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1.
Adv Exp Med Biol ; 1171: 1-13, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31823235

RESUMEN

The subject of anatomy, commonly taught with applied clinical focus on medical programmes, is frequently brought to life alongside art, imagery and visualization. Yet, despite being continually hailed as the cornerstone of medicine, the cyclic revalidation of its curricula has often found its educators in the unenviable position of maintaining knowledge standards in the face of reduced contact time. However, the gravity of such challenges has created an opportunity for creative and innovative solutions to these problems. The ease by which educational technology can now be used by non-experts is constantly increasing and the use of technology enhanced learning has now become universal within Higher Education. Many anatomical science educators have turned to building bespoke interactive and engaging online supplementary material which can be blended with face to face delivery as a way to circumvent the time pressure issues. Today's students appear to have a growing preference for visualising moving images and audio explanations as opposed to older traditional static resources, underpinned by vast pages of unattractive dense text and pictures. One such technique being used to provide flexible and student-centred learning is screencast videos. These digital recordings of screen captured drawings, with accompanying narration are overwhelmingly popular with students and on the ascendance. However, as new tools emerge, it becomes increasingly important to determine their impact on both the student experience and knowledge gain. It is also valuable for educators to share their classroom experiences or instructional techniques to optimise their use for learning. This chapter explores the rise of this application in anatomy education and discusses the evidence available investigating student engagement and learning outcomes in the context of well-established learning theories.


Asunto(s)
Anatomía , Tecnología Educacional , Grabación en Video , Anatomía/educación , Curriculum/tendencias , Tecnología Educacional/normas , Tecnología Educacional/tendencias , Humanos , Aprendizaje
3.
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
4.
Adv Exp Med Biol ; 1156: 1-11, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31338774

RESUMEN

Ultrasound is a well-established medical imaging technique with pioneering work conducted by Professor Ian Donald and his colleagues at the University of Glasgow, from the mid-1950s onwards, in terms of introducing it as a diagnostic tool in the field of obstetrics and gynaecology. Since then, ultrasound has been extensively used in clinical and research settings. There are few imaging techniques that have undergone such a fast and thriving evolution since their development. Nowadays, diagnostic ultrasound benefits from two-dimensional (2D), three-dimensional (3D), four-dimensional (4D), and a variety of Doppler modes with technologically advanced transducers (probes) producing images of high anatomical fidelity. In the future, there may even be a place for ultrasound in molecular imaging allowing for visualisation at the microscale. Ultrasound is characterised by real-time non-invasive scanning, relative ease of administration, and lack of ionising radiation. All of these features, make ultrasound an appealing option in educational settings for learning topographic anatomy and potentially enhancing future clinical practice for vocational learners. Sophisticated, but relatively inexpensive, portable handheld devices have also contributed to point-of-care ultrasound (POCUS) becoming the norm for bedside and pre-hospital scanning. It has been argued that ultrasound will become the next stethoscope for healthcare professionals. For this to become a reality, however, training is required on increasing familiarity with knobology, correct use of the machine and transducers, and accurate interpretation of anatomy followed by identification of pathologies. The above require incorporation of ultrasound teaching in undergraduate curricula, outwith the realm of opportunistic bedside learning, accompanied by consideration of ethical topics such as the management of incidental findings and careful evaluation of its pedagogical impact cross-sectionally and longitudinally.


Asunto(s)
Anatomía , Curriculum , Educación de Pregrado en Medicina , Ultrasonografía , Anatomía/educación , Anatomía/tendencias , Curriculum/tendencias , Educación de Pregrado en Medicina/tendencias , Personal de Salud/educación , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Ultrasonografía/historia , Ultrasonografía/tendencias
5.
Artículo en Inglés | MEDLINE | ID: mdl-31307052

RESUMEN

Purpose: To describe Faculty of Pharmacy experience in the development of an elective course of pharmacist's roles in disaster management for third-year pharmacy students and to evaluate the effectiveness of this innovative teaching module in students' knowledge and their perception of the introduction of this specific course into their curriculum. Methods: An expert team of physicians, surgeons and pharmacists of the Service de Santé des Armées, pharmacists teaching at the Faculty and pharmacists of Bataillon des Marins Pompiers de Marseille defined the program of a 30-hour module in disaster response in line with previously published recommendations, literature analysis and international guidelines on disaster response training. Students' knowledge of key competencies was assessed after each teaching session through a multiple-choice questionnaire. Assessment of self-perceived students' knowledge, teaching quality and students' degree of satisfaction was carried out using a volunteer survey just after the last teaching, the November 15th. Results: The creation of the final curriculum resulted in a course of 6 modules. Concerning the students' knowledge of key competencies, a mean score of 19/25 for the multiple-choice questionnaire was obtained. 98.3% of students reported that this teaching allowed them to improve their knowledge in the field of pharmacist's roles in disaster management. 79.3% of them will recommend this optional course. Conclusion: This teaching represents a potential to increase the number of pharmacists prepared to respond to disasters. It also expands students' understanding of pharmacist's roles and stimulates their interest in emergency preparedness. Further formation, including emergency simulation in mass triage will be conducted next year.


Asunto(s)
Defensa Civil/educación , Curriculum/tendencias , Desastres , Educación en Farmacia , Evaluación Educacional/estadística & datos numéricos , Estudiantes de Farmacia , Femenino , Francia , Conocimientos, Actitudes y Práctica en Salud , Humanos , Masculino , Encuestas y Cuestionarios , Terrorismo
6.
Nurse Educ Pract ; 38: 126-131, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31276971

RESUMEN

Simulation is used with greater frequency by nursing programs to strengthen the learning process of student nurses. Best practices suggest active learning with the addition of standardized patients engages the student in realistic lifelike scenario. Therefore, the aim of the research study was to have nursing student's self-evaluate classroom learned communication skills through practical application on a standardized mental health patient simulated scenario. Undergraduate nursing students registered for three successive mental health nursing courses during one academic year were recruited. A self-reported pre/post survey measured the nursing student's level of confidence of learned therapeutic communication skills, preparation to engage their skills in clinical experience, and satisfaction with the standardized patient simulated experience. The self-reported online pre/post questionnaire return rate was 72.5% (N-116). The pre/post results suggest the standardized simulated experience enhanced nursing student confidence  p < .001; the nursing students felt prepared for clinical as noted by the mean score of 7.78 of 10 and overall were satisfied with the simulation process with a mean score of 8.04 of 10. The addition of the standardized patient in a mental health simulated experience promoted an active learning environment that highlighted individualized confidence in therapeutic communication skills through a realistic application process.


Asunto(s)
Relaciones Enfermero-Paciente , Estándares de Referencia , Entrenamiento Simulado/tendencias , Adulto , Comunicación , Curriculum/tendencias , Bachillerato en Enfermería/métodos , Femenino , Humanos , Masculino , Autoinforme , Encuestas y Cuestionarios
7.
Nurse Educ Pract ; 38: 153-156, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31284218

RESUMEN

Global reports of cultural insensitivity continue despite the growing evidence highlighting the importance of nurturing cultural competence development in nurse education and practice. With the widening sociocultural diversification of the patient population, it is now imperative that nurse educators establish cultural competence as a graduate capability. The recent focus on revisiting and recommitting to core nursing values is welcomed, however further consideration is needed to ensure such values are lived in nurses behaviours, when engaging with culturally diverse patients. Undergraduate nurse education needs to embrace opportunities to engrain values based learning in curriculum design and utilise innovative learning and teaching approaches that ensure cultural competence is more explicitly developed. This paper discusses the importance of providing opportunities for students to critically review approaches to care, whilst ensuring cultural competency is a more visible responsibility of the future registered nurse in delivering quality care. The authors outline some practical approaches to examining core values underpinning nursing practice in the context of cultural competence development.


Asunto(s)
Competencia Cultural/educación , Bachillerato en Enfermería/métodos , Valores Sociales , Estudiantes de Enfermería/psicología , Curriculum/tendencias , Bachillerato en Enfermería/normas , Humanos
8.
Yakugaku Zasshi ; 139(7): 963-968, 2019.
Artículo en Japonés | MEDLINE | ID: mdl-31257253

RESUMEN

In 2006, four-year pharmacist training courses in Japanese pharmacy schools were extended to a six-year course. Around that time, I participated in a committee related to pharmacy education reform within the Ministry of Education, Culture, Sports, Science and Technology. I also joined the pharmacist division of the medical council of the Ministry of Health, Labour and Welfare, to reform the national pharmacist examination system. In addition, I was part of the Pharmacy Education Council responsible for developing the contents of the new six-year curriculum, especially for clinical training. In the process, I had the opportunity to interact with many pharmacists and pharmacy educators. Following my transfer from the Pharmaceutical University Division to the Hospital Pharmacy Division in 2007, I participated in multidisciplinary collaborative education [inter professional work (IPW)/inter professional education (IPE)] for students in the disciplines of medicine, nursing, clinical laboratory examination, physiotherapy, occupational therapy, and pharmacy. This gave me an opportunity to apply this multidisciplinary experience to pharmacy education. "IPW", beyond the so-called "team medical care", is becoming an increasingly important concept in the medical field. Since all pharmacists are members of a team dedicated to patient-centered care, it is necessary to strengthen collaborative education, which will lead to an overall improvement in medical care. I believe that education is fundamental in all fields, and especially so in medical care. Pharmacy education needs radical reforms to increase its potency and to augment the value of pharmacists in the medical field.


Asunto(s)
Curriculum/tendencias , Educación en Farmacia/tendencias , Comunicación Interdisciplinaria , Servicios Farmacéuticos/tendencias , Humanos , Japón , Grupo de Atención al Paciente/tendencias
9.
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
10.
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
12.
Work ; 63(1): 137-149, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31127741

RESUMEN

BACKGROUND: Ergonomics/Human factors (HFE) is little considered in the engineering design practice and design methodologies do not adequately present the use of HFE. OBJECTIVE: The aim of this paper is to propose a systematic for the integration of HFE into product design, based on the user-centered design approach. Thus, an overview of the systematic is presented, as well as the suggestion of methods and support tools for each phase of the design process. METHODS: In order to verify the applicability of the systematic it was done an expert evaluation of the systematic and an experiment was carried out in the engineering education, in two classes of the product design course in a Brazilian University in 2016. RESULTS: The results showed that the students of the study group developed a better knowledge about HFE and its use in product design, besides the probability of using HFE in the product design went from low to high after the experiment. CONCLUSION: Presenting this information in a systematized way together with the design process allows students to be more likely to use it, to understand it better and know how to use it.


Asunto(s)
Ingeniería/educación , Diseño de Equipo/métodos , Ergonomía/métodos , Brasil , Curriculum/normas , Curriculum/tendencias , Prestación de Atención de Salud/métodos , Educación/métodos , Educación/tendencias , Ingeniería/métodos , Diseño de Equipo/normas , Humanos , Encuestas y Cuestionarios
13.
Comput Inform Nurs ; 37(5): 250-259, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-31094914

RESUMEN

Emerging technologies and big data influence the role of nurses, calling for new ways of thinking and teaching. Innovative educational methods are needed to prepare students for providing evidence-based care in today's complex healthcare environment. Active learning methods appeal to tech-savvy, self-directed learners who desire instant results during the learning process. The aim of this pretest/posttest study was to evaluate the impact of active learning methods on student attitudes and feelings, using the Grasha-Riechmann Student Learning Style Scale. Results were used to tailor active learning interventions using Twitter and Federal Adverse Event Reporting System data, for a research and evidence-based practice nursing course. Participants (N = 126) evaluated tweets describing adverse drug events and their concordance with federal reporting system data. Paired-samples t test results revealed significant differences (P < .05) between pretest/posttest for five of the six learning style preferences. Active learning methods resulted in high levels of student engagement and satisfaction. Data mining as an active learning intervention is popular with learners and offers a quick, valuable way to reveal real-world adverse drug event experiences while introducing basic research principles.


Asunto(s)
Minería de Datos/métodos , Efectos Colaterales y Reacciones Adversas Relacionados con Medicamentos/clasificación , Curriculum/tendencias , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Humanos , Aprendizaje Basado en Problemas/métodos , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Enseñanza
15.
Nurse Educ Today ; 77: 77-82, 2019 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-30999063

RESUMEN

BACKGROUND: Simulation has been widely adopted in nursing education, while it is difficult to evaluate the quality of simulation. AHP-Fuzzy comprehensive evaluation could be an effective method based on one a comprehensive and scientific evaluation Index system. OBJECTIVES: To evaluate the quality of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ with fuzzy comprehensive method, and to provide a scientific evaluation method for the improvement of simulation teaching. DESIGN: It is a phenomenological research study. SETTINGS: The study was mainly conducted in one university in China. PARTICIPANTS: 94 second-year nursing students participated in this study. METHODS: The grade 2015 nursing undergraduate students in Peking university school of nursing as the evaluation subjects were to evaluate the simulation teaching quality on ⟨Fundamental Nursing Curriculum⟩, Fuzzy Comprehensive Evaluation method was used. RESULTS: The quality score is 73.55-100 (91.71 ±â€¯6.98) points of 94 students. According to the result of fuzzy comprehensive evaluation, the simulation teaching quality belonging to the "excellent, good, moderate, poor, very poor" of membership degree are respectively "0.6794, 0.2500, 0.00640, 0.0039, 0.0028", and by maximum membership degree of effective inspection, calculate ɑ = 2.3965, 1 ≤ ɑ < + ∞. CONCLUSIONS: The application of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ proves high quality. The fuzzy comprehensive evaluation combining subjective evaluation and objective evaluation proves to be a scientific and feasible methodology in nursing education.


Asunto(s)
Entrenamiento Simulado/normas , Adolescente , China , Curriculum/normas , Curriculum/tendencias , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Femenino , Humanos , Masculino , Entrenamiento Simulado/métodos , Estudiantes de Enfermería , Enseñanza/normas , Adulto Joven
16.
Nurse Educ Today ; 78: 1-4, 2019 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-30959409

RESUMEN

The Nursing and Midwifery Council (NMC), the professional body for U.K. registered nurses, midwives and nursing associates has recently proposed future nurses should be 'prescriber ready', in a move to ensure the nursing workforce can prescribe medicines soon after registration (NMC, 2018a). Considering this, the educational preparation requirements for future nurses requires consideration, particularly where it is incumbent on the University, or NMC Approved Educational Institution (AEI), to prepare nurses with sufficient knowledge and skills to enter an NMC approved non-medical prescribing programme from the point of registration. This paper explores the new NMC educational and practice standards for nurses and the potential infrastructures required of the AEI where there is a responsibility under the NMC to develop a new, more progressive generation of 'prescriber ready' nurse. Excitingly, Universities and nurse educators are now tasked with ensuring future nurses can safely demonstrate an amalgam of nursing care, fusing traditional nursing expertise with skills which once remained the exclusive responsibility of the doctor, thus creating a new generation of hybrid practitioners.


Asunto(s)
Curriculum/normas , Prescripciones de Medicamentos/enfermería , Sociedades de Enfermería/organización & administración , Competencia Clínica/normas , Curriculum/tendencias , Prescripciones de Medicamentos/normas , Bachillerato en Enfermería/métodos , Bachillerato en Enfermería/normas , Humanos , Sociedades de Enfermería/tendencias , Reino Unido
17.
BMC Med Educ ; 19(1): 110, 2019 Apr 16.
Artículo en Inglés | MEDLINE | ID: mdl-30991988

RESUMEN

BACKGROUND: The medical education system based on principles advocated by Flexner and Osler has produced generations of scientifically grounded and clinically skilled physicians whose collective experiences and contributions have served medicine and patients well. Yet sweeping changes launched around the turn of the millennium have constituted a revolution in medical education. In this article, a critique is presented of the new undergraduate medical education (UME) curricula in relationship to graduate medical education (GME) and clinical practice. DISCUSSION: Medical education has changed and will continue to change in response to scientific advances and societal needs. However, enthusiasm for reform needs to be tempered by a more measured approach to avoid unintended consequences. Movement from novice to master in medicine cannot be rushed. An argument is made for a shoring up of biomedical science in revised curricula with the beneficiaries being nascent practitioners, developing physician-scientists --and the public. CONCLUSION: Unless there is further modification, the new integrated curricula are at risk of produce graduates deficient in the characteristics that have set physicians apart from other healthcare professionals, namely high-level clinical expertise based on a deep grounding in biomedical science and understanding of the pathologic basis of disease. The challenges for education of the best possible physicians are great but the benefits to medicine and society are enormous.


Asunto(s)
Curriculum/tendencias , Educación de Postgrado en Medicina/tendencias , Educación de Pregrado en Medicina/tendencias , Investigación sobre Servicios de Salud , Médicos , Investigadores/educación , Educación de Postgrado en Medicina/normas , Educación de Pregrado en Medicina/normas , Humanos , Colaboración Intersectorial , Médicos/normas
18.
GMS J Med Educ ; 36(2): Doc11, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30993169

RESUMEN

Introduction: Despite its frequency, malnutrition is underestimated in its importance for morbidity and mortality. Interprofessional nutrition management can improve patient safety and clinical outcomes. An interprofessional education is considered as the basis for good team cooperation. So far, little data is available on the effects of interprofessional education on measurable outcomes for patients. The objective is to determine to what extent student feedback leads to a change of in-patient nutritional management for a selected internal medical ward. Methodology: In a teaching project based on the method of research oriented learning, medical and nursing students conducted an analysis of the nutritional situation of patients and developed individual treatment plans. The students orally reported their findings to the care teams as well as via a poster presentation to decision-makers of the clinic. A prospective cohort intervention study was conducted to assess the nutritional status of patients before and after student interventions using established screening tools. Differences were tested using t-test and Fisher's exact test. Institutional consequences for nutrition management were recorded descriptively. The teaching unit was evaluated by the students before and after. Results: Malnutrition was found in 59% of patients. Inspired by student feedback, institutional consequences followed: a) routine inpatient screening using Nutritional Risk Screening; and b) the use of pie charts to estimate food intake. Conclusion: The feedback from the results of student interprofessional cooperation led to a sensitization of decision-makers and enabled new measures to improve nutritional management. These can increase patient safety.


Asunto(s)
Apoyo Nutricional/métodos , Estudiantes de Medicina/psicología , Estudiantes de Enfermería/psicología , Curriculum/tendencias , Educación de Pregrado en Medicina/métodos , Bachillerato en Enfermería/métodos , Humanos , Relaciones Interprofesionales , Desnutrición/dietoterapia , Desnutrición/prevención & control , Estudios Prospectivos
19.
GMS J Med Educ ; 36(2): Doc13, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30993171

RESUMEN

Objective: Patient safety has high priority in health care. Since successful interprofessional collaboration is essential for patient safety, the topic should ideally be addressed interprofessionally in the curricula. The aim of the project was the development and implementation of an interprofessional teaching concept "patient safety" for medical students and students of health professions at the Medical Faculty Heidelberg. Methodology: The learning objectives were formulated on the basis of the "Patient Safety Learning Objective Catalog" ("Lernzielkatalog Patientensicherheit") of the Society for Medical Education (Gesellschaft für Medizinische Ausbildung, GMA) and on the basis of the American Interprofessional Competence Profile "Core Competencies for Interprofessional Collaborative Practice". Two courses were designed for interprofessional groups of approximately 15 participants. The learning content was designed interactively through the development of the project, its application and critical discussion of error reporting systems and security checklists as well as role-plays and video material. The evaluation was carried out by means of descriptive analysis of a structured course evaluation system, which was developed for this study. Results: 28 students took part in the courses. 82% of the students considered the topic "patient safety" to be relevant. In 82% of the cases, the participants rated the interprofessional aspect of the course as valuable. Overall, 73% of students whished for more interprofessional education. Conclusion: The results of the evaluation show that the teaching concept is well accepted by the students and encourage the implementation of further interprofessional courses with a thematic relevance.


Asunto(s)
Seguridad del Paciente/normas , Enseñanza/tendencias , Adulto , Curriculum/normas , Curriculum/tendencias , Femenino , Humanos , Relaciones Interprofesionales , Masculino , Encuestas y Cuestionarios , Enseñanza/normas
20.
GMS J Med Educ ; 36(2): Doc15, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30993173

RESUMEN

Objective: Insufficient hygiene knowledge increases the risk of hospital-acquired infections through insufficient compliance and therefore poses a potential risk to patient safety. Therefore in 2015 the teaching project "OT Training" was introduced at the Faculty of Medicine (MF) Leipzig and a restructuring of the series of lectures and practical training on the topic of "Hygiene" was developed and integrated in the medical study curriculum. Methodology: The "OT Training" in the pre-clinical component and the didactic restructuring of the hygiene workshops in the hospital semester were comprehensively developed by means of the currently applicable learning objective catalogues and have already been tested in existing teaching (per year N=320 students; 2015-17: N= 960). The "OT Training" and the series of lectures and practical training are evaluated externally by the Faculty of Medicine. In addition a self-developed questionnaire (for "OT Training") and an internal evaluation (for practical stations as part of the practical training series) were used. Results: Overall the "OT Training" was evaluated as "very good" (N=492; RR=51%). Alongside the high importance of hygiene in the hospital and operating area (Overallhospital=97% and OverallOperative area=98%) the salient feature of hygiene for self-protection and in particular for patient safety was also recognised at an early stage. Through the series of lectures and practical training which were also evaluated positively, the self-reported level of knowledge and the importance of hygiene for the students improved significantly (level of knowledge Mbefore=2.8 vs. Mafter=3.9; p>0.000; importance Mbefore=3.3 vs. Mafter=4.2; p>0.000; 5 point Likert scale; t-Test). Conclusion: Hygiene errors constitute a potential risk to patients. Consequently the early and continuous focus on hygiene in student education makes a contribution to increasing patient safety in the healthcare sector.


Asunto(s)
Educación Médica/normas , Higiene/educación , Competencia Clínica/normas , Curriculum/tendencias , Humanos , Higiene/normas , Control de Infecciones/métodos , Control de Infecciones/normas , Seguridad del Paciente/normas , Encuestas y Cuestionarios
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