Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 87.323
Filtrar
1.
Med Educ Online ; 27(1): 2067024, 2022 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-35509248

RESUMEN

Medical schools initially removed students from clinical rotations at the outset of COVID-19 for safety reasons when students were eager to help and health systems needed personnel. In response, we rapidly implemented an innovative 2-week rotation for medical students to participate in health systems operations and care through remote efforts including triage and resource allocation. The curriculum also contained online self-paced educational modules covering topics including ethics, crisis standards of care, and modeling. As the health system needs shifted, so too did learners' work. One hundred and twenty-five 3rd and 4th-year students completed the experience over 10 months. Learner satisfaction, confidence, and knowledge assessed through pre- and post-rotation surveys showed statistically significant and educationally meaningful improvement. A near uniform change greater than 1 point (on a 5-point scale) was demonstrated upon rotation completion. Blending health systems and educational structures to meet the needs of both creates unique opportunities to educate students in new ways.


Asunto(s)
COVID-19 , Educación de Pregrado en Medicina , Estudiantes de Medicina , Curriculum , Humanos , Atención al Paciente
2.
BMC Med Educ ; 22(1): 352, 2022 May 10.
Artículo en Inglés | MEDLINE | ID: mdl-35538517

RESUMEN

BACKGROUND: While clinical competency is crucial for traditional East-Asian medical education, available studies on the educational system for fostering clinical performance are scarce. This study aimed to review the educational system, curriculum, facilities, and management of current traditional East-Asian medicine in a well-established university of Korea and develop a Best Practice Framework (BPF) of clinical competency education. METHODS: The clinical competency education system in Pusan National University School of Korean Medicine was systematically described through 5 steps of governance of the educational system, competency of the graduates, educational resources, assessment strategies and tools, and gaps in the curriculum. We also reviewed the experiences in education and the points to be improved. RESULTS: The Office of Traditional Korean Medicine Education governs the development, implementation, and evaluation of the educational curriculum for cultivating students' clinical competency. Medical students have undertaken 39 modules of clinical biomedicine and 21 of traditional medicine during the clinical clerkship courses in an affiliated hospital, Clinical Skill Practice Center, clinical research center, practice lab for medical herb, and other locations. After training, 15 modules of simulated clinical training using standardized patients, students' clinical competency are evaluated by a Clinical Performance Test using a Clinical Performance Examination (CPX) and an Objective Structured Clinical Examination (OSCE) for biomedical and traditional medical skills. CONCLUSIONS: A clinical competency framework is required for a qualified physician of traditional East-Asian medicine. This study reviewed the current well-organized educational system of Korean traditional medicine in detail, which can be used for the BPF of competency-based clinical education. We expect the current study to be a representative reference for establishing an educational system of traditional medicine such as acupuncture and medical herbs in other countries.


Asunto(s)
Competencia Clínica , Estudiantes de Medicina , Educación Basada en Competencias , Curriculum , Evaluación Educacional , Humanos
5.
J Hosp Med ; 17(1): 28-35, 2022 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-35504574

RESUMEN

BACKGROUND: Clinical documentation is a key component of practice. Trainees rarely receive formal training in documentation or assessment of their documentation. Effective methods of improving documentation remain unknown. OBJECTIVE: The objective of this study was to determine if the implementation of a documentation curriculum led to improvement in admission note quality. DESIGNS: Admission notes written prior to implementation of the curriculum and after the curriculum intervention were assessed. Notes were assessed from two-time frames for both years to account for improvement with time not associated with the intervention. SETTINGS AND PARTICIPANTS: Admission notes written by University of Cincinnati interns were assessed. INTERVENTIONS: The documentation curriculum consisted of educational sessions and routine admission note assessments with feedback. MAIN OUTCOMES AND MEASURES: Admission notes were assessed via the 16 checklist items and two global assessment items of the Admission Note Assessment Tool (ANAT). RESULTS: Six ANAT items showed statistically significant differences. The review of systems item improved with the intervention only (odds ratio: 3.61, p < .001) while the assessment and plan item 1 and global assessment item 2 improved with time only (ß = .08, p = .03 and ß = .25, p = .02, respectively) in univariate models. In univariate models the physical exam item, diagnostic data item 2, and global assessment item 1 showed improvement with both intervention and time, respectively, with additive effects seen in models with both intervention and time. CONCLUSION: Several aspects of documentation can improve with a formal documentation curriculum which includes a routine assessment with feedback, and some aspects of documentation improve with time.


Asunto(s)
Registros Electrónicos de Salud , Medicina Interna , Curriculum , Documentación/métodos , Hospitalización , Humanos , Medicina Interna/educación
6.
Int J Med Educ ; 13: 107-114, 2022 Apr 29.
Artículo en Inglés | MEDLINE | ID: mdl-35506483

RESUMEN

Objectives: To evaluate student impressions of learning anatomy with mixed-reality and compare long-term information retention of female breast anatomy between students who learned with a mixed-reality supplement and their classmates who dissected cadavers. Methods: In Part 1, 38 first-year medical student volunteers, randomly divided into two groups, completed a mixed-reality module and cadaveric dissection on the female breast in a counterbalanced design. Participants also completed post-quizzes and surveys. Part 2 was a non-randomized controlled trial, 8-months after completing Part 1 and 6-months after a final exam on this content. The performance of twenty-two Part 1 participants and 129 of their classmates, who only dissected, was compared on a delayed post-quiz. Wilcoxon signed-rank test, Mann-Whitney U test, and 95% confidence intervals were used to analyze the data. Results: In Part 1, the Wilcoxon signed-rank test determined that participants expressed significantly more positive responses to mixed-reality and found mixed-reality easier for learning and teamwork. In Part 2, the Mann-Whitney U test found mixed-reality participants scored significantly higher on a delayed-post quiz than their classmates who only dissected (U = 928, p < .009). Conclusions:   This study suggests that medical students may prefer mixed-reality and that it may be an effective modality for learning breast anatomy while facilitating teamwork. Results also suggest that supplementing cadaveric dissection with mixed-reality may improve long-term retention for at least one anatomical topic. It is recommended that similar studies evaluate a larger sample and additional anatomical regions to determine the generalizability of these findings.


Asunto(s)
Estudiantes de Medicina , Cadáver , Curriculum , Evaluación Educacional/métodos , Femenino , Humanos , Aprendizaje
8.
BMC Health Serv Res ; 22(1): 624, 2022 May 09.
Artículo en Inglés | MEDLINE | ID: mdl-35534859

RESUMEN

BACKGROUND: Despite significant achievements made towards HIV testing, linkage to antiretroviral therapy treatment and viral load suppression, the Sub-Saharan region of Africa continues to be reported to have the highest prevalence of HIV/AIDS, with over 26 million people living with the disease. In light of the added burden on already overwhelmed health systems due to the Covid-19 pandemic, maintaining the reliability and accuracy of point-of-care diagnostics (POC) results is crucial to ensure the sustainability of quality service delivery. The integration of technology-based interventions into nurse education curricula is growing, to help prepare students for the current practice environment which requires access to large amounts of information. The aim of this study was to determine the effect of a Mobile Learning (mLearning) Curriculum on improving the quality of HIV rapid testing services in rural clinics of KwaZulu-Natal (KZN), South Africa. METHODS: To achieve the aim of this study, pre-test and post-test audits were conducted in a quasi-experimental design. Eleven clinics of KZN, with the highest availability and usage of POC diagnostics were selected from a cross-sectional study survey to constitute the sample of this study. The World Health Organization On-site Monitoring Checklist-Assessment of Quality System was adapted and used as an audit tool to evaluate four key quality components. The effect of the mLearning curriculum on HIV testing quality improvement was determined through statistically comparing pre-audit and post-audit results. The independent samples t-test and the Levene's test were employed to evaluate the equality of measured variables for the two groups. The relationships between variables were estimated using the Pearson pair wise correlation coefficient (p) and correlations were reported as significant at p < 0.05. RESULTS: A total of 11 clinics was audited at the pretest and 7 clinics were audited post-piloting of the mLearning curriculum. The estimated level of compliance of the participating clinics to quality HIV rapid testing guidelines ranged between poor and moderate quality. The mLearning curriculum was shown to have no statistically significant effect on the quality of POC diagnostic services provided in rural clinics of KZN. CONCLUSION: The mLearning curriculum was shown to have no statistically significant effect on the quality of HIV rapid testing services provided in participating clinics; however, multiple barriers to the full adoption of the piloted curriculum were identified. The provision of reliable technology devices and improved internet connection were recommended to enhance the adoption of technology-based interventions necessary to improve access to relevant learning material and updated information.


Asunto(s)
COVID-19 , Infecciones por VIH , Estudios Transversales , Curriculum , Infecciones por VIH/diagnóstico , Infecciones por VIH/tratamiento farmacológico , Infecciones por VIH/epidemiología , Prueba de VIH , Humanos , Pandemias , Atención Primaria de Salud , Reproducibilidad de los Resultados , Sudáfrica
9.
Age Ageing ; 51(5)2022 May 01.
Artículo en Inglés | MEDLINE | ID: mdl-35536879

RESUMEN

BACKGROUND: entrustable professional activities (EPAs) have become an important component of competency-based medical education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate medical curricula including EPAs. METHODS: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to 19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education. RESULTS: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs with geriatric competencies. CONCLUSIONS: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how geriatric learning objectives can be successfully covered within future EPA frameworks.


Asunto(s)
Curriculum , Educación de Pregrado en Medicina , Anciano , Competencia Clínica , Educación Basada en Competencias , Evaluación Educacional , Humanos
10.
J Nurs Educ ; 61(5): 264-267, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35522772

RESUMEN

BACKGROUND: Understanding of the lived experience is an important educational strategy for improving attitudes toward stigmatized patient groups. This study evaluated the influence of a personal story intervention on nursing students' attitudes toward people who use opioids and measured attitudinal change from students' regular mental health and addictions curriculum. METHOD: This study used a single-group longitudinal design. Stigma outcomes were measured using the Opening Minds Provider Attitudes Toward Opioid Use Scale. Mean scores were analyzed for four time periods: control, social contact intervention, curricular component, and 3-month follow-up. Qualitative feedback also was collected. RESULTS: Stigma scores improved significantly from pre- to postsocial contact intervention. No differences were observed for curricular content, control period, or follow-up. Qualitative findings suggest the personal story was associated with positive student-reported attitudes. CONCLUSION: Integrating personal story interventions with traditional curriculum elements is a promising educational approach for improving perceptions and behaviors of nursing students toward people who use drugs. [J Nurs Educ. 2022;61(5):264-267.].


Asunto(s)
Estudiantes de Enfermería , Trastornos Relacionados con Sustancias , Actitud del Personal de Salud , Curriculum , Humanos , Estigma Social , Estudiantes de Enfermería/psicología
11.
Health Lit Res Pract ; 6(2): e96-e103, 2022 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-35522856

RESUMEN

BACKGROUND: Difficulty in understanding and using health information can harm the patient and increase the cost of care provided. So, this study classified and mapped the characteristics and interventions that make health care professionals responsive to the patient's health literacy. METHODS: Medline (PubMed), CINAHL (EBSCO), PsycInfo, ERIC (ProQuest), Lilacs (BVS) and EMBASE (Elsevier) were searched using a combination of controlled descriptors. The selected studies needed to address the concept or main focus of the study among health care professionals in the care or academic environment. KEY RESULTS: After reviewing 34 articles, 14 definitions and 10 subcategories of responsiveness were identified, and a broad characterization of health professional responsiveness to health literacy was proposed. Professional responsiveness to health literacy was characterized as knowing the definition and implications of health literacy for the patient's well-being and being able to develop, adapt, implement, and evaluate health education strategies. Nineteen strategies were mapped for education to ensure professional responsiveness to health literacy, classified as (A) expository (n = 18; 94.7%), (B) interactive (n = 9; 47.4%), (C) practice with educational materials (n = 2; 10.5%), (D) practice with standardized patient or simulation (n = 8; 42.1%), and (E) practice with actual patients (n = 4; 21.1%). DISCUSSION: These characteristics and interventions provide a useful taxonomy for the development of curricula and professional education programs, and for the validation and use of measures to evaluate the health workforce. [HLRP: Health Literacy Research and Practice. 2022;6(2):e96-e103.] Plain Language Summary: We found 14 definitions and 10 categories of professional responsiveness to health literacy. Professional responsiveness to health literacy was characterized as knowing the definition and implications of health literacy for the patient's well-being and being able to develop, adapt, implement, and evaluate health education strategies. Nineteen strategies were mapped for education to ensure professional responsiveness to health literacy.


Asunto(s)
Alfabetización en Salud , Curriculum , Personal de Salud/educación , Humanos
12.
Wiad Lek ; 75(3): 697-707, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35522881

RESUMEN

OBJECTIVE: The aim of the research is to develop the educational recommendations for acquiring environmental knowledge of future specialists on the basis of the analysis of the educational state of ecology in the theory and practice of higher education. PATIENTS AND METHODS: Materials and methods: During the research, a group of methods was used. It consisted of the theoretical (specific search) methods i.e. analysis, comparison and generalization of scientific literature on the problem of research to systematize and summarize the facts, information, materials on the problem under study and determine the essence of basic concepts; structural and functional methods i.e. analysis of the content of curricula, textbooks, manuals, dictionaries, directories, etc.). RESULTS: Results: Future experts were interviewed to evaluate their environmental and professional orientation and level of environmental knowledge. The questionnaire was aimed at clarifying the following problems: determining the level of environmental knowledge of future specialists for sustainable development; attitude of students to environmental problems; determination of the level of ecological consciousness, environmental activity of students. The questionnaire was created on the Google Forms online resource and was used both online and in the standard standard face-up form in the test form filling at the classrooms. The respondents were students receiving engineering, biological and pedagogical education. The age of the participants in the experimental study reached 18-22 years. The ratio of men and women at this stage of the experiment varied within the following limits: 34.66% of male and 65.34% of male (150 persons in total). CONCLUSION: Conclusions: The great responsibility for the environment and the future gene pool of the nation rests not only on state structures but also on educators, the public, the church and other factors. We suggest, the path to the ecological culture lies through effective environmental education, through the greening of citizens' consciousness. Therefore, in time, the reorientation of the educational system content in the dimension of sustainable development, which envisages its greening in the first place i.e. the development of environmental thinking, the acquisition of environmental knowledge, the formation of environmental behaviors so that children and adolescents can nowadays and in the future be able to satisfy their needs in safety of nature, without harming it, took care of the environment, about their own health and safety, acted in the environment and made appropriate decisions not as consumers but as conscious citizens.


Asunto(s)
Curriculum , Desarrollo Sostenible , Adolescente , Adulto , Niño , Femenino , Humanos , Masculino , Estudiantes , Adulto Joven
13.
Hum Resour Health ; 20(1): 35, 2022 May 07.
Artículo en Inglés | MEDLINE | ID: mdl-35525924

RESUMEN

BACKGROUND: In April 2020, the World Health Organization (WHO) Information Network for Epidemics produced an agenda for managing the COVID-19 infodemic. "Infodemic" refers to the overabundance of information-including mis- and disinformation. In this agenda it was pointed out the need to create a competency framework for infodemic management (IM). This framework was released by WHO on 20th September 2021. This paper presents the WHO framework for IM by highlighting the different investigative steps behind its development. METHODS: The framework was built through three steps. Step 1 included the preparatory work following the guidelines in the Guide to writing Competency Framework for WHO Academy courses. Step 2 was based on a qualitative study with participants (N = 25), identified worldwide on the basis of their academic background in relevant fields of IM or of their professional experience in IM activities at the institutional level. The interviews were conducted online between December 2020 and January 2021, they were video-recorded and analyzed using thematic analysis. In Step 3, two stakeholder panels were conducted to revise the framework. RESULTS: The competency framework contains four primary domains, each of which comprised main activities, related tasks, and knowledge and skills. It identifies competencies to manage and monitor infodemics, to design, conduct and evaluate appropriate interventions, as well as to strengthen health systems. Its main purpose is to assist institutions in reinforcing their IM capacities and implementing effective IM processes and actions according to their individual contexts and resources. CONCLUSION: The competency framework is not intended to be a regulatory document nor a training curriculum. As a WHO initiative, it serves as a reference tool to be applied according to local priorities and needs within the different countries. This framework can assist institutions in strengthening IM capacity by hiring, staff development, and human resources planning.


Asunto(s)
COVID-19 , COVID-19/epidemiología , Curriculum , Humanos , Desarrollo de Personal , Organización Mundial de la Salud
14.
BMC Med Educ ; 22(1): 358, 2022 May 11.
Artículo en Inglés | MEDLINE | ID: mdl-35545770

RESUMEN

BACKGROUND: In a research-based learning environment, students learn how to become critical thinkers and lifelong learners, and to generate discipline-enriching knowledge. Research training is important for all healthcare professionals and the integration of research in education can be one approach to improve evidence-based practice among future professionals. The purpose of this scoping review was to identify studies reporting on research-based education in undergraduate occupational therapy and physiotherapy curricula to document the current state of knowledge and to map factors that reflect and support the implementation of research-based education in undergraduate occupational therapy and physiotherapy programmes. METHODS: A scoping review was used to systematically select and summarize existing literature. The search was conducted using a combination of keywords and MeSH terms in the following databases: EBSCO (Academic Search Elite, CINAHL, ERIC), MEDLINE, Embase, Education Source and grey literature. A thematic analysis identified strategies used to implement and promote research-based education in occupational therapy and physiotherapy bachelor programmes. RESULTS: The database search identified 3068 records. 75 were eligible for full-text assessment and 27 studies were included. The studies were published between 1999 and 2021 and were conducted in Norway, Canada, South Africa, Australia, the United Kingdom, the United States, New Zealand, Ireland, Taiwan, Italy, and Iran. The study designs were mainly quantitative and qualitative, and studies included primarily occupational therapy and physiotherapy students. We identified the following four strategies: 'student engagement in research', 'curriculum improvement regarding EBP', 'EBP teaching' and 'journal club', where 'EBP teaching' was most frequently identified. CONCLUSIONS: Findings from this scoping review suggest that ensuring students' competence in research methods is necessary for students to be able to read and understand research articles, which are important as foundational skills in undergraduate research training. Journal clubs can be a foundation for student engagement with research literature, and students' basic research skills may be facilitated through their involvement in research projects and by conducting systematic reviews. Further, cooperation with clinical practice is important, and the awareness of research-based education should be increased among both faculty members and students.


Asunto(s)
Terapia Ocupacional , Curriculum , Humanos , Aprendizaje , Modalidades de Fisioterapia , Estudiantes
15.
BMC Med Educ ; 22(1): 361, 2022 May 11.
Artículo en Inglés | MEDLINE | ID: mdl-35545784

RESUMEN

BACKGROUND: With the advancement of information technology, teachers have become able to overcome the limitations of time and room capacity by carrying out teaching activities online. This practice, however, also presents new challenges. The present study explores how to fully capitalize on the advantages of online and offline teaching and improve the quality and impact of the teaching delivered. This article presents an analysis of the planning, implementation, evaluation, and reflection process of reforming the Fujian Medical University (FJMU) medical ethics course. METHODS: After early attempts using the Small Private Online Course (SPOC) and flipped classroom formats, this paper focuses on the comprehensive active implementation of blended teaching practice. In terms of teaching practice, this research makes targeted improvements to overcome the known shortcomings of SPOCs and flipped classrooms, including the significant preparatory workload and lacking enthusiasm for classroom participation, by redesigning the course and evaluation method and changing the role of the teacher in blended teaching. Subsequently, the study used a stratified sampling method to select 20 students enrolled in the clinical medicine course at Fujian Medical University (FJMU). Their course experience was investigated using a semi-structured interview. Interview content related to evaluating teaching effect was extracted and encoded for subsequent qualitative analysis. RESULTS: A qualitative analysis of the student evaluation of blended teaching as implemented on the medical ethics course showed that the main factors influencing student engagement are the method of assigning tasks and that of testing learning outcomes. Student participation in class is influenced by the richness of the curriculum resources available and the role played by the teacher. CONCLUSION: This research presents a discussion of blended teaching and suggests improvements that can be made to address low student engagement and poor classroom participation. This round of blended teaching was shown to improve learning autonomy and classroom participation and to support students in the development of their clinical abilities and higher-order thinking skills. These findings provide a reference for the implementation of online teaching during the COVID-19 pandemic.


Asunto(s)
COVID-19 , Curriculum , Ética Médica , Humanos , Aprendizaje , Pandemias , Aprendizaje Basado en Problemas/métodos , Enseñanza
17.
BMC Med Educ ; 22(1): 337, 2022 May 02.
Artículo en Inglés | MEDLINE | ID: mdl-35501765

RESUMEN

BACKGROUND: Pharmacology is a cornerstone of medical education as it underlies safe prescribing practices. However, medical students have reported unease regarding their perceived proficiency in medical pharmacology. Despite the significant impetus to improve student outcomes, there is little analysis available of the techniques used by medical students to learn, retain and apply medical pharmacology knowledge. METHODS: A mixed-methods, student-focused approach was conducted to design and evaluate specific resources developed to address gaps in pharmacology education. This methodology comprised an anonymised scoping survey, followed by semi-structured focus group interviews. We then developed a flashcard resource as an intervention to support long-term revision for academic and clinical success. This resource was released to a cohort of 100 graduate entry preclinical medical students who were invited at the end of year to evaluate the intervention via a subsequent anonymous survey. RESULTS: The scoping survey received 103 complete responses. Surveys and focus group interviews revealed that only 50% of students engage in ongoing revision. Amongst our cohort, we identified that the evidence-based technique of spaced-repetition was particularly well regarded. Hence, we developed and evaluated a bespoke resource utilising Anki™, an open-source, spaced-repetition flashcard program. A total of 1208 flashcards spanning 156 distinct classes of drugs with supplementary summary tables, diagrams and explanatory video and summary guides were created. Designed as a strategic revision tool to reinforce learning, evaluation showed students greatly appreciated the "comprehensive" and "well formatted" Anki™ resource that supported existing teaching modalities, with a global rating of 3.8 out of 5. CONCLUSIONS: Strategic and personalised resources for medical pharmacology education that assist with in-semester revision and long-term retention are highly valued amongst students for examination preparation and preparedness for practice. Collectively, these results reflect a novel approach to identifying and addressing weaknesses in existing learning resources in a manner that is inclusive of, and acceptable to, medical students.


Asunto(s)
Educación Médica , Bachillerato en Enfermería , Estudiantes de Medicina , Curriculum , Humanos , Aprendizaje
18.
Front Public Health ; 10: 864891, 2022.
Artículo en Inglés | MEDLINE | ID: mdl-35509505

RESUMEN

This article takes a novel approach of highlighting the creation and development of an integrated undergraduate public health curricula geared to students in the health sciences. In our practice, undergraduate and public health pedagogy supports innovative and proven approaches of experiential learning in our classrooms. We show how public health faculty take a team approach to teaching which has allowed them to collaborate in and outside of the classroom resulting in inherent knowledge of course materials, student engagement, and outcomes. This evolved to an overall curricula design that involves scaffolded research skills and/or projects within and between the public health courses. In addition, we highlight examples of upperclassmen utilizing these curriculum schemas outside the classroom to engage in faculty research beyond the public health discipline. This narrative describes lessons learned when teaching undergraduate students across public health curricula, how we integrated research skills within each course using pedagogical practices, and why this approach supports student engaged research within directed study and paid undergraduate research opportunities.


Asunto(s)
Curriculum , Salud Pública , Humanos , Estudiantes
19.
Fam Med ; 54(5): 343-349, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35536619

RESUMEN

BACKGROUND AND OBJECTIVES: Public health training became particularly important for family medicine (FM) residency training programs amid the COVID-19 pandemic; the Accreditation Council for Graduate Medical Education (ACGME IV.C.19) requires a structured curriculum in which residents address population health. Our primary goal was to understand if, and to what extent, public health interventions trainings were incorporated into FM residency training programs amid the COVID-19 pandemic. We hypothesized programs with more resources (eg, university affiliates) would be better able to incorporate the training compared to those without such resources (ie, nonuniversity affiliates). METHODS: In 2021, we incorporated items addressing COVID-19 public health training competencies into the 2021 Council of Academic Family Medicine Educational Research Alliance national survey of FM residency program directors. The items addressed the type of training provided, mode of delivery, barriers to providing training, perceived importance of training, and support in delivering training. RESULTS: The overall survey response rate was 46.4% (n=287/619). All programs offered at least some training to residents. There were no statistically significant differences in training intensity between university and nonuniversity affiliates. The length of time an FM residency director spent in their position was positively associated with training intensity (r=0.1430, P=.0252). The biggest barrier to providing the trainings was the need to devote time to other curriculum requirements. CONCLUSIONS: FM residency programs were able to provide some public health interventions training during the pandemic. With increased support and resources, FM resident training curricula may better prepare FM residents now in anticipation of a future pandemic.


Asunto(s)
COVID-19 , Internado y Residencia , Curriculum , Educación de Postgrado en Medicina , Medicina Familiar y Comunitaria/educación , Humanos , Pandemias , Encuestas y Cuestionarios
20.
Fam Med ; 54(5): 362-363, 2022 May.
Artículo en Inglés | MEDLINE | ID: mdl-35536621

RESUMEN

BACKGROUND AND OBJECTIVES: Distance learning is a feasible and effective method of delivering education, especially in rural settings. Few studies focus on remote learning in graduate medical education. This study explores remote didactic practices of rural family medicine programs in the United States. METHODS: We conducted an electronic survey of rural family medicine residency site directors across the United States. We completed sample analyses through descriptive statistics with an emphasis on descriptions of current didactic practices, facilitators, and challenges to implementation. RESULTS: The overall response rate was 38% (47/124) for all participants from rural residency programs, representing 28 states. About 24% of rural training track (RTT) participants reported no shared remote didactics between urban and rural sites. More than half of RTT participants (52%) reported remote virtual didactics were either not shared between urban and rural site or were shared less than 50% of the time. Top challenges to implementing remote shared didactics were lack of appropriate technology (31%) and lack of training for faculty and residents in delivery of remote didactics (31%). Top facilitators included having technology for the remote connection (54%), a faculty champion (42%), and designated time to develop the curriculum (38%). CONCLUSIONS: There is potential for improving shared remote didactic sessions between rural and urban sites for family medicine RTTs, which may enhance efficiency of curriculum development across sites and maximize opportunities for bidirectional learning between urban and rural sites.


Asunto(s)
Educación a Distancia , Internado y Residencia , Curriculum , Educación de Postgrado en Medicina/métodos , Medicina Familiar y Comunitaria/educación , Humanos , Población Rural , Encuestas y Cuestionarios , Estados Unidos
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA
...