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4.
Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi ; 31(4): 431-433, 2019 Aug 08.
Artículo en Chino | MEDLINE | ID: mdl-31612682

RESUMEN

To achieve the combination of ideological and political education curriculum and curriculum ideological and political education, the ideological and political education was integrated into the teaching of medical basic course Human Parasitology. Based on improving the cultivation of the teaching team, insisting on morality education and education-directed professional curriculum teaching, the pathway of integrating curriculum ideological and political education into medical science education was explored. Through putting the ideological and political elements contained throughout the professional curriculum teaching process, establishing new teaching patterns of integrating ideological and political education into the curriculum, and strengthening the collaboration between professional institutions and universities, we aimed to build Human Parasitology as a gold ideological and political education curriculum.


Asunto(s)
Curriculum , Educación Médica , Parasitología , Curriculum/normas , Curriculum/tendencias , Educación Médica/normas , Educación Médica/tendencias , Humanos , Parasitología/educación , Enseñanza , Universidades
5.
Presse Med ; 48(7-8 Pt 1): 780-787, 2019.
Artículo en Francés | MEDLINE | ID: mdl-31383383

RESUMEN

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.


Asunto(s)
Cuidados Críticos/métodos , Educación Médica/métodos , Relaciones Interprofesionales , Grupo de Atención al Paciente , Entrenamiento Simulado , Competencia Clínica , Cuidados Críticos/normas , Curriculum/normas , Educación Médica/normas , Evaluación Educacional/métodos , Humanos , Ciencia de la Implementación , Grupo de Atención al Paciente/organización & administración , Grupo de Atención al Paciente/normas , Entrenamiento Simulado/métodos , Entrenamiento Simulado/organización & administración , Entrenamiento Simulado/normas
6.
J Dent Educ ; 83(8): 865-877, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31371427

RESUMEN

With increasing recognition of the important relationship between oral and systemic health, non-dental health professions schools and programs are now teaching their students about oral health in various ways. This study built on surveys of medical schools, primary care residency and fellowship programs, and other health professions programs conducted by the authors in 2017, which found some had made significant progress in integrating oral health into primary care training, while others lagged behind. The aim of the current study was to better understand the characteristics and climate of oral health education in non-dental health professions schools by conducting interviews with leaders of programs who had self-identified in the surveys as having a robust oral health curriculum. Hour-long interviews were conducted between October 2017 and March 2018 with 31 program directors or deans of medical specialty and allied health professions programs using a semi-structured interview guide. These interviewees were from 13 health disciplines. The coding of interview transcripts identified seven major themes: motivations to develop an oral health curriculum; rationale for curriculum topics covered; best aspects of the curriculum; evaluation and assessment strategies; relationships with dental providers and residents and dental hygienists; barriers and challenges; and advice and lessons learned. The interviewees reported a strong belief that oral health is an important health topic. Key elements that interviewees identified as helping them build robust oral health programs in their primary care curricula were the following: having an oral health champion; having some funding; building relationships with dental professionals; using local, state, and national resources; using curricular materials from existing sources; incorporating skills-based sessions; taking an IPE approach; and making oral health part of what the program already does. These findings should be useful for primary care schools and programs that are beginning to add oral health to their curricula and those seeking to improve their existing oral health education for their students.


Asunto(s)
Salud Bucal/educación , Atención Primaria de Salud , Evaluación de Programas y Proyectos de Salud , Facultades de Odontología/normas , Facultades de Medicina/normas , Adulto , Curriculum/normas , Higienistas Dentales/educación , Educación en Odontología , Empleos en Salud , Humanos , Internado y Residencia , Persona de Mediana Edad , Desarrollo de Programa , Investigación Cualitativa , Encuestas y Cuestionarios , Estados Unidos , Adulto Joven
7.
Nurs Outlook ; 67(6): 747-759, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31421862

RESUMEN

BACKGROUND: With the rapid growth in online education programs in nursing, quality of education through this modality is becoming of greater importance. PURPOSE: This paper aims to explore current recommendations and standards for quality in online nursing education offered by nursing regulatory, accrediting, and licensing organizations. METHOD: Individual interviews were conducted with the leaders from four accrediting, licensing and certifying organizations in nursing about their perspectives on quality standards for online education. FINDINGS: The following themes emerged from the qualitative interviews: Theme 1- Standards are not specific to online education; Theme 2-This is not up to us - Professional organizations can offer recommendations but not responsible for regulations; and Theme 3- Each institution has responsibility to provide support and evaluate the quality of online education. DISCUSSION: Schools of nursing should continue to incorporate current standards for quality in online education as the methods of delivery continue to evolve in this highly technologically-oriented world.


Asunto(s)
Acreditación/normas , Curriculum/normas , Educación a Distancia/normas , Bachillerato en Enfermería/normas , Guías como Asunto , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estados Unidos , Adulto Joven
9.
Nurse Educ Today ; 81: 39-48, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31323505

RESUMEN

BACKGROUND: Nurse educators are required to equip students with adequate theoretical and practical knowledge to provide effective nursing care. Limited studies have explored educators' challenges while teaching students. Existing studies are limited because of small sample, overreliance on qualitative approaches, and unreliable instruments that have not been tested. OBJECTIVES: To explore nurse educators' perspectives about their clinical and academic teaching, to develop a questionnaire to determine educators' challenges, and to develop a comprehensive understanding of educators' challenges. DESIGN: A sequential exploratory mixed-methods study. SETTINGS: Twelve nursing institutions in five cities of Pakistan. PARTICIPANTS: A purposive sample of 12 educators for interviews and 112 for the survey. METHODS: Semi-structured interviews and survey for data collection and expert consultations for questionnaire development. Thematic analysis for qualitative analysis, descriptive analysis for quantitative, and joint display tables for mixed methods. RESULTS: Educators experience workload and time constraints and struggle to effectively teach students due to inadequate student-educator ratio; underdeveloped curriculum; inadequate resources; inadequate clinical teaching settings for skills, simulation labs; inadequate professional development opportunities; lack of autonomous decision making; lack of educational, management, and research support from the regulatory bodies; and lack of educational research. CONCLUSIONS: Nurse educators' issues and challenges are persistent and require support from regulatory bodies and educational authorities. There is a need to develop policies to improve teaching and learning conditions for educators, provide them with the opportunities to enhance their own learning, and opportunities to collaborate with other educators in order to better prepare student nurses.


Asunto(s)
Docentes de Enfermería/psicología , Investigación en Educación de Enfermería , Estudiantes de Enfermería , Encuestas y Cuestionarios , Enseñanza/psicología , Adulto , Curriculum/normas , Bachillerato en Enfermería , Femenino , Recursos en Salud/economía , Humanos , Masculino , Pakistán , Desarrollo de Personal , Carga de Trabajo/psicología
10.
Adv Physiol Educ ; 43(3): 332-338, 2019 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-31305155

RESUMEN

A variety of medical simulators have been developed over recent years for students of all medical professions. These simulators serve to teach basic science concepts, advanced clinical skills, as well as empathy and student confidence. This study aimed to understand the students' perception of the integration of high-fidelity simulation exercises into the teaching of human physiology. Research groups were made up of both osteopathic and podiatric medical students. Data were obtained using a Likert-scale survey. Results indicated that students believed the simulation experiences were beneficial to further understanding of physiological concepts, as well as seeing these concepts in a clinical setting. Variations were noted between podiatric and osteopathic medical students' perception on how the experiences helped them develop clinical and personal confidence, and if the experience helped illustrate correlations between laboratory values and accompanying physiology. Results illustrated no differences in perception between the sexes. Although all students agreed that the experience helped with the understanding of physiology, podiatric medical students did not necessarily find value in the simulation for their development as future clinicians. We predict that differences in perception are largely based on the different curriculums of the students questioned. The present study indicated that incorporation of simulation experiences in the first year of medical school enhanced learning basic science physiology concepts and promoted the development of self-confidence as future clinicians. Incorporating simulation into the didactic coursework should be promoted in other medical schools' curricula.


Asunto(s)
Competencia Clínica , Curriculum , Percepción , Fisiología/educación , Estudiantes de Medicina/psicología , Competencia Clínica/normas , Curriculum/normas , Femenino , Humanos , Masculino , Encuestas y Cuestionarios
11.
PLoS Biol ; 17(7): e3000359, 2019 07.
Artículo en Inglés | MEDLINE | ID: mdl-31318869

RESUMEN

Our first two experiments on adapting a high-structure course model to an essentially open-enrollment university produced negative or null results. Our third experiment, however, proved more successful: performance improved for all students, and a large achievement gap that impacted underrepresented minority students under traditional lecturing closed. Although the successful design included preclass preparation videos, intensive active learning in class, and weekly practice exams, student self-report data indicated that total study time decreased. Faculty who have the grit to experiment and persevere in making evidence-driven changes to their teaching can reduce the inequalities induced by economic and educational disadvantage.


Asunto(s)
Logro , Curriculum/normas , Evaluación Educacional/métodos , Aprendizaje Basado en Problemas/métodos , Estudiantes/psicología , Universidades , Empatía , Docentes/psicología , Docentes/estadística & datos numéricos , Humanos , Estudiantes/estadística & datos numéricos
13.
Matern Child Health J ; 23(9): 1159-1166, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-31267340

RESUMEN

Background Learning to identify and address social determinants of health (SDH) is a crucial component of pediatric residency training. A virtual tour of an impoverished neighborhood previously demonstrated efficacy in increasing residents' self-assessed knowledge and competence, but its impact on performance has not yet been reported. Online simulated cases are emerging as feasible assessment tools to measure trainees' skills across various healthcare settings. We developed online simulated cases to evaluate residents' retention of the virtual tour's key SDH-related learning objectives 1 month after completing this curriculum. Methods Three online simulated cases with interpolated open-ended questions were created to assess residents' ability to identify SDH, recommend appropriate resources, and display empathy. Scoring rubrics to objectively evaluate responses were developed and borderline scores were decided by a team of educators. Results 19 residents participated. Mean scores for all cases exceeded pre-established borderline scores (statistically significant in two of the three cases). More than 90% of residents identified relevant SDH in the primary care and emergency department cases. Ninety-five percent of residents recommended appropriate resources in all cases, and 89% displayed empathy. Discussion Residents' performance in online simulated cases demonstrated retention and application of the virtual tour's learning objectives, including recognizing SDH, offering appropriate resources, and displaying empathy, which supports the long-term effectiveness of the virtual tour curriculum to train pediatricians about SDH. Online simulated cases provided a standardized and cost-effective way to measure residents' skills related to curricular uptake, suggesting that this assessment approach may be adapted to evaluate other educational interventions.


Asunto(s)
Curriculum/normas , Simulación de Paciente , Pediatría/educación , Determinantes Sociales de la Salud , Adulto , Curriculum/estadística & datos numéricos , Educación de Postgrado en Medicina/métodos , Femenino , Humanos , Internado y Residencia/métodos , Internado y Residencia/normas , Internado y Residencia/estadística & datos numéricos , Aprendizaje , Masculino , Pediatría/métodos , Pediatría/normas , Características de la Residencia/estadística & datos numéricos
14.
Med Sci (Paris) ; 35(6-7): 558-561, 2019.
Artículo en Francés | MEDLINE | ID: mdl-31274087

RESUMEN

Since 2016, the national framework for doctoral studies in France states that doctoral schools from the French universities should ensure that every doctoral student receives a training in research ethics and integrity. The doctoral schools can organize the training at their convenience. We have conducted a study among all French doctoral schools about the modalities of this training in 2018. Our inquiry shows that the doctoral schools are well engaged in this effort of training on the whole territory, and are on the verge of reinforcing it. Overall, our inquiry shows a general awareness by the doctoral schools of the importance of these topics for tomorrow research.


Asunto(s)
Curriculum , Educación de Postgrado/métodos , Ética Profesional/educación , Ética en Investigación/educación , Curriculum/normas , Educación de Postgrado/historia , Educación de Postgrado/normas , Ética Profesional/historia , Ética en Investigación/historia , Francia , Historia del Siglo XXI , Humanos , Estudiantes/psicología
15.
Fam Med ; 51(7): 555-558, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31287900

RESUMEN

After 3 decades in private practice, I joined the faculty of a nearby residency program. Like most family medicine residencies, it follows a curriculum that my physician father would have recognized: heavy emphasis on inpatient medicine; short shrift to continuity care. Despite a changing marketplace, there is still a disconnect between how we train graduates (for full spectrum care) and where they end up (in ambulatory practices). Is our identity disappearing? I contend that the primary and indispensable duty of a residency program is to model professional values and prepare residents to live and work in sustainable communities. Though the scope of practice will vary, family physicians still pride themselves in putting the needs of their patients at its center.


Asunto(s)
Docentes Médicos/psicología , Medicina Familiar y Comunitaria/educación , Internado y Residencia , Curriculum/normas , Educación de Postgrado en Medicina , Humanos , Médicos de Familia/normas , Encuestas y Cuestionarios
16.
BMC Res Notes ; 12(1): 388, 2019 Jul 10.
Artículo en Inglés | MEDLINE | ID: mdl-31292006

RESUMEN

OBJECTIVES: This study is designed to evaluate the effect of a workshop about new teaching and learning methods on the response, knowledge, and behavior of healthcare staff working a large city healthcare center. RESULTS: Kirkpatrick's program evaluation model showed that the workshop on new teaching and learning methods significantly improved the healthcare staff's satisfaction about the teaching environment of workshops, their knowledge about new teaching and learning methods and their behavior in performing workshops for teaching people. It is recommended that this teaching and learning methods workshop should be considered in educational programs for healthcare staff. Trial registration Trial registration number: IRCT20180619040150N1 approved by Iranian Registry of Clinical Trials at 2018-07-27.


Asunto(s)
Curriculum/normas , Personal de Salud/educación , Aprendizaje , Modelos Educacionales , Enseñanza , Femenino , Humanos , Irán , Masculino , Persona de Mediana Edad , Evaluación de Programas y Proyectos de Salud/métodos
17.
Adv Physiol Educ ; 43(3): 378-382, 2019 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-31361148

RESUMEN

Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students' feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in year 3 of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students' engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.


Asunto(s)
Recursos Audiovisuales , Competencia Clínica , Curriculum , Educación de Pregrado en Medicina/métodos , Aprendizaje Basado en Problemas/métodos , Estudiantes de Medicina/psicología , Competencia Clínica/normas , Curriculum/normas , Femenino , Humanos , Masculino
18.
Nurse Educ Pract ; 38: 34-39, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31176241

RESUMEN

There is no consensus regarding the required education content and competence needed for professionals working in the emergency medical services and only a few countries in Europe staff ambulances with registered nurses. This study aimed to identify common core content in Swedish, Finnish and Belgian university curricula in the education on advanced level for registered nurses in ambulance care and to describe the teachers' perception of the necessary content for the profession as a registered nurse in ambulance care. A deductive research design was used. Three Universities, one from each country; Sweden, Finland and Belgium, participated. Data was generated from curricula and interviews with teachers and analyzed with different approaches of qualitative content analysis. The results showed commonness with respect to core content; the emphasis was mainly on medical knowledge but the content concerning contextual subjects differed between the three universities. The teachers, however, aimed for the students' to acquire a broad competence in clinical reasoning by implementing theory into practice, as well as developing the students' personal aptitude and instilling a scientific awareness. The results suggest that it is possible to create a common curriculum for training of RNs for working in ambulance care.


Asunto(s)
Curriculum/normas , Servicios Médicos de Urgencia/métodos , Ambulancias , Bélgica , Curriculum/tendencias , Finlandia , Humanos , Entrevistas como Asunto/métodos , Investigación Cualitativa , Suecia
19.
Nurse Educ Pract ; 38: 45-51, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31176243

RESUMEN

With increasing needs for evidence-based practice, the well-designed EBP education is necessary to enhance the critical thinking and decision-making skills of nursing undergraduates. This study is to evaluate the effectiveness of an evidence-based practice education program with blended learning on undergraduate nursing students. In this preliminary experimental study, 45 senior nursing undergraduates were recruited from a university in Seoul, Korea. Self-selection was used to create two groups: an intervention group and a control group consisting of 21 and 24 students, respectively. The intensive 30-hours evidence-based practice education program was provided to the intervention group. Evidence-based practice knowledge, self-efficacy, and evidence utilization were evaluated as outcome variables at baseline and two months after the intervention. There were no significant differences between the intervention and control groups on the background characteristics and outcome variables (p > .05). There were significant increases in evidence-based practice knowledge (Z = -5.28), self-efficacy (t = -6.42), resource utilization (Z = -2.60), and databases utilization (t = -2.98) in the intervention group, when compared with the control group (p < .01). Further studies are recommended to develop the evidence-based practice train-the-trainer program for nursing educators and to maximize the effectiveness of utilizing blended learning in evidence-based practice education.


Asunto(s)
Bachillerato en Enfermería/métodos , Enfermería Basada en la Evidencia/educación , Distribución de Chi-Cuadrado , Competencia Clínica/normas , Competencia Clínica/estadística & datos numéricos , Curriculum/normas , Curriculum/tendencias , Femenino , Humanos , Masculino , República de Corea , Autoeficacia , Estadísticas no Paramétricas , Adulto Joven
20.
J Clin Nurs ; 28(21-22): 3759-3775, 2019 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-31216367

RESUMEN

AIMS AND OBJECTIVES: To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation-based education as substitution for clinical placement in prelicensure programmes. BACKGROUND: Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. METHODS: A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. RESULTS: Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi-experimental and methodological quality was assessed as moderate to high with good to very good inter-rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr-2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. CONCLUSIONS: This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. RELEVANCE TO CLINICAL PRACTICE: Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health.


Asunto(s)
Educación Profesional/normas , Empleos en Salud/educación , Entrenamiento Simulado/organización & administración , Curriculum/normas , Humanos , Concesión de Licencias/normas
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