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4.
Methodist Debakey Cardiovasc J ; 16(3): e1-e7, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33133368

RESUMEN

Over the past decade, advances in digital trends and technology have greatly impacted the medical field with rapid delivery of and access to information. The field of cardiovascular medicine in particular has seen major technological advances and is well versed in the use of digital platforms and social media. In these unprecedented times of the COVID-19 pandemic, social media and other digital platforms are essential tools for communication, education, and delivery of information. In this review, we discuss the ways virtual learning and social media are changing medical education and research.


Asunto(s)
Cardiología/educación , Infecciones por Coronavirus/prevención & control , Educación Médica/métodos , Pandemias/prevención & control , Neumonía Viral/prevención & control , Medios de Comunicación Sociales/estadística & datos numéricos , Realidad Virtual , Competencia Clínica , Infecciones por Coronavirus/epidemiología , Femenino , Humanos , Aprendizaje , Masculino , Pandemias/estadística & datos numéricos , Neumonía Viral/epidemiología , Sociedades Médicas , Estados Unidos
5.
Adv Physiol Educ ; 44(4): 722-725, 2020 Dec 01.
Artículo en Inglés | MEDLINE | ID: mdl-33141599

RESUMEN

The COVID-19 pandemic is forcing many institutions to consider remote, virtual instruction for the safety of employees and students. Based upon the authors' experiences in transforming preclerkship medical science courses to virtual platforms, this paper shares tips for faculty rapidly establishing remote medical science instruction. With planning and support, faculty can create engaging, high-quality educational experiences for learners.


Asunto(s)
Betacoronavirus , Infecciones por Coronavirus , Educación a Distancia/métodos , Educación Médica/métodos , Pandemias , Neumonía Viral , Estudiantes de Medicina , Educación a Distancia/tendencias , Educación Médica/tendencias , Humanos , Factores de Tiempo
8.
Hum Resour Health ; 18(1): 81, 2020 10 28.
Artículo en Inglés | MEDLINE | ID: mdl-33115494

RESUMEN

BACKGROUND: Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. METHODS: Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. RESULTS: A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. DISCUSSION: The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. CONCLUSION: Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Personal de Salud/educación , Neumonía Viral/epidemiología , Mejoramiento de la Calidad , Humanos , Pandemias , Evaluación de Programas y Proyectos de Salud , Ensayos Clínicos Controlados Aleatorios como Asunto
11.
Lakartidningen ; 1172020 10 20.
Artículo en Sueco | MEDLINE | ID: mdl-33107585

RESUMEN

The prescription of medicines is one of the most common acts performed by physicians. Yet, several studies have shown that junior doctors are not well prepared for the task. The teaching of basic and clinical pharmacology varies greatly between universities, both within Sweden and in Europe. National prescribing exams have been introduced in the UK, the Netherlands and Belgium, and there is an on-going project to develop a European exam, focusing on a list of essential medicines and patient safety. With the new six year curriculum for medical education in Sweden, the license to prescribe could be linked to a national prescribing exam, to ensure good knowledge of both therapeutics and Swedish drug regulation.


Asunto(s)
Educación Médica , Farmacología Clínica , Curriculum , Prescripciones de Medicamentos , Europa (Continente) , Humanos , Farmacología Clínica/educación , Suecia
12.
BMC Med Educ ; 20(1): 377, 2020 Oct 22.
Artículo en Inglés | MEDLINE | ID: mdl-33092586

RESUMEN

BACKGROUND: The coronavirus pandemic has exerted significant impacts on primary care, causing rapid digital transformation, exacerbating social isolation, and disrupting medical student and General Practice [GP] trainee education. Here we report on a medical student telephone initiative set-up by a final year GP trainee (the equivalent of a family medicine resident), which aimed to support patients at high risk and vulnerable to the Coronavirus Disease of 2019 [Covid-19]. In addition, it was hoped the project would mitigate a digital divide, enable proactive anticipatory planning, and provide an active learning environment to compensate for the pandemic's impact on medical education. METHODS: Thirty-three medical students conducted daily telephone conversations with high risk and vulnerable patients as specified by the initial NHSE published lists. They confirmed public health messages, offered details for voluntary support groups, established need for medication delivery, explored levels of digital connectivity, and prompted discussions around end-of-life choices. Students had access to online reflective resources and daily remote debriefing sessions with the GP trainee. A convergent mixed-methods evaluation was subsequently undertaken, using quantitative process and descriptive data and individual qualitative interviews were conducted according to a maximal variation sampling strategy with students, General Practitioners [GPs], and the GP trainee. Inductive thematic analysis was then applied with cross-validation, respondent validation, and rich evidential illustration aiding integrity. RESULTS: Ninety-seven 'high risk' and 781 'vulnerable' calls were made. Individuals were generally aware of public heath information, but some struggled to interpret and apply it within their own lives. Therefore respondents felt students provided additional practical and psychological benefits, particularly with regard to strengthening the links with the community voluntary groups. The project was widely liked by students who reported high levels of skill development and widened awareness, particularly valuing the active learning environment and reflective feedback sessions. CONCLUSION: This study demonstrates utilization of medical students as wider assets within the primary health care team, with an initiative that enables support for vulnerable patients whilst promoting active medical education. Ongoing integration of students within 'normal' primary health care roles, such as chronic disease or mental health reviews, could provide similar opportunities for supported active and reflective learning.


Asunto(s)
Infecciones por Coronavirus/terapia , Neumonía Viral/terapia , Estudiantes de Medicina , Brecha Digital , Educación Médica/métodos , Humanos , Entrevistas como Asunto , Pandemias , Educación del Paciente como Asunto , Teléfono , Cuidado Terminal , Reino Unido , Poblaciones Vulnerables
13.
AMA J Ethics ; 22(10): E856-861, 2020 10 01.
Artículo en Inglés | MEDLINE | ID: mdl-33103647

RESUMEN

Native Americans have twice the poverty rate of the general US population, suffer significant health inequity, and are chronically underrepresented, at only 0.08%, in the US physician workforce. The COVID-19 pandemic has illuminated key ethical, clinical, and economic complexities in health decision making among Native patients. This article discusses 3 levels of autonomy relevant to health decisions, including taking care of our own by increasing numbers of Native medical students.


Asunto(s)
Infecciones por Coronavirus , Educación Médica , Equidad en Salud , Servicios de Salud del Indígena , Fuerza Laboral en Salud , Indios Norteamericanos , Pandemias , Médicos , Neumonía Viral , Betacoronavirus , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/terapia , Infecciones por Coronavirus/virología , Toma de Decisiones , Humanos , Autonomía Personal , Neumonía Viral/epidemiología , Neumonía Viral/terapia , Neumonía Viral/virología
14.
J Postgrad Med ; 66(4): 200-205, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33037168

RESUMEN

With the introduction of competency-based undergraduate curriculum in India, a paradigm shift in the assessment methods and tools will be the need of the hour. Competencies are complex combinations of various attributes, many of which being not assessable by objective methods. Assessment of affective and communication domains has always been neglected for want of objective methods. Areas like professionalism, ethics, altruism, and communication-so vital for being an Indian Medical Graduate, can be assessed longitudinally applying subjective means only. Though subjectivity has often been questioned as being biased, it has been proven time and again that a subjective assessment in expert hands gives comparable results as that of any objective assessment. By insisting on objectivity, we may compromise the validity of the assessment and deprive the students of enriched subjective feedback and judgement also. This review highlights the importance of subjective assessment in competency-based assessment and ways and means of improving the rigor of subjective assessment, with particular emphasis on the development and use of rubrics.


Asunto(s)
Competencia Clínica/normas , Educación Basada en Competencias/organización & administración , Educación de Pregrado en Medicina/métodos , Educación Médica/organización & administración , Evaluación Educacional/métodos , Adulto , Curriculum , Femenino , Humanos , India , Masculino , Profesionalismo , Estudiantes de Medicina
15.
J Vet Med Educ ; 47(s1): 99-100, 2020 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-33074081

RESUMEN

Veterinary medicine is a global public good. A robust system of both public and private veterinary services is essential to protect animal health. Improved animal health leads to global food security and reduces poverty by increasing productivity, controlling transboundary diseases and expanding access to international markets. The quality of veterinary services is directly related to the quality of veterinary medical education, therefore, it is incumbent upon the entire global veterinary medical profession to support programs that improve education around the world.


Asunto(s)
Educación Médica , Educación en Veterinaria , Medicina Veterinaria , Animales , Salud Global , Salud Pública
16.
Indian J Ophthalmol ; 68(11): 2399-2403, 2020 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-33120627

RESUMEN

Purpose: The aim of this study was to assess awareness about online classes and to assess if they can aid learning in the field of medicine amid lockdown. Methods: Online survey comprising a questionnaire related to the aspects of online teaching was undertaken. There were 16 questions, and responses were collected from undergraduates, postgraduates, and the teaching faculties. Results: Online classes were viewed favorably by the vast majority of respondents. Out of 412 respondents 79.9% actively attended the classes. While 42% felt the timings were inappropriate as they clashed with duty hours, a set of 35% had difficulty understanding the content and most of them were undergraduates. Poor internet connection was a main hindrance identified. In total, 69.2% respondents were happy with the feasibility of the classes and believed these classes had the advantage of being economical as they offered exposure to national and international faculty from the comfort of their homes. Conclusion: Conducting online classes on a national scale is a herculean task for a developing country because of poor internet connectivity and deficient access to high-speed broadband services. Nevertheless, their popularity among students during the current crisis shows that it is a very pragmatic and feasible teaching option and can definitely supplement traditional classroom teaching.


Asunto(s)
Betacoronavirus , Instrucción por Computador/métodos , Infecciones por Coronavirus/epidemiología , Países en Desarrollo , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Neumonía Viral/epidemiología , Cuarentena/estadística & datos numéricos , Adolescente , Adulto , Anciano , Estudios Transversales , Femenino , Humanos , India/epidemiología , Masculino , Persona de Mediana Edad , Pandemias , Encuestas y Cuestionarios , Adulto Joven
17.
Curr Opin Anaesthesiol ; 33(6): 800-807, 2020 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33060385

RESUMEN

PURPOSE OF REVIEW: The landscape of medical education continues to evolve. Educators and learners must stay informed on current medical literature, in addition to focusing efforts on current educational trends and evidence-based methods. The present review summarizes recent advancements in anesthesiology education, specifically highlighting trends in e-learning and telesimulation, and identifies possible future directions for the field. RECENT FINDINGS: Websites and online platforms continue to be a primary source of educational content; top websites are more likely to utilize standardized editorial processes. Podcasts and videocasts are important tools desired by learners for asynchronous education. Social media has been utilized to enhance the reach and visibility of journal articles, and less often as a primary educational venue; its efficacy in comparison with other e-learning platforms has not been adequately evaluated. Telesimulation can effectively disseminate practical techniques and clinical knowledge sharing, extending the capabilities of simulation beyond previous restrictions in geography, space, and available expertise. SUMMARY: E-learning has changed the way anesthesiology learners acquire knowledge, expanding content and curricula available and promoting international collaboration. More work should be done to expand the principles of accessible and collaborative education to psychomotor and cognitive learning via telesimulation.


Asunto(s)
Anestesia , Anestesiología/educación , Instrucción por Computador , Educación Médica/métodos , Entrenamiento Simulado/métodos , Anestesiología/tendencias , Curriculum , Humanos , Aprendizaje
18.
Unfallchirurg ; 123(11): 836-842, 2020 Nov.
Artículo en Alemán | MEDLINE | ID: mdl-33037457

RESUMEN

INTRODUCTION: In its digital agenda the German Federal Government pursues the ambitious objective to facilitate digital competence and perform research into digital learning and teaching processes. Considerable investments are to be concentrated into the future viability of education, academic research and digitalization. As far as academic teaching and further education are concerned, not only in the field of orthopedics and trauma surgery, three aspects can be identified: digital organization, digital competence and digital tools. DIGITAL APPLICATIONS: New formats, such as the elective subject digital health of the Charité in Berlin, enable digital competences to be mediated in a multimodal and interdisciplinary way. With the help of a newly developed app the University of Essen provides teachers and students with mobile and flexible access to information on lectures in terms of content and organization. Especially because of transparency, high legal compliance and predictability, the digital logbook for the resident training program promises a real innovation for trainees in the further training reformation. Augmented and virtual reality play a crucial role in the imparting of practical skills and interconnect high-tech with classical craftsmanship. Digital training course formats have significantly gained in importance and are meanwhile well-established tools for efficient advanced medical training. OUTLOOK: If orthopedic and trauma surgeons take an active role in the process of digitalization of teaching, they can take part in decisions, adequately prepare the colleagues of tomorrow, optimize patient care, encourage innovations and altogether improve the discipline even more.


Asunto(s)
Educación de Pregrado en Medicina , Educación Médica , Ortopedia , Competencia Clínica , Curriculum , Humanos , Ortopedia/educación , Estudiantes
19.
Artículo en Portugués | PAHO-IRIS | ID: phr-52802

RESUMEN

[RESUMO]. Objetivo. Mapear as características de implantação de novos cursos de Medicina nas universidades federais brasileiras, a partir de 2013. Métodos. Estudo exploratório com metodologia quantitativa e qualitativa. Foi realizado um levantamento das novas escolas de Medicina em universidades federais, com análise dos projetos pedagógicos dos cursos e entrevistas a estudantes, professores e profissionais de serviços de saúde vinculados às escolas de Medicina. Os dados coletados foram analisados quantitativa e qualitativamente. Resultados. Foram identificados 30 novos cursos de Medicina, dos quais 24 foram visitados. Todos os novos cursos se localizam fora dos grandes centros urbanos e capitais, nas cinco macrorregiões brasileiras; são organizados em arranjos formativos diversos, que buscam superar a fragmentação disciplinar com metodologias ativas e avaliação formativa. A rede de saúde é utilizada na formação para enfrentamento dos desafios da integração ensino-serviço-comunidade, com vistas a uma formação crítica e voltada à saúde pública. A criação dos cursos promoveu a interiorização de docentes, embora de forma limitada, e contribuiu para o ingresso de estudantes locais e a criação de residências médicas, expedientes potentes na fixação médica. Conclusões. Observou-se diversidade nas formas da materialidade e aderência ao disposto pelas Diretrizes Curriculares Nacionais de Medicina publicadas em 2014. A construção de modelos de formação médica condizentes com as particularidades locais e com as exigências do Sistema Único de Saúde (SUS) em seu papel de ordenador da formação dos profissionais da saúde pode contribuir para reduzir as desigualdades em saúde.


[ABSTRACT]. Objective. To map the implementation characteristics of Medicine programs established in Brazilian federal universities from 2013 onwards. Methods. A qualitative and quantitative exploratory study was performed. Newly created Medicine programs were identified in federal universities, with analysis of pedagogical frameworks and interviews with students, faculty, and health care professionals from associated health care services. Data were analyzed using qualitative and quantitative methods. Results. Thirty new Medicine programs were identified, of which 24 were visited. All the new programs were located outside large urban centers and capitals, across the five Brazilian macro-regions, and adopted various formative configurations in an attempt to overcome fragmentation of content with active methodologies and formative evaluations. The healthcare network is used for training as a means to meet the challenge of academic-health service-community integration, with the aim of providing critical education focused on public health. The establishment of the Medicine programs facilitated to a limited extent the retention of faculty in remote areas and promoted the access of local students and the creation of residency programs, which are powerful strategies to enhance the retention of medical professionals. Conclusions. Variations were observed among the programs in the manner of implementation and adherence to the National Curriculum Guidelines for Medicine, published in 2014. The construction of medical training models that appropriately address local specificities and the requirements of the Unified Health System in its formative role for health care may contribute to reduce health inequalities.


[RESUMEN]. Objetivo. Mapear las características de implementación de los programas de Medicina establecidos en las universidades federales brasileñas a partir de 2013. Métodos. Se realizó un estudio exploratorio cualitativo y cuantitativo. Se identificaron los programas de medicina recién creados en las universidades federales, se anlizaron los marcos pedagógicos y se entrevistaron estudiantes, profesores y profesionales de la salud de los servicios de salud asociados. Los datos fueron analizados usando métodos cualitativos y cuantitativos. Resultados. Se identificaron 30 nuevos programas de medicina, de los cuales se visitaron 24. Todos los nuevos programas se ubicaron fuera de los grandes centros urbanos y capitales en las cinco macrorregiones brasileñas y adoptaron diversas configuraciones formativas en un intento de superar la fragmentación de contenido con metodologías activas y evaluaciones formativas. La red de salud se empleó para la formación como un medio para facilitar la integración entre los ámbitos académico, de servicios de salud y la comunidad, con el objetivo de proporcionar una educación crítica centrada en la salud pública. El establecimiento de los programas de medicina facilitó en cierta medida la retención del profesorado en zonas remotas y promovió el acceso de los estudiantes locales y la creación de programas de residencia, que son estrategias importantes para mejorar la retención de los profesionales médicos. Conclusiones. Se observaron variaciones entre los programas en cuanto a la manera de aplicar y cumplir las Directrices Curriculares Nacionales de Medicina, publicadas en 2014. La construcción de modelos de formación médica que aborden adecuadamente las especificidades locales y los requisitos del Sistema Único de Salud en su función formativa para la atención de la salud puede contribuir a reducir las desigualdades en materia de salud.


Asunto(s)
Educación Médica , Educación de Pregrado en Medicina , Instituciones de Enseñanza Superior , Salud Pública , Brasil , Educación Médica , Consorcios de Salud , Educación de Pregrado en Medicina , Instituciones de Enseñanza Superior , Salud Pública , Brasil , Educación Médica , Consorcios de Salud , Educación de Pregrado en Medicina , Instituciones de Enseñanza Superior , Salud Pública
20.
Arch. argent. pediatr ; 118(5): 358-365, oct 2020. tab, ilus
Artículo en Español | LILACS, BINACIS | ID: biblio-1122547

RESUMEN

Introducción. Actualmente, no existe un registro completo de las residencias pediátricas de la Argentina.Objetivos. Identificar todas las residencias pediátricas de la Argentina. Establecer un diagnóstico de situación y un registro unificado.Población y métodos. Estudio descriptivo, observacional de corte transversal. Se estableció un listado preliminar de residencias con datos de la Sociedad Argentina de Pediatría. Se comparó con los de todos los sistemas de selección vigentes. Se contactó a todos los colegios médicos del país y a las dependencias ministeriales, provinciales y municipales de salud para completar el registro.Resultados. Se identificaron 188 residencias. Cincuenta y cinco (el 30 %) no se encontraban en ningún registro. El 70,2 % eran de dependencia pública. Casi el 80 % funcionaban en hospitales generales. La mayoría se encontraban acreditadas por algún organismo.Conclusiones. Se identificaron todas las residencias pediátricas del país. Se estableció un diagnóstico de situación y un registro unificado.


Introduction. Currently, there is no complete registry of pediatric residences in Argentina.Objectives. To identify all pediatric residences in Argentina. To establish a situation diagnosis and a unified registry.Methods. Descriptive, observational cross-sectional study. A preliminary list of residences was established with data from the Argentine Pediatric Society. It was compared with those of all the current selection systems. All the Medical Colleges of the country and the ministerial, provincial and municipal Health agencies were contacted to complete the registration.Results. 188 residences were identified. Fifty-five (30 %) were not found in any registry; 70.2 % were from public dependency. Almost 80 % worked in general hospitals. Most of them were accredited by different institutions.Conclusions. All pediatric residences in the country were identified. A situation diagnosis and a unified registry were established


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Persona de Mediana Edad , Pediatría , Internado y Residencia , Epidemiología Descriptiva , Estudios Transversales , Encuestas y Cuestionarios , Educación Médica , Programas de Posgrado en Salud
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