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1.
Wiad Lek ; 74(2): 334-340, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33813497

RESUMEN

OBJECTIVE: The aim: To analyze, summarize and substantiate modern approaches to the formation of the professional competencies of pharmacists on issues of medicine quality assurance in Ukraine. PATIENTS AND METHODS: Materials and methods: In this study, we performed systematic review, systematic and comparative analysis, content analysis, generalization, document analysis, logical and graphical modeling to address those issues. CONCLUSION: Conclusions: We showed that the curriculum and program of the «Basic foundations of the functioning of quality systems in pharmacy institutions¼ thematic improvement cycle for pharmacists have been substantiated and developed. The content of the program provides an opportunity to prepare pharmacists for independent work in the field of implementation and support of effective quality systems in pharmacy institutions and hospital pharmacy services. In the context of substantiation of modern approaches to the preparation of pharmacists in the field of medicines quality assurance, the experience and advantages of such modern forms of training of pharmacists as the use of training bases and blended learning have been studied. The modern approaches to the formation of the professional competencies of pharmacists on issues of medicine quality assurance in Ukraine have been analyzed, summarize and substantiated.


Asunto(s)
Farmacéuticos , Farmacia , Curriculum , Humanos , Competencia Profesional , Ucrania
2.
J Coll Physicians Surg Pak ; 30(1): S16-S18, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-33650417

RESUMEN

The novel coronavirus disease 2019 (COVID-19) pandemic has not only challenged global health systems but also social, economic, and educational systems. In this short communication, our focus is on its impact on medical education in Pakistan. We discuss the structure of undergraduate medical education in Pakistan; and how it has evolved in the wake of COVID-19. We describe our role as teaching associates (TAs) at the Aga Khan University (AKU); and how it has enabled us to be a part of the transition to online medical education, with a specific focus on online examinations in medical schools.  Key Words: Medical education, Online examinations, COVID-19, Pandemic.


Asunto(s)
/epidemiología , Curriculum , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Pandemias , Facultades de Medicina/estadística & datos numéricos , Estudiantes de Medicina/estadística & datos numéricos , Humanos , Aprendizaje , Pakistán/epidemiología , Encuestas y Cuestionarios
4.
GMS J Med Educ ; 38(2): Doc36, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33763521

RESUMEN

Aim: The seminar program of the KWBW Verbundweiterbildungplus® is offered by the Competence Center for Postgraduate Medical Education in Baden-Württemberg (KWBW) for physicians specializing in general practice (GP trainees). Attendance is a voluntary one comprised of 48 curricular units of 45 minutes each per GP trainee. This seminar program is meant to be attended in parallel to the postgraduate medical education in clinic or practice. The intention behind this project was to develop objectives, topics and a feasible structure for a seminar curriculum while taking time and financial constraints into account. Method: The Kern cycle was applied in an open, modified nominal group consensus technique in the form of an iterative process. Participating were 17 experts from the departments of general practice at the universities in Freiburg, Heidelberg, Tuebingen and Ulm, plus a pediatrician. Results: The main objective was defined as empowering GP trainees to independently provide high-quality primary care, including in rural areas. A basic curriculum was defined based on relevant frameworks, such as the 2018 Model Regulation for Postgraduate Medical Training (Musterweiterbildungsordnung/MWBO) and the Competency-based Curriculum General Practice (KCA). Overall, the seminar curriculum has 62 basic modules with 2 curricular units each (e.g. Basic Principles of General Practice, Chest Pain, Billing) and another 58 two-unit modules on variable topics (e.g. digitalization, travel medicine) adding up to 240 (124+116) curricular units. A blueprint with a rotation schedule for all of the teaching sites in Baden-Württemberg allows regular attendance by n=400 GP trainees over a period of five years, with individual variability in terms of program length. Conclusion: The model entails a five-year, flexible program to accompany the postgraduate medical education in general practice which can also be implemented in multicenter programs and those with high enrollments. The model's focus is on acquisition of core competencies for general practice. Despite the current shift to eLearning seminars due to SARS-CoV, the program's implementation is being continued, constantly evaluated, and used to further develop the KWBW Verbundweiterbildungplus® program.


Asunto(s)
Competencia Clínica , Curriculum , Educación de Postgrado en Medicina , Medicina General/educación , Médicos Generales/educación , Universidades , Alemania , Humanos , Informe de Investigación
5.
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.
MedEdPORTAL ; 17: 11106, 2021 03 02.
Artículo en Inglés | MEDLINE | ID: mdl-33768143

RESUMEN

Introduction: During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period. Methods: Held three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors. Results: Twenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful. Discussion: VR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.


Asunto(s)
Prácticas Clínicas/métodos , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Medicina Interna/educación , Rondas de Enseñanza/métodos , /epidemiología , Competencia Clínica , Curriculum , Medicina Hospitalar/educación , Medicina Hospitalar/tendencias , Humanos , Satisfacción Personal , Estudiantes de Medicina/psicología , Telemedicina/métodos
8.
MedEdPORTAL ; 17: 11114, 2021 03 04.
Artículo en Inglés | MEDLINE | ID: mdl-33768146

RESUMEN

Introduction: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. Methods: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. Results: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. Discussion: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools.


Asunto(s)
Competencia Clínica/normas , Toma de Decisiones Clínicas/métodos , Educación/organización & administración , Docentes/normas , Entrenamiento Simulado/métodos , /epidemiología , Curriculum , Educación Médica/métodos , Educación Médica/tendencias , Humanos , Educación Interprofesional/métodos , Educación Interprofesional/organización & administración , Medio Social , Enseñanza
10.
Med J (Ft Sam Houst Tex) ; (PB 8-21-01/02/03): 3-7, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33666904

RESUMEN

There is inconsistency in the training of military medical providers on the regulations and procedures outlining US Army-specific psychiatric readiness related competencies. These competencies are necessary to ensure the appropriate categorization of a soldier's psychiatric readiness. There exists a need for a formal, comprehensive training curriculum accessible to all providers that is time- and cost-effective. Due to the COVID-19 pandemic, there is are additional barriers of social distancing, remote virtual healthcare delivery, and geographic dispersion of healthcare personnel. To address these concerns, we developed a curriculum to target these competencies and deliver them virtually. The curriculum was developed and executed based on Kern's six-step approach to curriculum development, and the objective was to train military behavioral health providers on temporary duty limitations, administrative separations, and medical board referrals based on current US Army policies and procedures. The training was implemented virtually and conducted over the course of 3-hour training sessions to two separate groups. Evaluation of training objectives was conducted via a survey of paired before and after questions, analyzing the change in perceived confidence among learners. Among the 58 respondents, training resulted in statistically significant improvement in confidence in recognizing when a US Army soldier needs a temporary profile, writing a temporary e-profile, deciding when it is critical to contact a US Army soldier's commander, executing administrative separation, deciding when a US Army soldier is at medical retention determination point (MRDP), and in referring a US Army soldier to medical board. Results show the feasibility of virtual training to enhance medical readiness-related competencies of healthcare providers at the enterprise-level to help improve medical readiness. Limitations included immediate and subjective aspects of our results. It is unclear whether our training or similar training sessions resulted in changes in behaviors such as increased profiling or medical board referrals.


Asunto(s)
Medicina de la Conducta/educación , Competencia Clínica , Curriculum , Educación a Distancia , Medicina Militar/educación , Psiquiatría/educación , /epidemiología , /transmisión , Humanos , Autoimagen , Encuestas y Cuestionarios
11.
Med J (Ft Sam Houst Tex) ; (PB 8-21-01/02/03): 79-82, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33666916

RESUMEN

BACKGROUND: Keller Army Community Hospital, a 12-bed community hospital located in the Hudson Valley of New York State, within the pandemic epicenter anticipated the surge of critically ill patients, which would overwhelm local resources during the coronavirus pandemic sweeping across the globe. In this facility, there were no Intensive Care Unit (ICU) beds and resources were mobilized in order to create a negative pressure Corona Virus Unit (CVU) consisting of seven ICU beds and two step-down beds. Although the creation of the CVU decreased the non-COVID inpatient capacity to five beds, the hospital also formulated a plan to expand overall bed capacity from 12 inpatient beds to 45 beds within 24 hours. OBJECTIVE: To create a ICU embedded within a CVU and implement a three day curriculum to prepare four mixed teams of critical care and non-critical care staff nurses to manage critically ill patients with the novel coronavirus disease 2019 (COVID-19). METHODS: Nursing leaders and hospital education staff developed a critical care curriculum utilizing Elsevier didactic, the DoD COVID-19 Practice Guide, and hands-on training for 34 nurses.1,2 Nurses had varied scope of practice levels from licensed practical nurses to advance practice nurses, with diverse critical care expertise to non-critical care nursing staff from the primary care medical home (PCMH), all of which participated in the cross-leveling to the CVU unit during the pandemic response. Educational elements included PPE donning and doffing, mechanical ventilation, central venous catheter maintenance, arterial catheter management, hemodynamics, and critical care pharmacotherapy. A medical model skills station with common critical care equipment such as ventilators allowed for instantaneous feedback and 13 hands-on skills training. RESULTS: A fully functional ICU and CVU was created with thirty-four nurses who completed training within seven days with a didactic completing rate of 94.65 % and 100% hands-on skills. The program endures with monthly tailored re-fresher training to improve efficiency and maintain critical competencies. The team maintained operational readiness through the surge and remain resolute for the next surge. CONCLUSIONS: On-going program execution and evaluation continues to develop new staff members due to permanent change of station, recent on-boarding, or because of evidence based clinical guideline changes. Training has continued, but shifted to include normal inpatient operations over the summer of 2020. Re-fresher classes covering the treatment and care of COVID patients continue with the anticipation of a second wave surge of COVID-19 cases emerges this fall based on epidemiology predictions.


Asunto(s)
/terapia , Creación de Capacidad/organización & administración , Cuidados Críticos/organización & administración , Curriculum , Hospitales Militares , Capacidad de Reacción/organización & administración , /epidemiología , Capacidad de Camas en Hospitales , Hospitales Comunitarios , Humanos , New York
13.
BMC Med Educ ; 21(1): 150, 2021 Mar 08.
Artículo en Inglés | MEDLINE | ID: mdl-33685439

RESUMEN

During the COVID-19 pandemic, despite many widespread calls for social distancing, recommendations have not been followed by some people and the high rate of non-compliance has significantly affected lives all around the world. It seems that the rate of non-compliance with the recommendations among medical students has been as high as the rest of the other youth. In the time that students are removed from clinical environments and most physician teachers are strained in providing services to patients, medical students can be trained in interdisciplinary behavior change counseling programs and they can be employed in delivering virtual consultations to the patients referred to medical centers.In this quick review, we provide an argument regarding the importance of integrating the topic of patients' social history into the undergraduate medical curriculum and the necessity of teaching theories of behavior change to medical students. Hypotheses are proposed that focus on the importance of integrating behavioral and social sciences into the medical curriculum and to teach theories or models of behavior change to students. Health professions educators can design and implement interventions to teach hypothesized models of behavioral change to medical students and evaluate the effectiveness of those interventions. The impacts of such educational interventions on increasing people's compliance with recommendations to improve public health can be evaluated as well.


Asunto(s)
Terapia Conductista/educación , Consejo/educación , Curriculum , Educación de Pregrado en Medicina/métodos , Pacientes/psicología , Conducta Social , Asistencia Sanitaria Culturalmente Competente , Humanos , Pandemias , Enseñanza
14.
J Spec Oper Med ; 21(1): 41-43, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33721305

RESUMEN

INTRODUCTION: In the French army, combat casualty care (CCC) training involves the use of simulation. The application of this pedagogic method in a cross-cultural environment has not previously been described. In this report, we explore the challenges highlighted by multiple training sessions for foreign medical providers in West Africa. METHODS: We collected the data from six 2-week courses held in Libreville, Gabon. Our main objective was to describe the course; our secondary objective was to assess our trainees' progress in their knowledge of CCC. RESULTS: The first week involved lectures, technical workshops, and single-patient simulations. The second part emphasized multiple-victim simulations and interactions with combatants and was held in the Gabonese rainforest. Sixty- two trainees undertook the six sessions. Their knowledge improved during the course, from a median score of 4 (of a maximum of 40) before to 9.5 after (p < .05). DISCUSSION: Our study is the first to describe medical-level CCC training in a cross-cultural environment. Challenges are numerous, notably differences in the expected roles of instructors and trainees. Mitigating those difficulties is possible through cultural awareness and self-awareness. Our results are limited by the absence of evaluation of improvement in the actual management of patients. CONCLUSION: CCC training using medical simulation is feasible in a cross-cultural environment.


Asunto(s)
Servicios de Salud Militares , África Occidental , Competencia Clínica , Comparación Transcultural , Curriculum , Humanos
15.
BMC Med Educ ; 21(1): 138, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33648516

RESUMEN

BACKGROUND: The question to involve or restrict medical students' involvement in the coronavirus disease 2019 (COVID-19) pandemic response remains contentious. As their state of preparation and perceptions in volunteering during this pandemic have yet to be investigated, this study aims to evaluate Indonesian medical students' willingness to volunteer and readiness to practice during the COVID-19 pandemic. METHODS: A web-based survey was conducted among undergraduate medical students throughout Indonesia. Socio-demographic and social interaction information, in addition to willingness to volunteer and readiness to practice, were obtained using a self-reported questionnaire. The significance level was set at 5%. RESULTS: Among 4870 participants, 2374 (48.7%) expressed their willingness to volunteer, while only 906 (18.6%) had adequate readiness to practice. Male students, students with prior volunteering experience in health or non-health sectors, and students from public universities or living in Central Indonesia (vs Java) had higher scores of willingness and readiness to volunteer. Students from Sumatra also had better preparedness (odds ratio [OR] 1.56, 95% confidence interval [CI] 1.15-2.12, p = 0.004), while the opposite occurred for students from Eastern Indonesia (OR 0.63, 95% CI: 0.44-0.89, p = 0.002)-when compared to students from Java. In addition, compared to students with high family income, students from lower-middle income families were less willing to volunteer (OR 0.76, 95% CI: 0.59-0.98, p = 0.034), though those with low family income had better readiness (OR 1.51, 95% CI: 1.10-2.08, p = 0.011). Shortage of medical personnel, sense of duty, and solicitation by stakeholders were the main reasons increasing the students' willingness to volunteer; whereas contrarily fear for own's health, absence of a cure, and fear of harming patients were the primary factors diminishing their willingness to volunteer. CONCLUSION: Our findings indicated that many Indonesian medical students are willing to volunteer, yet only few of them were ready to practice, indicating that further preparations are required to maximize their potentials and minimize their exposure to hazards. We suggest that their potentials as a firm support system during the pandemic should not be overlooked, and that the integration of relevant courses to the medical curricula are imperative to prepare for future public health emergencies.


Asunto(s)
/epidemiología , Competencia Clínica , Educación de Pregrado en Medicina , Motivación , Estudiantes de Medicina/psicología , Voluntarios , Curriculum , Miedo , Femenino , Humanos , Renta , Indonesia , Masculino , Pandemias , Características de la Residencia , Autoinforme , Factores Sexuales , Adulto Joven
16.
Zhonghua Kou Qiang Yi Xue Za Zhi ; 56(3): 279-282, 2021 Mar 09.
Artículo en Chino | MEDLINE | ID: mdl-33663159

RESUMEN

A new teaching mode with the combination of online teaching and flipped class was designed and implemented in the Stomatological College of Nanjing Medical University based on the National Online Open Courses, the Virtual Interactive Network Teaching Platform and the E-learning Network Teaching Platform. The new online course system of orthodontic education was constructed with several components including the process and outcome assessments, the professional literature and knowledge summary reports and the virtual interactive online training. With the informative and convenient online teaching resources and modes, students' comprehensive abilities of independent learning were improved.


Asunto(s)
Curriculum , Sistemas en Línea , Humanos , Aprendizaje , Estudiantes
17.
Adv Physiol Educ ; 45(1): 129-133, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33661051

RESUMEN

In 2020 universities had to quickly implement remote education alternatives as a result of the social distancing due to the COVID-19 pandemic. To keep students engaged with the university, we implemented a teaching-learning model that relates physiology contents to the COVID-19 pandemic using online educational platforms. A 1-mo web course was proposed for health sciences students from the Federal University of Pampa. It included synchronous meetings twice a week and asynchronous activities using scientific articles, case studies, and interactive online tools. The students approved the methodology developed, assessing it as dynamic and innovative. They reported that the activity helped to better understand the relations between COVID-19 and physiological systems. The web course also contributed to the identification of reliable sources of news and stimulated the sharing of scientific content with their families. We concluded that the use of online platforms contextualizing the physiology content considering current events helps students in learning human physiology and improves their abilities to apply this information to their daily life, in this specific case, regarding the COVID-19 pandemic.


Asunto(s)
/fisiopatología , Educación a Distancia/métodos , Pandemias , Fisiología/educación , /fisiología , Brasil , Comportamiento del Consumidor , Curriculum , Evaluación Educacional , Femenino , Humanos , Masculino , Estudiantes/psicología , Universidades
18.
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
19.
Nihon Yakurigaku Zasshi ; 156(2): 103-106, 2021.
Artículo en Japonés | MEDLINE | ID: mdl-33642527

RESUMEN

In nursing degree course education, it is needed to enhance contents of pharmacology education for acquiring nursing practice ability in the nursing education model core curriculum and revision of designation regulations. Therefore, it is intended to consider pharmacology education in nursing degree course in universities in the current study in order to cultivate nurses skilled in drug therapy. We have conducted a survey on knowledge required for students of universities of nursing as well as an analysis on contents of inquiries made by nurses on drugs. As a result, it has been revealed that students have recognized effect and side effects of drugs as basic knowledge required for a nurse. With less recognition required on pharmacokinetics and practical contents, however, the knowledge held by students was dissociated with practical knowledge often required for nurses when administering drugs. A possibility has been also revealed by the current survey that nurses may not be able to make use of pharmacokinetics as pharmacological knowledge for patients' treatment management. From results of the survey and previous study, it is believed to be necessary in university education to extend pharmacological knowledge from its basic to clinical stage and build up adequate basic knowledge and thinking power of pharmacology in nursing degree course as well as to sufficiently learn and understand necessity of pharmacokinetics for conducting evaluation of drug efficacy.


Asunto(s)
Bachillerato en Enfermería , Educación en Enfermería , Farmacología , Curriculum , Humanos , Farmacología/educación , Universidades
20.
Sheng Wu Gong Cheng Xue Bao ; 37(2): 680-688, 2021 Feb 25.
Artículo en Chino | MEDLINE | ID: mdl-33645166

RESUMEN

In the era of Internet +, teaching models in universities are undergoing changes due to the rapid development of information technology. Blended teaching, combining online with offline teaching, is being implemented and developed in universities. In order to reform teaching mode and improve teaching effect, the curriculum team carried out the exploration of blended teaching reform for the "Introduction to Life Sciences" for non-biology students. The course combined high-level MOOC (Massive Open Online Course), small class teaching, diversified platform and multi-dimensional teaching mode, built a multi-disciplinary collaborative teaching team, formed a multi-dimensional evaluation system focusing on process and ability, practiced the education concept of combining knowledge teaching and value leading, gained valuable practical experience, and achieved the expected teaching results. It can provide reference for the reform and construction of similar courses in other colleges and universities. The development of blended teaching expands the breadth and depth of teaching, stimulates students' interest and potential for learning, opens up students' thinking and perspective, cultivates students' scientific literacy and comprehensive ability, and plays a positive role in the cultivation of innovative and inter-disciplinary talents.


Asunto(s)
Disciplinas de las Ciencias Biológicas , Estudiantes , Curriculum , Humanos , Aprendizaje , Universidades
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