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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.
Medicine (Baltimore) ; 99(46): e23096, 2020 Nov 13.
Artículo en Inglés | MEDLINE | ID: mdl-33181674

RESUMEN

Flipped classroom has received much attention in medical education. The aim of this study was to evaluate the efficacy of flipped classroom combing with human anatomy web-based learning system in anatomy education.A total of 89 freshmen in medical specialty were enrolled and randomly allocated into either the experimental group (receiving the flipped classroom with human anatomy web-based learning system, n = 45) or control group (receiving the traditional classroom teaching, n = 44). A pre-quiz and a post-quiz were conducted before and after the classes, respectively. The improvement in scores between groups was compared. A 5-point Likert scale questionnaire was used to evaluate perceptions and experience.The mean pre-quiz scores of the 2 groups were comparable (all P > .05). However, the mean post-quiz score in the experimental group was significantly higher than that in the control group (91.44 ±â€Š6.25 vs 86.13 ±â€Š11.67, P < .05). The results of questionnaires showed that 44 (97.8%) students agreed with flipped classroom combined with human anatomy web-based learning system, 43 (95.6%) students obtained improved study interest in anatomy learning, and 42 (93.3%) students felt that the interactive, applied in-class activities during the class greatly enhanced their learning.Flipped classroom combined with human anatomy web-based learning system can be used as an effective learning tool for anatomy education.


Asunto(s)
Anatomía/educación , Redes de Comunicación de Computadores , Educación a Distancia/métodos , Educación de Pregrado en Medicina , Aprendizaje Basado en Problemas/métodos , Enseñanza/tendencias , Adulto , Curriculum/tendencias , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/organización & administración , Escolaridad , Femenino , Humanos , Masculino , Modelos Educacionales , Encuestas y Cuestionarios , Materiales de Enseñanza
4.
Rev. Hosp. Ital. B. Aires (2004) ; 40(3): 132-139, sept. 2020. ilus, tab
Artículo en Español | LILACS | ID: biblio-1129139

RESUMEN

Introducción: en 2014, tras más de 10 años de comenzada la Carrera de Medicina en el Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), en la comunidad educativa se comenzó a plantear la necesidad de realizar un cambio curricular con el objetivo de lograr la enseñanza de habilidades complejas en forma integrada para generar un aprendizaje significativo y un mayor desarrollo de competencias. El cambio curricular comenzó a implementarse en 2018. Propósitos: describir la experiencia de diseño de las actividades de enseñanza en un currículo integrado. Desarrollo: para el diseño de las actividades de cada módulo (de un cuatrimestre de duración) se conformaron grupos planificadores multidisciplinarios. El objetivo principal de la planificación fue que los estudiantes comenzaran a desarrollar las habilidades necesarias para poder llevar adelante las actividades profesionales (EPAs: Entrustable Professional Activities) al final de la carrera. Los escenarios donde transcurren las actividades del Ciclo Inicial son las sesiones de aprendizaje basado en problemas, los laboratorios para el desarrollo de habilidades, las charlas plenarias y la atención primaria orientada a la comunidad. Fueron definidas EPAs para desarrollarse en el Ciclo Inicial, que guiaron la planificación en diálogo con los contenidos seleccionados para el cuatrimestre. Para poder realizar un diseño integrado se estableció la relación de cada actividad con las de los módulos precedentes, retomando y complejizando los contenidos para que el diseño fuera espiralado. Conclusiones: el mayor desafío de esta experiencia radicó en que debimos sumergirnos en un nuevo paradigma. El principal logro como grupo planificador fue hacer propia esta nueva forma de enseñanza: basada en el alumno, en problemas, integrada, espiralada. Evaluaremos los resultados tras su implementación y rediseñaremos las actividades, de ser necesario. (AU)


Introduction: in 2014, after 10 years of the establishment of the School of Medicine at the Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), the educational community identified the need to make a curricular change to teach complex skills in an integrated way to generate meaningful learning and further development of skills. The new curriculum was implemented in 2018. Purposes: to describe our experience in designing teaching activities for an integrated curriculum. Development: multidisciplinary planning groups were formed to design the activities of each four-month module. The main objective was for students to develop the skills necessary to carry out professional activities (EPAs: Entrustable Professional Activities) by the time of graduation. The "Initial Cycle" activities took place in four scenarios: (i) problem-based learning; (ii) skills lab (iii) forum discussions; and (iv) communityoriented education. The EPAs that would be acquired in the Initial Cycle were selected. Those EPAs, together with the contents selected for the semester guided the planning groups. To ensure an integrated design, the relationships of each module with the preceding one were established. We adopted a spiral design where we returned to the same topics at a deeper level and with more complexity. Conclusions: the greatest challenge was that this experience involved a paradigm change. Our main achievement was to adopt a new form of teaching that was student and problem based, within an integrated and spiral curriculum. We plan to evaluate the results after implementation and redesign the activities, if necessary. (AU)


Asunto(s)
Humanos , Enseñanza/educación , Aprendizaje Basado en Problemas/métodos , Argentina , Atención Primaria de Salud , Facultades de Medicina/tendencias , Estudiantes de Medicina , Enseñanza/tendencias , Universidades/tendencias , Técnicas de Planificación , Competencia Clínica , Aprendizaje Basado en Problemas/tendencias , Curriculum/tendencias , Capacitación Profesional
6.
Curationis ; 43(1): e1-e8, 2020 Jun 15.
Artículo en Inglés | MEDLINE | ID: mdl-32633991

RESUMEN

BACKGROUND: Lesotho has been experiencing health challenges as indicated by its high maternal mortality ratio of 620 per 100 000 live births for the year 2010, which has been linked to its limited human resources. OBJECTIVES: The knowledge and skills of final-year student nurse-midwives related to the active management of the third stage of labour were determined. METHOD: A quantitative, descriptive survey design was used to conduct this study with 99 final-year midwifery students at four nursing schools in Lesotho using stratified sampling. The structured questionnaire collected data on the knowledge and self-reported competency. Subsequently, the controlled cord traction marks, extracted from the objective structured clinical examination (OSCE), were compared to the self-reported competency of these midwifery students using R software version 3.4.0. RESULTS: The mean score for knowledge and the OSCE was 73.8% (n = 99) and 77.2% (n = 99), respectively. The majority of respondents (95.2%, n = 99) rated themselves highly in terms of the active management of the third stage of labour competency. There was no correlation between the self-reported competency and knowledge (r = 0.08, p = 0.4402), and self-reported competency and OSCE scores (r = -0.004, p = 0.01). CONCLUSION: The high mean scores for the knowledge and the OSCE indicate that the theoretical component of the curriculum on the active management of the third stage of labour was effective in equipping final-year midwifery students with knowledge and skills to carry out this competency.


Asunto(s)
Competencia Clínica/normas , Tercer Periodo del Trabajo de Parto/fisiología , Partería/educación , Estudiantes de Enfermería/estadística & datos numéricos , Adulto , Competencia Clínica/estadística & datos numéricos , Curriculum/tendencias , Femenino , Humanos , Partería/estadística & datos numéricos , Embarazo , Sudáfrica , Encuestas y Cuestionarios
8.
Pediatr Clin North Am ; 67(4): 735-757, 2020 08.
Artículo en Inglés | MEDLINE | ID: mdl-32650870

RESUMEN

Doctors need to acquire telehealth consultation skills to thrive in the increasingly pressurized health system of delivering high-quality, high-volume health care with a shrinking health care workforce. Telehealth consultations require the same degree of thoroughness and careful clinical judgment as face-to-face consultations. The distinct differences between telehealth and face-to-face consultations warrant training in telehealth, which should be incorporated into core curricula of medical schools and continuing medical education. We describe competency-based training for telehealth piloted with medical residents. The use of competency-based training for telehealth operationalized as an entrustable professional activity will facilitate high-quality, safe, and effective telehealth consultations.


Asunto(s)
Competencia Clínica , Derivación y Consulta/normas , Telemedicina , Curriculum/tendencias , Educación Médica/tendencias , Humanos , Garantía de la Calidad de Atención de Salud , Estados Unidos
10.
PLoS One ; 15(6): e0233400, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32502213

RESUMEN

The teaching of professional roles in medical education is an interdisciplinary concern. However, surgeons require specific standards of professionalism for certain context-based situations. In addition to communication, studies require collaboration, leadership, error-/conflict-management, patient-safety and decision-making as essential competencies for surgeons. Standards for corresponding competencies are defined in special chapters of the German National Competency-based Learning Objectives for Undergraduate Medical Education (NKLM; chapter 8, 10). The current study asks whether these chapters are adequately taught in surgical curricula. Eight German faculties contributed to analysing mapping data considering surgical courses of undergraduate programs. All faculties used the MERlin mapping platform and agreed on procedures for data collection and processing. Sub-competency and objective coverage, as well as the achievement of the competency level were mapped. Overall counts of explicit citations were used for analysis. Collaboration within the medical team is a strongly represented topic. In contrast, interprofessional cooperation, particularly in healthcare sector issues is less represented. Patient safety and dealing with errors and complications is most emphasized for the Manager/Leader, while time management, career planning and leadership are not addressed. Overall, the involvement of surgery in teaching the competencies of the Collaborator and Manager/Leader is currently low. However, there are indications of a curricular development towards explicit teaching of these roles in surgery. Moreover, implicitly taught roles are numerous, which indicates a beginning awareness of professional roles.


Asunto(s)
Competencia Clínica/normas , Educación de Pregrado en Medicina/métodos , Enseñanza/normas , Curriculum/tendencias , Educación de Pregrado en Medicina/tendencias , Docentes Médicos/psicología , Docentes Médicos/tendencias , Alemania , Humanos , Liderazgo , Aprendizaje , Seguridad del Paciente , Conducta Social , Cirujanos/psicología
11.
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
13.
PLoS Comput Biol ; 16(5): e1007695, 2020 05.
Artículo en Inglés | MEDLINE | ID: mdl-32379822

RESUMEN

With increasing demand for training in data science, extracurricular or "ad hoc" education efforts have emerged to help individuals acquire relevant skills and expertise. Although extracurricular efforts already exist for many computationally intensive disciplines, their support of data science education has significantly helped in coping with the speed of innovation in data science practice and formal curricula. While the proliferation of ad hoc efforts is an indication of their popularity, less has been documented about the needs that they are designed to meet, the limitations that they face, and practical suggestions for holding successful efforts. To holistically understand the role of different ad hoc formats for data science, we surveyed organizers of ad hoc data science education efforts to understand how organizers perceived the events to have gone-including areas of strength and areas requiring growth. We also gathered recommendations from these past events for future organizers. Our results suggest that the perceived benefits of ad hoc efforts go beyond developing technical skills and may provide continued benefit in conjunction with formal curricula, which warrants further investigation. As increasing numbers of researchers from computational fields with a history of complex data become involved with ad hoc efforts to share their skills, the lessons learned that we extract from the surveys will provide concrete suggestions for the practitioner-leaders interested in creating, improving, and sustaining future efforts.


Asunto(s)
Ciencia de los Datos/educación , Curriculum/tendencias , Ciencia de los Datos/métodos , Humanos , Encuestas y Cuestionarios
14.
Rural Remote Health ; 20(2): 6038, 2020 05.
Artículo en Inglés | MEDLINE | ID: mdl-32466654

RESUMEN

Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.


Asunto(s)
Betacoronavirus , Infecciones por Coronavirus , Educación a Distancia/organización & administración , Educación Médica Continua/organización & administración , Pandemias , Neumonía Viral , Aprendizaje Basado en Problemas/organización & administración , Competencia Clínica , Curriculum/tendencias , Humanos , Servicios de Salud Rural/organización & administración
15.
Med Educ Online ; 25(1): 1770562, 2020 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-32441229

RESUMEN

The coronavirus disease (COVID-19) pandemic is causing wide-spread interruptions in medical education. With little warning, clinical rotations were cancelled and medical students were sent home. While pre-clinical students transitioned to online curricula, clinical students were left without discreet educational goals. Simultaneously, medical doctors were scrambling to maintain competence in the face of rapidly evolving COVID-19 information. Here, we describe an education program that integrates medical students into interdisciplinary teams to review emerging COVID-19 research that directly answers questions sent in by medical doctors.


Asunto(s)
Educación Médica/organización & administración , Educación Médica/tendencias , Pandemias/estadística & datos numéricos , Estudiantes de Medicina/estadística & datos numéricos , Betacoronavirus , Infecciones por Coronavirus , Curriculum/tendencias , Humanos , Neumonía Viral
16.
Acad Med ; 95(5): 744-750, 2020 05.
Artículo en Inglés | MEDLINE | ID: mdl-32345884

RESUMEN

PROBLEM: Global connectivity and awareness have significantly increased over the past 3 decades, yet medical education remains mostly unchanged in its delivery-local didactic teaching, supplemented with hands-on clinical experiences. APPROACH: Beginning in 2016, the authors leveraged the livestreaming capabilities of Facebook and YouTube to create a platform called pathCast to broadcast pathology lectures to an international community of medical professionals. An interactive pathology curriculum was designed to address challenging topics across various subspecialties. Expert pathologists were invited to deliver 60-minute lectures using digital or glass slides or traditional slide decks. Remote (online) attendees interacted with lecturers in real time using the broadcasts' chat interface. Facebook's and YouTube's analytics were evaluated to assess the performance of all lectures. OUTCOMES: From June 2016 to December 4, 2019, 53 speakers delivered 87 lectures representing 18 pathology subspecialties in 9 different languages (with 78 [89.7%] in English only) and from various geographic regions. The lectures hosted on the Facebook channel have garnered 8,333 followers and 52,171 views for a total of 386,200 minutes of watch time, and the lectures hosted on the YouTube channel have accumulated 5,891 subscribers and 292,735 views for a total of 50,674 hours of watch time. The lectures have been viewed by users from 1,093 unique cities across 124 countries. NEXT STEPS: The authors will continue to develop the curriculum to further disseminate pathology education on a global scale.


Asunto(s)
Curriculum/tendencias , Educación de Pregrado en Medicina/métodos , Medios de Comunicación Sociales/instrumentación , Educación de Pregrado en Medicina/tendencias , Humanos , Medios de Comunicación Sociales/tendencias , Enseñanza
17.
PLoS One ; 15(4): e0230851, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32240212

RESUMEN

BACKGROUND: Recent advances in 3D printing technology, and biomaterials are revolutionizing medicine. The beneficiaries of this technology are primarily patients, but also students of medical faculties. Taking into account that not all students have full, direct access to the latest advances in additive technologies, we surveyed their opinion on 3D printing and education in this area. The research aimed to determine what knowledge about the use of 3D printing technology in medicine, do students of medical faculties have. METHODS: The research was carried out in the form of a questionnaire among 430 students of the Medical University of Silesia in Katowice (Poland) representing various fields of medicine and health sciences. The questions included in the survey analyzed the knowledge of the respondents for 3D printing technology and the opportunities it creates in medicine. RESULTS: The results indicate that students do have knowledge about 3D printing obtained mainly from the internet. They would be happy to deepen their knowledge at specialized courses in this field. Students appreciated the value of 3D printing in order to obtain accurate anatomical models, helpful in learning. However, they do not consider the possibility of complete abandonment of human cadavers in the anatomy classes. Their knowledge includes basic information about current applications of 3D printing in medicine, but not in all areas. However, they have no ethical doubts regarding the use of 3D printing in any form. The vast majority of students deemed it necessary to incorporate information regarding 3D printing technology into the curriculum of different medical majors. CONCLUSION: This research is the first of its kind, which allows for probing students' knowledge about the additive technologies in medicine. Medical education should be extended to include issues related to the use of 3D printing for medical applications.


Asunto(s)
Impresión Tridimensional/tendencias , Estudiantes de Medicina/psicología , Actitud , Curriculum/tendencias , Educación Médica/métodos , Femenino , Humanos , Aprendizaje , Masculino , Modelos Anatómicos , Polonia , Encuestas y Cuestionarios , Tecnología/métodos , Tecnología/tendencias , Adulto Joven
19.
GMS J Med Educ ; 37(1): Doc4, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32270018

RESUMEN

Introduction: Interprofessional collaboration (IPC) in everyday clinical practice is a prerequisite for good patient care but currently this is not sufficiently anchored in the education of health care professionals. Project description: A course on child protection in the interprofessional and international domain was established at the Medical School, University of Freiburg. In this course, students of medicine, nursing science and social work acquire skills for successful interprofessional cooperation. Its participants learn across professional and national borders, not only with but also from and about each other. In this way, they deepen their insights into international IPC through a key topic that is relevant to many disciplines. The course is run as a one-day campus day. This paper presents the course setup and evaluation results. Methods: The evaluation was carried out online and in writing in a before and after format using the Freiburg Questionnaire for Interprofessional Learning Evaluation (FILE) in addition to oral feedback. Learning objectives for IPC and child protection were formulated and the participants were asked about their subjective achievements. Results: From summer semester (SuSe) 2017 to SuSe 2018, 39 participants took part in the course. It was rated as m=1.5 (using German school grades where 1=very good, 6=unsatisfactory). In 18 of the 26 FILE items, participants report a self-assessed increase in knowledge or skills/abilities. This growth in learning coincides with the learning objectives set. Discussion & conclusion: From the perspective of the participants, the course teaches interprofessional competencies in an international setting and is seen as an informative course offer. The continuation or expansion of such courses as a supplement to purely single-country interprofessional courses is desirable.


Asunto(s)
Servicios de Protección Infantil/métodos , Internacionalidad , Enseñanza/normas , Adulto , Servicios de Protección Infantil/tendencias , Curriculum/tendencias , Femenino , Alemania , Humanos , Masculino , Persona de Mediana Edad , Encuestas y Cuestionarios , Suiza , Enseñanza/estadística & datos numéricos
20.
GMS J Med Educ ; 37(1): Doc5, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32270019

RESUMEN

Introduction: The curricular implementation of events (or programs) for science-related training in human medicine has been on the agenda of the medical faculties since the publication of the Federal-State Working Group [1]. The Medical Faculty of the University of Cologne developed and established a systematic, longitudinal science curriculum together with the start of the model curriculum in human medicine in 2003. Here, we investigate the questions of whether the described (para-) curricular elements are accepted by students and lecturers and how they are evaluated, especially by students. In addition, we investigate whether selected parameters can be used to demonstrate changes in the students' scientific activities. Project description: The program "Research and Medical Studies" (RaMS) consists of several components: these elements of the mandatory curricular (Scientific Projects, SP) and optional components (Research in Medical Studies (RiMS), Research Track (RT), Research Fair Cologne (RFC)) are described here. Results were recorded at various levels: Likert Scale evaluation of the event's elements were collected as satisfaction parameters from the studentsProcess data on participation in the voluntary events were collected and evaluated as absolute and relational figures (WS 12/13-SS 17). Data on the outcome of the RaMS program were collected: Type of scientific projects in the academic years 2011/12-2014/15), number and type of available projects offered at the RFC (in the years 2011-18) and number of student research funding applications in a comparison of the periods 2010-13 vs. 2014-17). Results: The students' acceptance of mandatory and paracurricular courses of the RaMS program is pleasingly high, which is not surprising, at least in the case of the voluntary courses. The participation of students in RiMS, RT and RFC is satisfactory for voluntary courses. In the case of the RT, with certified participation of approximately 47% of all registrations (corresponding to 10% of the total cohort), this is comparable to similar programs. It can be shown that the number of experimental science projects has more than doubled over time in parallel with the development of RaMS. The average number of provided projects according to the RFC is 42 (which corresponds to a placement rate of approx. 1:4). The number of successful student applications for a research support grant during the period the measures were implemented has doubled. Discussion and conclusion: The RaMS program shows a route for the implementation of the SP required by the next licensing regulations in medical education, which was initially supported and expanded solitarily, later by further elements (RiMS), also in the sense of a science-based career development (RT, RFC). The student acceptance and the measured success, in the form of successful participation in the Research Track, increased choice of experimental projects, significant increase of submitted as well as approved research grants and the high project placement rate of the Research Fair, encourage the further development of the program, which is indicated in the conclusion.


Asunto(s)
Evaluación de Programas y Proyectos de Salud/métodos , Investigación/educación , Curriculum/normas , Curriculum/tendencias , Educación Médica/métodos , Educación Médica/tendencias , Evaluación Educacional/métodos , Alemania , Humanos , Investigación/tendencias
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