aprendizaje , Estudiantes de Enfermería/psicología , Enseñanza , /prevención & control , Humanos , Películas Cinematográficas , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
6.
J Dent Educ ; 85(1): 16-22, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32915463

RESUMEN

PURPOSE: Residents function as important educators of dental students; however, they often have limited training in educational best-practices. Resident-as-teacher programs have been designed and implemented in other health professions to prepare residents to teach in clinic and classroom settings. In this research, we describe the design, implementation, and evaluation of a 2-day workshop for first-year advanced dental residents. METHODS: The program engaged residents in techniques to: (1) foster psychological safety, (2) use the cognitive apprenticeship framework, (3) deliver quality feedback, and (4) conduct effective didactic instruction. Nineteen first-year residents attended 2 four-hour workshops in July 2019. The impact of the program was evaluated using Kirkpatrick's model, which included participant reactions, learning, and self-reported behaviors. RESULTS: Most residents (at least 83.3%) reported the value and quality of the workshop was high or very high. With regard to knowledge, residents had statistically significant higher scores after the workshop on knowledge questions about cognitive apprenticeship (P < 0.01), feedback strategies (P < 0.05), and classroom instruction techniques (P < 0.05). Resident reported self-efficacy had a statistically significantly increase (P < 0.05) after the workshop in psychological safety, cognitive apprenticeship, and most items related to providing feedback; there were few changes in self-efficacy on classroom instruction strategies. CONCLUSION: Overall, a workshop to prepare residents as teachers can improve knowledge and self-efficacy in evidence-based educational practices.


Asunto(s)
Internado y Residencia , Curriculum , Retroalimentación , Humanos , Aprendizaje , Enseñanza
7.
Med Educ Online ; 26(1): 1842660, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33121393

RESUMEN

SUBSTANCE: We reviewed the effect of a hybrid remediation model combining co-regulated learning and deliberate practice on future exam performance of pre-clerkship medical students who had been unsuccessful on a previous clinic skills exam. With this remediation model, we aimed to strengthen students' self-regulated learning to improve future exam performance and support sustained and improved learning. Educational problem addressed: Observing that some students who initially performed well post remediation with deliberate practice, still struggled on future exams, we looked to address a method that could improve both short-and long-term clinical skills learning success with sustained performance. Intervention outcome: Comparing the remediated students' exam scores pre- and post-coaching to their cohort's performance, we observed the majority of students post remediation performed above their cohort's exam average. Lessons learned: Combining learning models resulted in improved learning outcomes.


Asunto(s)
Prácticas Clínicas , Competencia Clínica , Evaluación Educacional , Tutoría , Logro , Prácticas Clínicas/métodos , Humanos , Aprendizaje , Modelos Educacionales , Estudiantes de Medicina
8.
Med Educ Online ; 26(1): 1843356, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33250037

RESUMEN

PROBLEM: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. APPROACH: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. OUTCOMES: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. NEXT STEPS: The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.


Asunto(s)
Educación a Distancia , Educación de Pregrado en Medicina , Educación Médica , Revisión por Pares , Curriculum , Humanos , Aprendizaje , Mentores , Grupo Paritario , Facultades de Medicina , Estudiantes de Medicina , Enseñanza
9.
Nurs Educ Perspect ; 42(1): 36-38, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-31851137

RESUMEN

ABSTRACT: This innovative pilot study used the Critical conversations: The NLN Guide for Teaching Thinking monograph to promote critical conversation during debriefing in an interprofessional education group setting following a disaster preparedness simulation. Interprofessional health care students (n = 120) participated in the Debriefing Assessment for Simulation in Healthcare survey as well as four focus groups to understand student perspectives related to the Context, Content, and Course format used to cocreate meaning related to the simulation experience. Findings revealed that use of this method promoted critical dialogue underscored by self-efficacy, critical reflection, safety, group size, and interdisciplinary learning.


Asunto(s)
Aprendizaje , Estudiantes de Enfermería , Humanos , Relaciones Interprofesionales , Proyectos Piloto , Estudiantes
10.
Life Sci ; 264: 118660, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33127512

RESUMEN

AIMS: To evaluate the impact of galangin treatment on cerebral ischemia-reperfusion (I/R) injury in gerbils and to identify potential mechanisms of the protective effect of galangin on hippocampal neurons after I/R injury. PRINCIPAL METHODS: A cerebral ischemia model using bilateral common carotid artery ligation in gerbils was established. The Morris water maze (MWM) test was used to evaluate the learning and memory ability of gerbils. The cell viability was evaluated with an MTT assay. The levels of lipid peroxide biomarkers were measured to estimate the injury due to lipid peroxide. The morphology was detected by electron micrography, immunofluorescence and Nissl staining. Western blot and quantitative real-time polymerase chain reaction (qRT-PCR) were used to measure the molecular characteristics. KEY FINDINGS: In the MWM, gerbils treated with galangin after I/R injury showed significant improvements in learning and memory. In addition, galangin treatment reduced the levels of lipid peroxide in the brains of gerbils that underwent I/R as well as reduced the amount of cell death and increased the expression of SLC7A11 and glutathione peroxidase 4 (GPX4). Furthermore, the expression of the marker of ferroptosis was decreased in galangin-treated gerbils, and the effect of galangin was weakened when SLC7A11 was knocked down. These results show that galangin can inhibit ferroptosis by enhancing the expressions of SLC7A11 and GPX4 as well as reduce neuronal cell death. SIGNIFICANCE: Galangin inhibits ferroptosis through activation of the SLC7A11/GPX4 axis and has a protective effect on hippocampal neurons in gerbils after I/R.


Asunto(s)
Sistema de Transporte de Aminoácidos y+/metabolismo , Isquemia Encefálica/tratamiento farmacológico , Ferroptosis , Flavonoides/uso terapéutico , Glutatión Peroxidasa/metabolismo , Daño por Reperfusión/tratamiento farmacológico , Transducción de Señal , Animales , Isquemia Encefálica/complicaciones , Isquemia Encefálica/fisiopatología , Trastornos del Conocimiento/complicaciones , Trastornos del Conocimiento/fisiopatología , Ferroptosis/efectos de los fármacos , Flavonoides/farmacología , Gerbillinae , Hipocampo/patología , Aprendizaje/efectos de los fármacos , Masculino , Trastornos de la Memoria/complicaciones , Trastornos de la Memoria/tratamiento farmacológico , Trastornos de la Memoria/fisiopatología , Neuronas/efectos de los fármacos , Neuronas/metabolismo , Neuronas/patología , Especies Reactivas de Oxígeno/metabolismo , Daño por Reperfusión/complicaciones , Daño por Reperfusión/fisiopatología , Transducción de Señal/efectos de los fármacos
11.
J Surg Res ; 257: 9-14, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-32818789

RESUMEN

BACKGROUND: General Surgery residencies use protected education time in various fashions in order to optimize content quality and yield for their learners. This knowledge is tested annually with the American Board for Surgery In-Training Examination (ABSITE) exam and is used to evaluate several aspects of a resident. We hypothesized that using a jeopardy game in educational conference would encourage residents to engage in self-learning and improve ABSITE scores at a single institution. MATERIALS AND METHODS: At a single institution, during protected education conference, residents played an hour-long surgical jeopardy game every 7 wk to summarize high yield topics discussed during the previous 6 wk of didactic learning. A 5-point Likert survey was completed by general surgery residents to discern the utility of the game format for learning. The ABSITE category scores were also evaluated from the year before and the year after the game was implemented. RESULTS: Twenty-four general surgery residents took the survey with >80% agreeing that the jeopardy format was either a fun or an effective way to learn general surgery topics. Additionally, over 80% of residents thought the game format helped with retention of knowledge. ABSITE categories that had a jeopardy session improved from 65.9% to 70.4% correct (P = 0.0003). ABSITE categories that did not have dedicated jeopardy had a non-significant increase in scores (67.7%-69.9%, P = 0.1). CONCLUSIONS: Implementing surgical jeopardy as a component of educational conferences in general surgery resident training is correlated with improvement of ABSITE scores. Surgical jeopardy may be easily adopted and implemented to stimulate self-directed learning for residents.


Asunto(s)
Juegos Recreacionales , Cirugía General/educación , Internado y Residencia/métodos , Curriculum , Evaluación Educacional , Humanos , Aprendizaje , Encuestas y Cuestionarios
12.
Acad Med ; 96(1): 56-61, 2021 01 01.
Artículo en Inglés | MEDLINE | ID: mdl-32889947

RESUMEN

The rapid rise of cases of coronavirus disease 2019 (COVID-19) has led to the implementation of public health measures on an unprecedented scale. These measures have significantly affected the training environment and the mental health of health care providers and learners. Design thinking offers creative and innovative solutions to emergent complex problems, including those related to training and patient care that have arisen as a result of the COVID-19 pandemic. Design thinking can accelerate the development and implementation of solution prototypes through a process of inspiration, ideation, and implementation. Digital technology can be leveraged as part of this process to provide care and education in new or enhanced ways. Online knowledge hubs, videoconference-based interactive sessions, virtual simulations, and technology-enhanced coaching for health care providers are potential solutions to address identified issues. Limitations of this model include inherent bias toward utilitarian instead of egalitarian principles and the subsequent threat to diversity, equity, and inclusion in solutions. Although medical educators have embraced digital transformation during the COVID-19 pandemic, there is a need to ensure that these changes are sustained.


Asunto(s)
/epidemiología , Curriculum , Educación a Distancia/métodos , Educación Médica/organización & administración , Pandemias , Humanos , Aprendizaje
13.
Clin Oral Investig ; 25(1): 219-230, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32474807

RESUMEN

OBJECTIVES: Whereas the key role of subgingival instrumentation in periodontal therapy is well known, the influence of operators' experience/training with different devices on treatment results is yet uncertain. Therefore, we assessed untrained undergraduate students, working on manikins, as to how effectively they learn to use curettes (GRA) and sonic scalers (AIR); hypothesizing that AIR will result in higher relative cleaning efficacy (RCE) than GRA. MATERIAL AND METHODS: Before baseline evaluation (T0), 30 operators (9 males, 21 females) received a 2-h theoretical lesson for both instruments, followed by a 12-week period with a weekly digitized training program for 45 min. During three sessions (T1-T3), the operators had to instrument six equivalent test teeth with GRA and AIR. At T0-T3, treatment time, proportion of removed simulated biofilm (RCE-b), and hard deposits (RCE-d) were measured. RESULTS: At T0, RCE-b was in mean(SD) 64.18(25.74) % for GRA, 62.25(26.69) % for AIR; (p = 0.172) and RCE-d 85.48(12.32) %/ 65.71(15.27) % (p < 0.001). At T3, operators reached highest RCE-b in both groups (GRA/AIR 71.54(23.90) %/71.75(23.05)%; p = 0.864); RCE-d GRA/AIR: 84.68(16.84) %/77.85(13.98) %; p < 0.001). Both groups achieved shorter treatment times after training. At T3, using curettes was faster (GRA/AIR 16.67(3.31) min/19.80(4.52) min; p < 0.001). CONCLUSIONS: After systematic digitized training, untrained operators were able to clean 70% of the root surfaces with curettes and sonic scalers. CLINICAL RELEVANCE: It can be concluded that a systematic digitized and interactive training program in manikin heads is helpful in the training of root surface debridement.


Asunto(s)
Raspado Dental , Raíz del Diente , Instrumentos Dentales , Femenino , Humanos , Aprendizaje , Masculino , Maniquíes , Aplanamiento de la Raíz
14.
Acta Psychol (Amst) ; 212: 103211, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33220613

RESUMEN

Cognitive skill learning postulates strategy generation and implementation when people learn to perform new tasks. Here we followed self-reported strategy use and objective performance in a working memory (WM) updating task to reveal strategy development that should take place when faced with this novel task. In two pre-registered online experiments with healthy adults, we examined short-term strategy acquisition in a ca 20-30-minute adaptive n-back WM task with 15 task blocks by collecting participants' strategy reports after each block. Experiment 1 showed that (a) about half of the participants reported using a strategy already during the very first task block, (b) changes in selected strategy were most common during the initial task blocks, and (c) more elaborated strategy descriptions predicted better task performance. Experiment 2 mostly replicated these findings, and it additionally showed that compared to open-ended questions, the use of repeated list-based strategy queries influenced subsequent strategy use and task performance, and also indicated higher rates of strategy implementation and strategy change during the task. Strategy use was also a significant predictor of n-back performance, albeit some of the variance it explained was shared with verbal productivity that was measured with a picture description task. The present results concur with the cognitive skill learning perspective and highlight the dynamics of carrying out a demanding cognitive task.


Asunto(s)
Aprendizaje , Memoria a Corto Plazo , Adulto , Humanos , Análisis y Desempeño de Tareas
15.
Acta Psychol (Amst) ; 212: 103220, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33246309

RESUMEN

The aim of the study was to investigate both L2 word integration and the effect of learning method on it. For this purpose, an L2 word-learning paradigm was designed with two learning methods: L2 words were paired with videos in the first one and their translation-equivalent L1 words in the second. To test L2 word integration, a lexical decision task associated with form priming was administered before and after the learning phase. The L2 words to be learned were used as primes. Forty-eight participants participated in the study. Before learning, a facilitation effect was obtained with pseudowords (not already learned L2 words) as primes and L1 words as targets. After learning, L2 words no longer facilitated L1 word recognition when learned with the video method, while they still had this effect when learned with the L1 words - L2 words method. In accordance with the prime lexicality effect (PLE), this absence of a facilitation effect indicates that L1 words and L2 words are involved in a lexical competition process common to the two languages. This result highlights swift lexicalisation and demonstrates the effect of learning method in lexicalisation.


Asunto(s)
Multilingüismo , Vocabulario , Humanos , Lenguaje , Aprendizaje , Aprendizaje Verbal
16.
Acta Psychol (Amst) ; 212: 103221, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33260015

RESUMEN

As a result of the rushed transition to remote teaching because of the COVID-19 pandemic, teachers have suddenly been forced to design mobile-assisted language learning (MALL; m-learning) activities, mostly for the first time in their careers. However, it is imperative that instructors realize that the challenge is greater than simply converting paper-based assignments into a digital format. There has been very little research done examining the cognitive effects of writing on a smartphone, compared to writing on paper. The current study therefore sought to examine how recollection of content differed depending on the medium used for notetaking. A population of 138 Japanese university students of English-as-a-Foreign-Language (EFL) were asked to transcribe a short text, either by paper or by smartphone, and then quizzed on the content immediately afterwards. Students who wrote the text by hand were found to have significantly greater recollection of the content compared to those who had 'tapped' on smartphones. These results follow precursor research which indicated that Japanese students compose significantly slower on their phones in English (Lee, 2020b), and wrote significantly less in writing tasks (Lee, 2019, 2020a) than handwriting counterparts.


Asunto(s)
Educación a Distancia/métodos , Aprendizaje , Recuerdo Mental , Escritura , Humanos , Japón , Pandemias , Teléfono Inteligente , Estudiantes , Universidades
17.
Indian J Ophthalmol ; 69(1): 145-150, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33323600

RESUMEN

Purpose: To analyze the impact of ophthalmic webinars on the resident's learning experience during the COVID-19 pandemic (CP). Methods: This cross-sectional nationwide study was carried out for 1 month during CP and included a total of 382 ophthalmic residents. A questionnaire was sent through various social media platforms. Results: Residents expressed a decline in their clinical exposure (74%; 220), thesis work (58%; 218), and acquisition of the knowledge and skills (42.5%; 161) during CP. Benefits of webinars as perceived by the residents included gain in additional knowledge (77%; 286), feedback on queries (56%; 209), access to multiple speakers (50%; 191), and topics (30%; 110). Nearly 75% (291) of residents endorsed webinars as good to the very good academic tool, and 54% (202) preferred to continue attending webinars in the post-CP phase. However, connectivity/download/data issues (54%; 200) followed by loss of personal touch (53%; 188), lengthy or irrelevant topic (37%; 134), and poor transmission quality (33%; 121) were major deterrents against the webinar. Conclusion: The current study generated overall mixed responses from the ophthalmic postgraduate residents in favor of webinars. In the present format, webinars bear enormous potentials to supplement the traditional learning tools by providing uninterrupted learning experiences. However, they are still limited by their pedagogical and technical issues.


Asunto(s)
/epidemiología , Educación de Postgrado en Medicina/métodos , Internet , Internado y Residencia/métodos , Aprendizaje , Oftalmología/educación , Pandemias , Estudios Transversales , Femenino , Humanos , Masculino , Estudios Retrospectivos , Encuestas y Cuestionarios
18.
Clin Sports Med ; 40(1): 147-158, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33187605

RESUMEN

Pediatric patients with concussions have different needs than adults throughout the recovery process. Adolescents, in particular, may take longer to recover from concussion than adults. Initially, relative rest from academic and physical activities is recommended for 24 to 48 hours to allow symptoms to abate. After this time period, physicians should guide the return to activity and return to school process in a staged fashion using published guidelines. Further concussion research in pediatric patients, particularly those younger than high-school age, is needed to advance the management of this special population.


Asunto(s)
Traumatismos en Atletas/diagnóstico , Traumatismos en Atletas/terapia , Conmoción Encefálica/diagnóstico , Conmoción Encefálica/terapia , Deportes Juveniles/lesiones , Adolescente , Adulto , Traumatismos en Atletas/complicaciones , Conmoción Encefálica/complicaciones , Niño , Terapia por Ejercicio , Humanos , Aprendizaje , Síndrome Posconmocional/diagnóstico , Síndrome Posconmocional/terapia , Volver al Deporte , Factores de Tiempo
19.
Clin Sports Med ; 40(1): 65-79, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33187614

RESUMEN

Outpatient sports-related concussion (SRC) management continues to evolve as evidence emerges supporting a multidisciplinary approach to the clinical assessment of SRC. Early active rehabilitation has replaced strict cognitive and physical rest. With this paradigm shift in management, pragmatic approaches are highly sought by busy clinicians that provide direction to individualized treatment, which can potentially expedite symptom resolution. Treatment strategies that address domain-based symptom constellations continue to be developed by clinician researchers. Although the optimal timing and dose of these domain-specific therapies has yet to be determined, future directions of SRC treatment will answer these and other questions regarding SRC management.


Asunto(s)
Atención Ambulatoria , Traumatismos en Atletas/terapia , Conmoción Encefálica/terapia , Aprendizaje , Volver al Deporte , Traumatismos en Atletas/diagnóstico , Traumatismos en Atletas/fisiopatología , Traumatismos en Atletas/psicología , Conmoción Encefálica/diagnóstico , Conmoción Encefálica/fisiopatología , Conmoción Encefálica/psicología , Humanos , Descanso
20.
Estud. Psicol. (Campinas, Online) ; 38: e190164, 2021. tab
Artículo en Inglés | LILACS, Index Psicología - Revistas técnico-científicas | ID: biblio-1133868

RESUMEN

The purpose of this study was to investigate the role of technologies in fostering students' creativity and motivation in university classrooms, according to professors and students. Nine professors from three groups - those who use information and communication technologies creatively, those who make traditional use of these technologies, and those who do not use information and communication technologies -, were interviewed. Additionally, 249 students completed the Inventory of Teaching Practices for Creativity in Higher Education and the Motivation Scale for Learning. In the professors' report, it was not noticed a link between technology and the development of creativity. Students whose teachers did not use information and communication technologies evaluated the teaching practices for creativity more positively. The use of digital technologies in the classroom should be planned according to the purposes that are sought to achieve.


O objetivo deste estudo foi investigar o papel das tecnologias no desenvolvimento da criatividade na motivação discente segundo professores e estudantes universitários. Nove professores de três grupos - uso criativo, uso tradicional e não uso das Tecnologias da Informação e Comunicação -, participaram de entrevista semiestruturada. Ademais, 249 estudantes responderam ao Inventário de Práticas Docentes para a Criatividade na Educação Superior e à Escala de Motivação para Aprender. No relato docente, não se observou ligação entre tecnologia e desenvolvimento da criatividade discente. Os estudantes cujos professores não utilizavam as Tecnologias da Informação e Comunicação avaliaram mais positivamente as práticas docentes quanto ao estímulo à criatividade. O uso das tecnologias em sala de aula deve ser planejado conforme os objetivos que se pretende alcançar.


Asunto(s)
Educación Superior , Innovación , Aprendizaje , Motivación
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