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1.
Lancet ; 395(10225): 688, 2020 02 29.
Artículo en Inglés | MEDLINE | ID: mdl-32113500
2.
East Mediterr Health J ; 26(2): 233-238, 2020 Feb 24.
Artículo en Inglés | MEDLINE | ID: mdl-32141602

RESUMEN

Background: English is the language of instructions in many medical schools in the Arab world. Its use may create a language barrier and adversely affect an individual's learning and later professional life. Aims: This study examined the views of final-year Arab medical students of a language barrier and its effect on their learning and academic performance, and their language preference for medial education. Methods: All final-year medical students (n = 142, 62% females) at the Arabian Gulf University, Bahrain, were invited to respond to a self-completed questionnaire. Differences in responses according to English proficiency and sex were assessed. Results: Of the 142 students, 99 (70%) responded. Most students did not feel a language barrier irrespective of their proficiency in English (P = 0.088). Most respondents did not think that language issues made studying more difficult, although there was a significant difference in responses between students considered proficient in English and those less proficient (P = 0.005). Most students (82%) were not aware or were not sure of medical terms in Arabic, but 66% were confident that they would be able to communicate with patients in Arabic. About half of the students (51%) supported medicine being taught only in English and 36% supported teaching in Arabic and English. Conclusions: Most students thought that learning in English did not affect their academic learning and performance. However, a good proportion supported being taught medicine in Arabic and English.


Asunto(s)
Barreras de Comunicación , Educación Médica/métodos , Estudiantes de Medicina/psicología , Adulto , Bahrein , Competencia Clínica , Comprensión , Educación Médica/normas , Femenino , Humanos , Lenguaje , Masculino , Multilingüismo , Facultades de Medicina , Encuestas y Cuestionarios , Universidades , Adulto Joven
3.
BMJ ; 368: m965, 2020 03 12.
Artículo en Inglés | MEDLINE | ID: mdl-32165353
7.
J Educ Eval Health Prof ; 17: 9, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32106214

RESUMEN

PURPOSE: Medically-focused journal clubs have been used as an educational tool for over 100 years with research indicating that they improve knowledge, reading behaviour, and critical appraisal skills. However, it is not known how widespread their use is among Australian medical schools, nor the opinions of medical education leaders as to their value. METHODS: A nationwide cross-sectional study was performed on academic leaders from every Australian medical school. Individuals were asked to complete a survey detailing their attitudes towards journal clubs using single or multiple answer questions, Likert scales, and ranked data. They were asked whether students at their institutions were able to partake in journal clubs, and if so, details of their implementation. RESULTS: At least one response was collected from 18 of 19 Australian medical schools. This represented 60 responses of a possible 147 (40.8%), the vast majority of whom were heads of clinical schools, 36 (60.0%). The prevalence of journal clubs among medical institutions was high, with 15 of 18 (83.3%) stating that they had a journal club. Of these 23 (65.7%) were metropolitan and 12 (34.3%) were rural institutions. Most were clinician-led, 18 (51.4%), run through specific hospital departments, 13 (37.1%), and most frequently occurred during clinical years, 23 (65.7%). The vast majority stated that the primary aim of the journal club was to develop critical appraisal skills, 20 (57.1%). CONCLUSION: Journal clubs are a highly regarded educational tool in the armoury of medical school educators, with significant heterogeneity in their structure, geographic prevalence and intended purpose. Further studies into their efficacy in teaching evidence-based medicine is warranted in the medical student cohort.


Asunto(s)
Educación Médica/métodos , Medicina Basada en la Evidencia/métodos , Internado y Residencia , Publicaciones Periódicas como Asunto , Estudiantes de Medicina , Australia , Estudios Transversales , Humanos , Facultades de Medicina , Encuestas y Cuestionarios
9.
J Evid Based Med ; 13(1): 42-56, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-31951092

RESUMEN

BACKGROUND: Journal clubs are an educational activity in which individuals meet to critique and discuss research articles. They are an established part of the medical education system and are considered to be a practical way to improve the content knowledge of health professionals. AIMS: To determine the effectiveness of journal clubs for increasing health professionals' competency in EBM. METHODS: A systematic review of randomized controlled trials (RCTs) was performed. Electronic searches were conducted in October 2019 across MEDLINE, ERIC and Scopus databases. Two authors independently reviewed articles, and extracted data. A risk-of-bias tool, based on the Cochrane Collaboration's tool for assessing risk of bias in RCTs, was used to assess internal validity. RESULTS: A total of 151 citations were returned, from which five studies (n = 378 individuals) were included in the final review. No overall statistical difference in knowledge scores was observed between health professionals participating in journal clubs compared to other professional education modes (SMD 0.15, 95% CI -0.09, 0.39). Similarly, no significant difference in attitudes or implementation of evidence-based medicine practices was observed across studies. CONCLUSIONS: There is insufficient evidence to support the effectiveness of journal clubs in improving the knowledge, attitudes, and implementation of evidence-based skills by health professionals in clinical practice. Further research is needed to test the effectiveness of other interventions to increase uptake of EBM in real world settings. Such interventions may include interactive components with auditing and feedback to facilitate more effective learning.


Asunto(s)
Educación Médica , Medicina Basada en la Evidencia , Personal de Salud , Relaciones Interprofesionales , Publicaciones Periódicas como Asunto , Educación Médica/métodos , Medicina Basada en la Evidencia/educación , Conocimientos, Actitudes y Práctica en Salud , Personal de Salud/educación , Humanos , Aprendizaje , Investigación/tendencias
11.
Plast Reconstr Surg ; 145(2): 576-584, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-31985665

RESUMEN

BACKGROUND: Prior studies demonstrate that social media are used by plastic surgeons to educate and engage. The hashtag #PlasticSurgery has been studied previously and is embraced by American plastic surgeons and journals; however, no studies have examined its use or adoption across Europe. METHODS: A retrospective analysis of 800 tweets containing the words "plastic surgery" or the hashtag #PlasticSurgery in four of the most spoken European languages worldwide excluding English (Spanish, #CirugiaPlastica; French, #ChirurgiePlastique; Portuguese, #CirurgiaPlastica; and German, #PlastischeChirurgie) was performed. The following were assessed: identity of author, subject matter, use of the hashtag #PlasticSurgery in each language, whether posts by surgeons and academic institutions were self-promotional or educational, and whether a link to a journal article or a reference in PubMed was provided. RESULTS: Seventeen percent and 3 percent of analyzed tweets came from plastic surgeons or academic institutions, respectively; only 17.5 percent of them were for educational purpose. None of them had any digital link to a peer-reviewed article or a scientific journal. CONCLUSIONS: This study demonstrates the low participation of plastic surgeons and academic institutions in social media (especially for education) in four of the major world languages. Social media should be considered in Europe as an opportunity to increase leadership, improve education, and spread knowledge of plastic surgery by board-certified plastic surgeons.


Asunto(s)
Educación Médica/estadística & datos numéricos , Liderazgo , Cirugía Plástica/educación , Europa (Continente) , Humanos , Lenguaje , Estudios Retrospectivos , Medios de Comunicación Sociales/estadística & datos numéricos , Cirugía Plástica/estadística & datos numéricos , Terminología como Asunto
14.
Eur. j. anat ; 24(1): 57-62, ene. 2020. tab
Artículo en Inglés | IBECS | ID: ibc-186065

RESUMEN

Team-based learning (TBL) is a student-centered learning strategy, which has been confirmed in medical education to enhance learning. Nevertheless, it has not been implemented during practical anatomy learning that challenges the spatial perception of the learned material in contrast to other disciplines. This study aims to present a novel intervention in using practical-based team-based learning (PTBL) in anatomy and its impact as a tool for providing immediate feedback. It also determines students' perceptions of the PTBL and the effect of the given feedback on anatomy learning. The students were subjected to a formative objective structured practical examination (OSPE) in two successive formats: individual readiness assurance test (iRAT) and team readiness assurance test (tRAT). In the iRAT, individual students rotated around the practical stations in the form of a steeplechase examination. For the subsequent tRAT, groups of 5 students rotated around the same practical stations. The session was concluded by discussing the practical stations with the tutor and immediate feedback about the students' performance was provided along with an explana-tion of the reasoning behind judgments and practical assessment criteria. Students' perception(N = 90) was measured through a self-administered questionnaire and a comparison of test scores. There was a significant rise in the average final summative OSPE scores of the students (p-value = 0.029) comparing their results to the previous semester in which PTBL was not implemented, concluding that PTBL is a valuable pedagogical instrument that can be employed as an effective method for providing immediate feedback dur-ing anatomy education


No disponible


Asunto(s)
Humanos , Anatomía/educación , Educación Médica , Aprendizaje Espacial , Aprendizaje por Asociación de Pares , Estudiantes de Medicina , Retroalimentación , Encuestas y Cuestionarios
20.
Acad Med ; 95(2): 184-189, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-31577586

RESUMEN

Several lawsuits have recently been filed against U.S. universities; the plaintiffs contend that considerations of race and ethnicity in admissions decisions discriminate against Asian Americans. In prior cases brought by non-Latino whites, the U.S. Supreme Court has upheld these considerations, arguing that they are crucial to a compelling interest to increase diversity. The dissenting opinion, however, concerns the possibility that such policies disadvantage Asian Americans, who are considered overrepresented in higher education. Here, the authors explain how a decision favoring the plaintiffs would affect U.S. medical schools. First, eliminating race and ethnicity in holistic review would undermine efforts to diversify the physician workforce. Second, the restrictions on considering race/ethnicity in admissions decisions would not remedy potential discrimination against Asian Americans that arise from implicit biases. Third, such restrictions would exacerbate the difficulty of addressing the diversity of experiences within Asian American subgroups, including recognizing those who are underrepresented in medicine. The authors propose that medical schools engage Asian Americans in diversity and inclusion efforts and recommend the following strategies: incorporate health equity into the institutional mission and admissions policies, disaggregate data to identify underrepresented Asian subgroups, include Asian Americans in diversity committees and support faculty who make diversity work part of their academic portfolio, and enhance the Asian American faculty pipeline through support and mentorship of students. Asian Americans will soon comprise one-fifth of the U.S. physician workforce and should be welcomed as part of the solution to advancing diversity and inclusion in medicine, not cast as the problem.


Asunto(s)
Americanos Asiáticos/legislación & jurisprudencia , Educación Médica/legislación & jurisprudencia , Criterios de Admisión Escolar , Diversidad Cultural , Educación Médica/organización & administración , Equidad en Salud , Humanos , Médicos , Estados Unidos/etnología
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