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1.
J Am Osteopath Assoc ; 121(1): 43-47, 2021 01 01.
Artículo en Inglés | MEDLINE | ID: mdl-33512395

RESUMEN

The coronavirus disease 2019 (COVID-19) pandemic had an overwhelming impact on both clinical practices and learning environments. On March 17th, 2020, the American Association of Colleges of Osteopathic Medicine and Commission on Osteopathic College Accreditation issued a statement recommending a "pause" in medical student participation in-person at clinical sites. In response, the Family Medicine Department at the Rowan University School of Osteopathic Medicine recognized the need to evolve the traditional curriculum and quickly transitioned to an online format, incorporating telemedicine into the clerkship. This new model enabled 44 third-year medical students to obtain high-quality, offsite, virtual education and learn new skills.


Asunto(s)
/epidemiología , Prácticas Clínicas/métodos , Curriculum/normas , Medicina Osteopática/educación , Facultades de Medicina/normas , Estudiantes de Medicina , Telemedicina/métodos , Competencia Clínica , Humanos , Aprendizaje , Pandemias
2.
Urol Clin North Am ; 48(1): 137-146, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33218588

RESUMEN

The use of robotic surgery in urology has grown exponentially in the past 2 decades, but robotic surgery training has lagged behind. Most graduating residents report a lack of comfort independently performing common robotic urologic surgeries, despite an abundance of available resources. There is a general consensus on the key components of a comprehensive robotics curriculum, and well-validated tools have been developed to assess trainee competency. However, no single curriculum has emerged as the gold standard on which individual programs can build their own robotics curricula.


Asunto(s)
Educación de Postgrado en Medicina/tendencias , Procedimientos Quirúrgicos Robotizados/educación , Procedimientos Quirúrgicos Urológicos/educación , Urología/educación , Competencia Clínica , Curriculum/normas , Curriculum/tendencias , Predicción , Humanos , Sistemas de Atención de Punto , Procedimientos Quirúrgicos Robotizados/normas , Procedimientos Quirúrgicos Robotizados/tendencias , Procedimientos Quirúrgicos Urológicos/normas , Procedimientos Quirúrgicos Urológicos/tendencias , Urología/normas , Urología/tendencias
3.
Nurse Educ Today ; 97: 104707, 2021 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-33338978

RESUMEN

For Nurse Education in the UK, pre-existing challenges already included the need to develop curricula to align with new Nursing and Midwifery Council (NMC) educational standards; and increased numbers entering pre-registration Nurse Education programmes in order to address workforce deficits. Further disruption due to COVID-19, forced Nurse Educators overnight to rapidly adopt and to innovatively use current and emerging technologies to maintain engagement with, and to continue delivering education to, students during the pandemic. Although the full extent of these enforced changes is unknown at this time, this paper argues that online delivery is a necessary and inevitable transition, addressing some of these pre-existing challenges, and that the pandemic has hastened this. It is therefore crucial that Nurse Educators lead the way in navigating this period of uncertainty, viewing the pandemic as an opportunity to plan for the future, to establish how online teaching and learning can continue to benefit Nurse Education in a post-COVID-19 world, not just in the UK, but across the globe.


Asunto(s)
Curriculum/normas , Educación a Distancia/tendencias , Educación en Enfermería/normas , Partería/normas , Docentes de Enfermería , Fuerza Laboral en Salud/estadística & datos numéricos , Humanos , Enfermeras y Enfermeros/provisión & distribución , Reino Unido
6.
Am Surg ; 86(9): 1119-1123, 2020 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-32804539

RESUMEN

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) provides no specific guidelines for surgical critical care (SCC) training during general surgery residency. Growing emphasis is placed on this experience with increasing case requirements and dedicated SCC content on board certification exams. METHODS: A digital survey was distributed to ACGME-accredited general surgery residencies via email. Respondents reported number and setting of critical care months during residency and rated comfort level within 5 critical care principles and overall satisfaction with their SCC experience. Study cohorts were formed to compare experiences and competencies between respondents based on setting, months, postgraduate year (PGY) level, and formal surgical intensive care unit (SICU) experience. Differences between cohorts were compared using the Mantel-Haenszel test (P < .05). RESULTS: Seventy-three residents responded with 45% training at academic centers versus 46% in community hospitals. Approximately 50% completed a formal SICU rotation, while 9% reported no dedicated critical care rotation during residency. Overall, 78% felt satisfied with their SCC experience. Residents training at academic centers were more satisfied overall and felt more comfortable with ventilator management. Those who completed 5 or more months of critical care training reported greater confidence with intravenous sedation and ventilator management, while residents having a formal SICU rotation felt more confident with vasopressor and ventilator management. DISCUSSION: Variability remains within SCC training among general surgery residents with perceived benefits seen in training at academic centers and completing a formal SICU rotation. Although limited, these findings offer a foundation for developing an effective SCC curriculum.


Asunto(s)
Competencia Clínica , Cuidados Críticos , Curriculum/normas , Educación de Postgrado en Medicina/normas , Cirugía General/educación , Internado y Residencia/métodos , Humanos , Estudios Retrospectivos
7.
Pediatrics ; 146(2)2020 08.
Artículo en Inglés | MEDLINE | ID: mdl-32727825

RESUMEN

OBJECTIVES: The American Board of Pediatrics (ABP) and the Pediatric Hospital Medicine (PHM) subboard developed a content outline to serve as a blueprint for the inaugural certification examination through practice analysis. The systematic approach of practice analyses process is described in the study. METHODS: A diverse, representative panel of 12 pediatric hospitalists developed the draft content outline using multiple resources (publications, textbooks, PHM Core Competencies, PHM fellow's curriculum, etc). The panel categorized practice knowledge into 13 domains and 202 subdomains. By using the ABP database self-defined practicing pediatric hospitalists were identified. Participants rated the frequency and criticality of content domains and subdomains along with providing open-ended comments. RESULTS: In total, 1449 (12.1%) generalists in the ABP database self-identified as pediatric hospitalists, and 800 full-time pediatric hospitalists responded. The content domains that were rated as highly critical and frequently required in practice were weighted more heavily (ie, the percentage of examination questions associated with a domain) than the less critical and less frequently rated. Both community and noncommunity pediatric hospitalists rated domains similarly (P = .943). Subdomain and preliminary weights were rated with similar means and SDs in the majority of topics. CONCLUSIONS: There was concordance in the rating of domain and universal tasks among both community and noncommunity hospitalists. The areas of significant differences, although minor, could be explained by difference in practice settings. The practice analysis approach was structured, engaged the PHM community, reflected the breadth and depth of knowledge required for PHM practice, and used an iterative process to refine the final product.


Asunto(s)
Certificación , Curriculum , Medicina Hospitalar/educación , Médicos Hospitalarios/educación , Hospitales Pediátricos , Pediatría/educación , Competencia Clínica , Curriculum/normas , Evaluación Educacional/normas , Hospitales Comunitarios , Humanos
8.
J Laryngol Otol ; 134(6): 553-557, 2020 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-32624009

RESUMEN

BACKGROUND: ENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools. OBJECTIVE: To assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum. METHOD: Two students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met. RESULTS: Sixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures. CONCLUSION: There is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.


Asunto(s)
Curriculum/normas , Educación de Pregrado en Medicina/métodos , Otolaringología/educación , Procedimientos Quirúrgicos Otorrinolaringológicos/educación , Cauterización/métodos , Cauterización/estadística & datos numéricos , Competencia Clínica , Curriculum/estadística & datos numéricos , Educación Médica/estadística & datos numéricos , Humanos , Laringectomía/educación , Laringectomía/estadística & datos numéricos , Procedimientos Quirúrgicos Otorrinolaringológicos/estadística & datos numéricos , Facultades de Medicina/normas , Facultades de Medicina/estadística & datos numéricos , Estudiantes/estadística & datos numéricos , Encuestas y Cuestionarios/estadística & datos numéricos , Enseñanza/normas , Traqueostomía/educación , Traqueostomía/estadística & datos numéricos , Reino Unido/epidemiología
10.
Sheng Wu Gong Cheng Xue Bao ; 36(6): 1241-1248, 2020 Jun 25.
Artículo en Chino | MEDLINE | ID: mdl-32597074

RESUMEN

The opening and sharing of large-scale life science equipment in universities is expanding. We must find ways to improve the role of large-scale equipment in cultivating students' practical and innovative abilities, to tap the potential of equipment, then to support scientific research and speed up scientific research output. We established a set of large-scale equipment training and practice teaching system including 15 topics and covering a wide range of technologies. In practice, we constantly innovated personalized courses. According to the differences of students' major and scientific research needs, we classified teaching content and set up parallel classes. Each class had the individualized teaching content and students could select from a menu of courses. In addition, we built up a cloud classroom teaching platform, online and offline teaching method supplemented each other. The teaching system have produced certain effect.


Asunto(s)
Disciplinas de las Ciencias Biológicas , Curriculum , Universidades , Disciplinas de las Ciencias Biológicas/educación , Disciplinas de las Ciencias Biológicas/instrumentación , Curriculum/normas , Curriculum/tendencias , Humanos , Estudiantes
11.
Sheng Wu Gong Cheng Xue Bao ; 36(6): 1249-1256, 2020 Jun 25.
Artículo en Chino | MEDLINE | ID: mdl-32597075

RESUMEN

Microbial genetics and breeding is a compulsory course for "Bioengineering Excellence Talents Experimental Class" and "Bioengineering International Student Class". However, the traditional teaching model has many deficiencies in terms of content selection, teaching methods and examination forms. At Tianjin University of Science and Technology, to improve the quality and effectiveness of teaching, especially in the field of microbiology, innovative leaders who meet the needs of national and international communities are highly needed. This article describes the reformed teaching content, teaching methods, and curriculum assessment methods of microbial genetics and breeding. With the help of the latest scientific research progress, pre-class preview system, video display, and diversified assessment methods, teaching mode has been innovatively reformed. As such, students not only mastered the relevant professional knowledge of microbial genetics and breeding, but also exercised their subjective initiative, teamwork consciousness, professional foreign language expression level, and cultivated their interest in scientific knowledge related to microbial genetics.


Asunto(s)
Cruzamiento , Curriculum , Genética Microbiana , Bioingeniería/educación , Curriculum/normas , Genética Microbiana/educación , Genética Microbiana/tendencias , Humanos , Estudiantes
12.
Int Nurs Rev ; 67(3): 323-325, 2020 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-32578218

RESUMEN

The COVID-19 pandemic has disrupted clinical nursing and midwifery education. This disruption has long-term implications for the nursing and midwifery workforce and for future healthcare responses to pandemics. Solutions may include enhanced partnerships between schools of nursing and midwifery and health service providers and including schools of nursing and midwifery in preparedness planning. These suggestions notwithstanding, we call upon national and international nursing and midwifery bodies to study how to further the clinical education of nurses and midwives during pandemics and other times of crisis.


Asunto(s)
Betacoronavirus , Infecciones por Coronavirus/epidemiología , Bachillerato en Enfermería/normas , Partería/educación , Neumonía Viral/epidemiología , Facultades de Enfermería/organización & administración , Curriculum/normas , Educación en Enfermería/normas , Femenino , Maternidades/organización & administración , Humanos , Servicios de Salud Materna/organización & administración , Partería/organización & administración , Pandemias
14.
Pharm. pract. (Granada, Internet) ; 18(2): 0-0, abr.-jun. 2020.
Artículo en Inglés | IBECS | ID: ibc-194071

RESUMEN

To address the changes in health care and the needs of society related to medicines, we must redefine the profession of pharmacy. We have defined the next generation pharmacists (NGP) as "a health care provider and change agent on the interprofessional health care team, personalizing medication use, managing safe and effective medication systems, and creating healthier communities." Schools and colleges of pharmacy should thoroughly examine their curriculum to ensure it is preparing pharmacists for this future. By creating a vision for the NGP and implementing the best curriculum, we ensure that pharmacists of the future will be up to the challenge of our society's health care needs


No disponible


Asunto(s)
Humanos , Farmacéuticos , Educación en Farmacia/métodos , Curriculum/normas , Servicios Farmacéuticos/normas , Comunicación Interdisciplinaria , Educación en Farmacia/normas , Educación en Farmacia/tendencias , Salud Pública
15.
Educ. med. (Ed. impr.) ; 21(3): 177-186, mayo-jun. 2020. tab, graf
Artículo en Español | IBECS | ID: ibc-195105

RESUMEN

INTRODUCCIÓN: La enseñanza de la oncología en el pregrado de medicina resulta todavía insuficiente, y esto se manifiesta durante la interacción de los estudiantes en espacios de promoción de salud tanto en la comunidad como en la audiencia sanitaria. OBJETIVO: Implementar un curso electivo para la realización de audiencias sanitarias sobre cáncer por estudiantes de medicina. METODOLOGÍA: Se realizó un estudio cuasi-experimental de tipo pre-prueba y post-prueba, en Ciego de Ávila, de enero de 2016 a febrero de 2017, en cuatro etapas: caracterización, diseño, valoración y evaluación de efectividad. En la caracterización se realizó un estudio descriptivo en 120 estudiantes de medicina de tercero, cuarto y quinto año. Se diseñó el curso electivo y se valoró por 15 expertos, a través de la metodología Delphi. Para evaluar la efectividad se trabajó con 30 estudiantes de cuarto año de medicina, quienes recibieron el curso y emitieron su criterio sobre el mismo. RESULTADOS: Los estudiantes se sentían motivados por aprender sobre el tema e incorporarse a la ejecución de audiencias sanitarias. Refirieron no poseer los conocimientos necesarios, identificando el plan de estudio y la falta de cursos electivos como limitaciones para su aprendizaje. El curso electivo se concibió como un curso de siete módulos temáticos y fue valorado positivamente por expertos. Tras su aplicación, en la post-prueba la nota media fue de 4,41 puntos, frente a 3,06 en la pre-prueba. CONCLUSIONES: El curso electivo logró satisfacer necesidades de aprendizaje, alcanzó pertinencia e impacto y posibilitó que los estudiantes de medicina se incorporaran a la ejecución de audiencias sanitarias


INTRODUCTION: The teaching of oncology to medical undergraduates is still insufficient. This is manifested during the interaction of the students in spaces of promotion of health in the community. OBJECTIVE: To implement an elective course for performing of health audits on cancer for students of Medicine. METHODOLOGY: A quasi-experimental study was carried out in Ciego de Ávila, from January 2016 to February 2017, in four stages: characterisation, design, valuation, and evaluation of effectiveness. As regards the characterisation, a descriptive study was carried out on 120 third, fourth, and fifth year medical students. The elective course was designed and evaluated by 15 experts, using Delphi methodology. The effectiveness evaluation was carried out as quasi-experiment with 30 fourth year students who received the course and provided their opinions on it. RESULTS: The students were motivated to learn about the topic and to incorporate it into the execution of health audits. They referred to not to possessing the necessary knowledge, identifying the study plan and the lack elective courses for their learning. The elective course was conceived as a course of seven thematic modules, and it was positively valued by experts. After its application, searches obtained a mean of 4.41 points compared with 3.06 before application. CONCLUSIONS: The elective course was able to satisfy learning needs. It achieved relevancy and impact, and it helps students to incorporate it into to the execution of health audits


Asunto(s)
Humanos , Curriculum/normas , Educación Médica/normas , Enseñanza/educación , Enseñanza/normas , Oncología Médica/educación , Educación de Pregrado en Medicina/normas , Estudiantes de Medicina/psicología , Evaluación Educacional , Competencia Clínica , Técnica Delfos , Estudiantes de Medicina/estadística & datos numéricos , Encuestas y Cuestionarios
16.
Enferm. clín. (Ed. impr.) ; 30(supl.5): 28-33, jun. 2020. graf, tab
Artículo en Inglés | IBECS | ID: ibc-196469

RESUMEN

OBJECTIVE: Health professionals are unable to solve the family problems. Practically, health professionals are encouraged to make collaboration. One effort to improve health professional readiness is by joining the interprofessional education (IPE). Poltekkes Kemenkes Surakarta is implementing one Team One Family-Community Internship Program Interprofessional Education and Collaboration (OTOF-CIPIPEC). This research aims to examine the effect of OTOF-CIPIPEC Implementation within the health students on readiness, teamwork, perception to the other professions and participants' satisfaction. METHOD: This research is a quasi-experimental design with a pre-post without control research approach. The research population covers all students registered joining OTOF CIPIPEC at Poltekkes Kemenkes Surakarta with a total number of 1061 of students. The samples are collected using a total sampling technique. The samples for this research are those registered joining the OTOF CIPIPEC at Poltekkes Kemenkes Surakarta meeting the inclusion and exclusion criteria with a total number of 1031 of students. This research utilizes the Readiness for Interprofessional Learning Scale (RIPLS) questionnaires as its measuring instruments. This study was conducted in Mojosongo sub-district, Jebres district, Surakarta. This research involves 38 Community Units (In Indonesia known as Rukun Warga/RW) with a total number of 1066 of family heads and the Sibela Community Health Center. The data are analyzed using the Wilcoxon test and multiple linear regression test. Result of the study: The research results showed that there is a significant difference of readiness improvement, teamwork, and perception on other professions and satisfaction of the research subjects before and after joining OTOF-CIPIPEC (ρ<0.001). The average improvement scores of students' readiness, teamwork, perception, and satisfaction are 63.2%, 62.5%, 62.57%, and 113.04% respectively. The results of the multivariate analysis show that teamwork and perception significantly influence the students' readiness in their collaboration with the other professions (ρ<0.001) with the influence value of 0.93%. CONCLUSION: This research concludes that OTOF-CIPIPEC implementation may improve readiness, teamwork, and perception of other professions and students' satisfaction in interprofessional education (IPE)


No disponible


Asunto(s)
Humanos , Implementación de Plan de Salud , Educación Interprofesional/organización & administración , Estudiantes de Medicina/psicología , Conducta Cooperativa , Servicios de Salud Comunitaria/organización & administración , Grupo de Atención al Paciente/normas , Percepción , Satisfacción Personal , Estudiantes de Medicina/estadística & datos numéricos , Curriculum/normas , Rol Profesional , Educación en Enfermería/métodos
17.
Enferm. clín. (Ed. impr.) ; 30(3): 145-154, mayo-jun. 2020. graf, tab
Artículo en Español | IBECS | ID: ibc-196679

RESUMEN

Este artículo describe la experiencia de implantación y consolidación de las Guías de buenas prácticas clínicas (GBP) de la Registered Nurses' Association of Ontario (RNAO) en el ámbito clínico y académico, en Santander (Colombia) y su proyección futura. Para la implantación de las Guías de buenas prácticas en ambos contextos se utilizó la herramienta propuesta por la RNAO. En el ámbito clínico, la implantación de las guías ha permitido iniciar el proceso de estandarización del cuidado de forma transversal en la institución, con seguimiento sistemático de los indicadores, lo cual ha hecho posible la toma de decisiones y la visualización de la calidad del cuidado que prestan las enfermeras en sus diferentes roles. En el ámbito académico, la implantación de las guías ha potenciado la función docente e investigadora, y en menor proporción la función de extensión (entendida como educación continua o proyección social). En la fase de consolidación se han logrado avances en 10 componentes a nivel de docentes, estudiantes, escenarios de práctica clínica en instituciones de salud públicas/privadas, usuarios (paciente/cuidadores), profesionales sanitarios y vinculación a otros programas enfermeros a nivel nacional e internacional con la organización RNAO. Consecuentemente, la implantación de GBP ha favorecido la disminución de la brecha en la relación entre la docencia y los servicios clínicos, mejorando así la colaboración entre la asistencia y la academia, donde se potencia el trabajo colaborativo e interinstitucional en pro de la obtención de los mejores resultados en el paciente usando la evidencia disponible. Por tanto, se ha obtenido una trasformación de práctica enfermera a través del conocimiento, como pretende el programa de implantación de las GPC a través del establecimiento del programa Best Practice Spotlight Organizations (BPSO®) en nuestro entorno


This paper describes the results of the implementation, consolidation and future projection of the Best practice guidelines of the Registered Nurses' Association of Ontario (RNAO) in clinical and academic scenarios in Santander, Colombia. The tool proposed by the RNAO was used for the implementation of the guidelines in both clinical and academic settings. Preliminary results on the implementation of the guidelines are presented in this paper. In the clinical setting, the implementation of the guidelines has made it possible to start the process of standardizing care across the institution, with systematic follow-up based on indicators. This has allowed decision-making and visualization of the quality of nursing care provided by nurses in their different roles. In the academic scenario, implementing the guidelines has strengthened teaching and research functions, and, to a lesser extent, continuing education and social projection processes. In the consolidation phase, advances were achieved in 10 components, relevant to teachers, students, and practice scenarios of public / private health institutions, users (patients/caregivers), health personnel and other nursing programmes at a national and international level. Implementing the clinical practice guidelines has reduced the gap between the clinical and the academic scenarios, where collaborative and inter-institutional work is enhanced to obtain better patient outcomes, based on the available evidence


Asunto(s)
Humanos , Guías de Práctica Clínica como Asunto/normas , Evaluación en Enfermería/métodos , Implementación de Plan de Salud/normas , Enfermería Basada en la Evidencia/normas , Seguridad del Paciente/normas , Curriculum/normas , Evaluación en Enfermería/normas , Colombia , Sociedades/normas , Fundaciones/organización & administración , Fundaciones/normas , Relaciones Interinstitucionales
18.
Enferm. clín. (Ed. impr.) ; 30(3): 155-159, mayo-jun. 2020. tab
Artículo en Español | IBECS | ID: ibc-196680

RESUMEN

OBJETIVO: Conocer la evolución de los cuidados tras la implantación de la Guía de buenas prácticas «Valoración y cuidado de adultos en riesgo de ideación y comportamiento suicida». MÉTODO: Se realizó un estudio descriptivo longitudinal en la Unidad de Hospitalización de Salud Mental del Hospital Universitario Virgen de las Nieves de Granada. Se incluyeron 1.471 pacientes, todos los ingresados entre 2016 y 2018. Se evaluaron el cumplimiento en indicadores del proceso de cuidados y la situación de riesgo suicida, y se obtuvo la tasa de suicidio por 100.000 habitantes. Se calcularon frecuencias absolutas y relativas de los indicadores y su evolución en el tiempo con el test chi-cuadrado de Pearson para p < 0,05. RESULTADOS: Se observó un incremento estadísticamente significativo en todos los procesos. El porcentaje de pacientes con valoración de riesgo suicida aumentó del 16% en 2016 al 45,25% en 2018. La aplicación de medidas de seguridad aumentó hasta el 100% en 2018, y la derivación a otros servicios comunitarios pasó del 70,31% al 90,50%. El porcentaje de pacientes en riesgo de ideación suicida se mantuvo estable. La tasa de suicidios por 100.000 habitantes en la provincia de Granada disminuyó un 24,50%. CONCLUSIONES: La mejora en los procesos de cuidados y la disminución de la tasa de suicidio en Granada desde la implantación son consistentes con los hallazgos de otros estudios y ofrecen una visión esperanzadora. Se deben potenciar las estrategias integrales de prevención y continuar con la evaluación de las iniciativas puestas en marcha


OBJECTIVE: To establish the evolution of the care process after the implementation of the Best Practices Guideline «Assessment and Care of Adults at Risk for Suicidal Ideation and Behaviour». METHOD: A descriptive longitudinal study was carried out at the Mental Health Hospitalization Unit in Hospital Universitario Virgen de las Nieves, Granada. All patients admitted to the Unit between 2016 and 2018, 1471 in total, were included. Compliance of care process indicators and suicidal risk were evaluated; in addition, suicide rates per 100,000 inhabitants were obtained. Absolute and relative frequencies of the indicators were calculated, as well as the change during the study period by the chi-square Pearson test, for P<.05. RESULTS: We observed a statistically significant increase in the entire care process. The percentage of patients with suicidal risk assessment improved from 16% in 2016 to 45.25% in 2018. The application of safety measures grew reaching 100% in 2018, and community services referral went from 70.31% to 90.50%. The percentage of patients at risk of suicidal ideation remains stable. Suicide rates per 100,000 inhabitants in Granada decreased by 24.50%. CONCLUSIONS: Improvement in the care process and the decrease in the suicide rate in Granada since the implementation of the guideline are consistent with the results of other research and offer a hopeful vision. Comprehensive strategies for suicide prevention must be promoted, and the evaluation of initiatives undertaken must continue


Asunto(s)
Humanos , Evaluación en Enfermería/métodos , Implementación de Plan de Salud/normas , Seguridad del Paciente/normas , Curriculum/normas , Adhesión a Directriz/normas , Guías de Práctica Clínica como Asunto/normas , Ideación Suicida , Estudios Longitudinales , Medición de Riesgo/normas , Desarrollo de Programa , Suicidio/prevención & control , Intento de Suicidio/prevención & control
19.
J Surg Oncol ; 122(1): 15-20, 2020 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-32424822

RESUMEN

In 2011, the American Board of Surgery announced a new specialty board certification for Complex General Surgical Oncology. The development of a 2-year fellowship training curriculum was based on the core values of multidisciplinary care, surgical management of oncologic disease, education in basic research and clinical trial design, community outreach, patient counseling, and leadership in oncology. This article highlights the elements necessary for developing a fellowship training program in the context of these core values.


Asunto(s)
Curriculum/normas , Educación de Postgrado en Medicina/organización & administración , Neoplasias/cirugía , Oncología Quirúrgica/educación , Acreditación , Competencia Clínica , Educación de Postgrado en Medicina/normas , Becas/organización & administración , Becas/normas , Humanos , Oncología Quirúrgica/normas
20.
Tunis Med ; 98(2): 99-109, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-32395798

RESUMEN

INTRODUCTION: A Certificate of Specialization (C2S) in research methodology and scientific communication was established at the Faculty of Medicine of Bejaia (Algeria), for the benefit of university hospital teachers, in 2018. The objective of this study was to evaluate the impact of a clinical certifying-research training program on the acquisition of fundamental knowledge for the conduct of health research projects in its three conceptual, operational and editorial phases. METHODS: This training took place during three face-to-face seminars (a total of 12 teaching days), in the form of lectures and workshops by eight lecturers, with a final exam and a thesis dissertation project. The data were collected through Pre- and post-tests which were distributed before and after each seminar while the questionnaire was administered by the end of the training in order to assess the whole course of this training. The knowledge assessment grids were composed of 20 items for each of the first two seminars and 12 items for the third seminar. According to the categories of the Likert scale, these items were weighted from 1 to 5 points, an overall score for the 52 items of 260 points. RESULTS: A total of 38 candidates (selected from 140 applications) attended this training with an overall presenteeism rate of 93%. The differential scores ("pre-test" and "post-test") of progression of knowledge were successively 60%, 49% and 42% in the three seminars. Out of a total of 260 points, the overall learning score of all three seminars increased from an average of 119 points ± 8.66 to 180 points ± 15.87 (p <10-7), with a differential score of 51.6%. CONCLUSION: The evaluation of the C2S clinical research program of the Bejaia Faculty of Medicine documented the significant evolution of knowledge of research methodology and scientific writing tools. The continuity of this training and its generalization to the Maghreb faculties of health sciences are highly recommended, for the improvement of scientific production in Algeria and the Great Maghreb.


Asunto(s)
Investigación Biomédica/educación , Certificación , Curriculum/normas , Docentes Médicos , Formación del Profesorado/normas , Escritura/normas , Argelia , Actitud del Personal de Salud , Certificación/normas , Educación Médica/normas , Docentes Médicos/educación , Docentes Médicos/normas , Conocimientos, Actitudes y Práctica en Salud , Humanos , Aprendizaje , Encuestas y Cuestionarios
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