Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 8.337
Filtrar
1.
Adv Physiol Educ ; 45(1): 84-88, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33529145

RESUMEN

Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students' perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.


Asunto(s)
Educación a Distancia/normas , Educación Médica/normas , Evaluación Educacional/normas , Estudiantes de Medicina/psicología , Encuestas y Cuestionarios , Educación a Distancia/métodos , Educación Médica/métodos , Evaluación Educacional/métodos , Estudios de Factibilidad , Femenino , Humanos , Masculino , Reproducibilidad de los Resultados
2.
J Postgrad Med ; 67(1): 18-23, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33533748

RESUMEN

The uncertainty in all spheres of higher education due to the COVID-19 pandemic has had an unprecedented impact on teaching-learning and assessments in medical colleges across the globe. The conventional ways of assessment are now neither possible nor practical for certifying medical graduates. This has necessitated thoughtful considerations in making adjustments to the assessment system, with most institutions transitioning to online assessments that so far have remained underutilized. Programmatic assessment encourages the deliberate and longitudinal use of diverse assessment methods to maximize learning and assessment and at present can be utilized optimally as it ensures the collection of multiple low-stake assessment data which can be aggregated for high-stake pass/fail decisions by making use of every opportunity for formative feedback to improve performance. Though efforts have been made to introduce programmatic assessment in the competency-based undergraduate curriculum, transitioning to online assessment can be a potential opportunity if the basic tenets of programmatic assessment, choice of online assessment tools, strategies, good practices of online assessments and challenges are understood and explored explicitly for designing and implementing online assessments. This paper explores the possibility of introducing online assessment with face-to-face assessment and structuring a blended programmatic assessment in competency-based medical education.


Asunto(s)
Educación Basada en Competencias/métodos , Curriculum , Educación a Distancia/métodos , Educación Médica/métodos , Evaluación Educacional/métodos , Humanos , India
3.
Adv Physiol Educ ; 45(1): 31-33, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33439784

RESUMEN

The COVID-19 pandemic forced academics to switch to online teaching whether they were prepared or not. The speed and enthusiasm with which educators embraced online teaching suggest that challenges change the perspective for the better. The teaching challenges with the current coronavirus situation mimic the poliovirus attack Dr. Arthur C. Guyton encountered. Dr. Guyton was forced to switch his career from becoming a cardiovascular surgeon to a physiology educator and a researcher. His immense contributions to the field of physiology is an example of how challenges can bring benefits. Flipped teaching has been gaining attention among educators because of its ability to engage students in learning. The COVID-19 pandemic pushed educators to adopt this instructional design based on its conduciveness to technology, as well as its blend of both asynchronous and synchronous components of online teaching. Just like Dr. Guyton's enormous impact on medical education and research in spite of the challenges he faced, we must be creative during this pandemic through innovative teaching methods, which will serve as a gift for the future of physiology education.


Asunto(s)
Adaptación Fisiológica/fisiología , Educación a Distancia/métodos , Educación Médica/métodos , Fisiología/educación , Educación a Distancia/tendencias , Educación Médica/tendencias , Humanos
4.
BMC Fam Pract ; 22(1): 18, 2021 01 11.
Artículo en Inglés | MEDLINE | ID: mdl-33430776

RESUMEN

BACKGROUND: The coronavirus disease 2019 (COVID-19) has been a worldwide public health emergency that has put great pressure on medical workers and the medical system. General Practitioners (GPs) played an important role in controlling the epidemic, and GP trainees also took an active part in this approach. This study was to explore Chinese GP trainees' career perspectives after COVID-19. METHODS: We conducted a qualitative research study which included 12 GP trainees from three teaching hospitals in China. Semi-structured telephone interviews were conducted. Grounded theory and thematic analysis were used to code the data and identify categories and factors. RESULTS: Eleven participants chose to continue a GP career after COVID-19, and nearly half of the participants strengthened their determination to dedicate themselves to this career. Only one participant decided to change the career choice because of interest in another specialty. Four main themes influencing GP trainees' perceptions of career development after COVID-19 emerged from the interviews: changes of GPs' work content in COVID-19, challenges of being a GP, psychological changes of the career, how to provide better primary care. Although some negative psychological changes existed, most of participants were inspired by role models and medical colleagues. They had more in-depth understanding of GPs' role and responsibility during COVID-19, and exhibited intensions for self-improvement in career development, especially in public health education and self-protection in preventing infectious diseases. In addition, the wide use of telemedicine provided a new work way for GP trainees. However, challenges, such as increased workloads, low income, lack of resources in primary medical institutions, and distrust of GPs are faced by trainees during the outbreak. CONCLUSIONS: Overall, no substantial changes were seen in the career choice of GP trainees after COVID-19 outbreak. However, they were inspired and had an in-depth understanding about the GP's work and responsibility during an epidemic. Owing to the challenges faced by the GPs, measures are needed to improve the GP education and work environment in the training phase.


Asunto(s)
/epidemiología , Selección de Profesión , Educación Médica/métodos , Medicina General/educación , Médicos Generales/psicología , Investigación Cualitativa , Adulto , China , Femenino , Humanos , Masculino , Pandemias , Carga de Trabajo/estadística & datos numéricos , Adulto Joven
5.
J Med Internet Res ; 23(1): e23594, 2021 01 15.
Artículo en Inglés | MEDLINE | ID: mdl-33428581

RESUMEN

BACKGROUND: The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE: Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS: A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS: Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS: Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/métodos , Educación Médica/métodos , Accidente Cerebrovascular/diagnóstico , Educación a Distancia/normas , Femenino , Humanos , Aprendizaje , Masculino
7.
Clin Anat ; 34(1): 82-89, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32648289

RESUMEN

COVID-19 has generated a global need for technologies that enable communication, collaboration, education and scientific discourse whilst maintaining physical distance. University closures due to COVID-19 and physical distancing measures disrupt academic activities that previously occurred face-to-face. Restrictions placed on universities due to COVID-19 have precluded most conventional forms of education, assessment, research and scientific discourse. Anatomists now require valid, robust and easy-to-use communication tools to facilitate remote teaching, learning and research. Recent advances in communication, video conferencing and digital technologies may facilitate continuity of teaching and research activities. Examples include highly-interactive video conferencing technology, collaborative tools, social media and networking platforms. In this narrative review, we examine the utility of these technologies in supporting effective communication and professional activities of anatomists during COVID-19 and after.


Asunto(s)
Anatomía/educación , Medios de Comunicación , Educación a Distancia , Investigación , Anatomía/métodos , Control de Enfermedades Transmisibles , Conducta Cooperativa , Educación Médica/métodos , Humanos , Redes Sociales en Línea , Medios de Comunicación Sociales , Interfaz Usuario-Computador , Comunicación por Videocoferencia
9.
Med Educ Online ; 26(1): 1844394, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33167822

RESUMEN

Calls to reform medical education recommend explicit training in professional identity formation to promote the development of humanistic, compassionate physicians. The authors report their experience offering The Physician Healer Track, a 500-contact-hour curricula integrated over 4 years, focusing on self-awareness, reflection, being-with-suffering, communication and professional identity development. The voluntary scholarly-concentration program comprises 4 years of monthly dinner meetings with faculty mentors, a two-month preceptorship in the first year, a one-month immersion course in MS4 and one elective. Training in mindfulness, cognitive behavioral therapy, nonviolent communication, motivational interviewing, spirituality in healthcare, wellness, equanimity, and 'being with suffering' is reinforced across all 4 years. Community building and reflection are integral to the training both in the monthly sessions and the immersion courses. Enrollment has grown from 26 students in the first year (11% of class) to a total of 258 students across our first 6 years (average of 20-26% of each class). Graduates in our first two cohorts of PHT have exceeded the numbers in the eight other scholarly concentrations offered at UTMB. Among students participating in the summer preceptorship, there has been less than 1% attrition. In serial assessments, students report continued growth in personal development, professional development, and the ability to empathize. Offering PHT has resulted in the growth of training for our medical residents, faculty, physical therapy students and the creation of a student healer association. Despite the demands on student's time, they are voluntarily participating in a challenging program of integrated training with the intention of keeping them connected to their humanity during the rigors of medical school training.


Asunto(s)
Comunicación , Educación Médica , Empatía , Humanidades , Atención Plena , Estudiantes de Medicina , Curriculum , Educación Médica/métodos , Educación de Pregrado en Medicina , Docentes , Humanismo , Humanidades/educación , Humanos , Mentores , Médicos , Facultades de Medicina , Estudiantes de Medicina/psicología
10.
Clin Anat ; 34(1): 108-114, 2021 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-32681805

RESUMEN

The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.


Asunto(s)
Anatomía/educación , Cadáver , Disección , Educación a Distancia , Invenciones , Impresión Tridimensional , Realidad Virtual , Educación Médica/métodos , Humanos , Plastinación , Aprendizaje Basado en Problemas , Medios de Comunicación Sociales , Enseñanza , Materiales de Enseñanza , Grabación en Video
16.
GMS J Med Educ ; 37(7): Doc92, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364371

RESUMEN

The COVID-19 pandemic posed new global challenges for teaching. We met these challenges as an international collaboration by adapting a collection of virtual patients for clinical reasoning training to this novel context.


Asunto(s)
/epidemiología , Educación Médica/métodos , Simulación de Paciente , Realidad Virtual , Humanos , Pandemias
17.
PLoS One ; 15(12): e0243544, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33347466

RESUMEN

INTRODUCTION: One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education. METHODS: This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions. RESULTS: Five integrative themes emerged from the analysis: "introducing research early", "setting higher expectations", "ensuring competence in research methods", "having role models" and "providing future best practice". Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted. CONCLUSIONS: Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme's curricula and efforts to improve students' formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.


Asunto(s)
Educación Médica/métodos , Terapia Ocupacional/educación , Estudiantes de Medicina/psicología , Adulto , Actitud del Personal de Salud , Curriculum , Educación Médica/tendencias , Docentes , Femenino , Grupos Focales , Humanos , Masculino , Noruega , Investigación Cualitativa , Estudiantes
18.
Artículo en Inglés | MEDLINE | ID: mdl-33321913

RESUMEN

OBJECTIVE: This study attempted to integrate the gender perspective into literature studies to allow medical university students to examine internalized gender prescriptions and investigate whether the integration of the gender perspective into literature studies would create any difference among students in gender awareness and critical thinking. METHODS: This study used fifteen-week quasi-experimental research to verify the feasibility of using the gender perspective in literature studies to arouse medical university students' gender awareness and critical thinking. Before and after the intervention, a gender awareness test and a critical thinking disposition test were carried out by both the experimental group (41 students) and control group (41 students). RESULTS: The findings show that regarding gender awareness, with the integration of the gender perspective into literature studies, medical university students had significantly higher post-test scores for "public gender consciousness" and "private gender consciousness." In regard to critical thinking, they also had significantly better post-test scores in "systematicity and analyticity," "maturity and skepticism," and "inquisitiveness and conversance." CONCLUSION: This study demonstrated that the integration of the gender perspective into literature studies could result in positive learning outcomes among medical university students in terms of gender awareness and critical thinking.


Asunto(s)
Educación Médica , Identidad de Género , Pensamiento , Educación Médica/métodos , Humanos , Aprendizaje , Publicaciones , Estudiantes de Medicina , Estudiantes de Enfermería , Universidades
19.
Rev. salud bosque ; 10(2): 1-14, Septiembre 18, 2020.
Artículo en Español | LILACS, COLNAL | ID: biblio-1147422

RESUMEN

Introducción. La relación entre lo que el estudiante aprende y lo que se le evalúa ha sido un tema de relevancia en la educación superior y un tema de investigación que ha llamado la atención en programas del área de la salud, especialmente en medicina. Objetivos. El objetivo de este estudio fue diseñar y validar un instrumento que permitiera conocer y describir las estrategias utilizadas por los docentes del programa de Medicina de la Universidad El Bosque, ubicada en Bogotá, Colombia, la cual consolida su modelo pedagógico de aprendizaje centrado en el estudiante a partir de los objetivos institucionales de aprendizaje, los cuales deben ser evaluados para verificar su consecución. Esto se hizo con el fin de evaluar el nivel de logro de las competencias de formación de los estudiantes. Métodos. Se identificaron dos categorías que debían conformar el instrumento: referentes curriculares y evaluación de la apropiación. Posteriormente se describió el nivel de validez de contenido por medio del acuerdo de jueces a partir del modelo de Lawshe modificado por Tristán y Molgado. Resultados. Los resultados evidenciaron que el instrumento diseñado permite medir de forma válida las categorías y subcategorías planteadas y que los ítems aportan información valiosa sobre cada una de ellas. Esta herramienta también puede ser usada para fines de investigación educativa realizando los ajustes pertinentes de acuerdo con las particularidades propias de la naturaleza de la institución de educación, del programa y de los objetivos de investigación. Conclusiones. Este instrumento puede ser usado para evaluar el nivel de logro de las competencias de formación de los estudiantes y para fines de investigación educativa.


Backgound: The relation between what students learn and what is evaluated has been a relevant issue in higher education, and a research topic that has caught health's programs attention, especially in medicine. Objectives: The objective of this study was to design and validate an instrument that would allow to know and describe the strategies used by Medicine professors from El Bosque University, in Bogotá, Colombia, which strengthens its pedagogical model of student centered learning based on the Institutional Learning Objectives (OIA), which must be evaluated to verify their achievement. This was done to evaluate the level of achievement of the students' training competences. Methods: It was identified two categories that should make up the instrument: curricular references and evaluation of appropriation. Subsequently the level of content validity was described thought judges' agreement based on the Lawshe model with modifications from Tristán y Molgado. Results: The results showed that the instrument designed allows measuring the categories and subcategories proposed and that the items provide valuable information about each of them. The developed test can be used for educational research purposes making the appropriate adjustments, according to the particular characteristics of the educational institution, the program and the research objectives. Conclusions: The instrument can be used for evaluation of achievement of the students' training competences and for educational research.


Introdução. A relação entre o que o aluno aprende e o que é avaliado têm sido uma questão relevante do ensino superior e um tema de pesquisa chama a atenção dos programas da área da saúde, especialmente na medicina. Metas. ojetivo deste estudo foi delinear e validar um instrumento que permitisse conhecer e descrever as estratégias utilizadas pelos professores do curso de Medicina da Universidad El Bosque, à procura de consolidar o modelo pedagógico de aprendizagem centrada no aluno, conforme os objetivos institucionais de aprendizagem. O instrumento procura avaliar o nível de aproveitamento e competências que a formação consegue nos alunos. Métodos. Duas categorias compõem o instrumento: referencial curricular e avaliação da apropriação. O nível de validade de conteúdo foi descrito por meio da concordância dos juízes, segundo o modelo Lawshe modificado por Tristán e Molgado. Resultados. O instrumento elaborado permite mensuração válida das categorias e subcategorias propostas, os itens fornecem informações valiosas sobre cada uma delas. Trata-se de uma ferramenta que também pode ser utilizada visando pesquisa educacional, se ajustada às particularidades do programa de ensino. Conclusões. Este instrumento pode ser usado para avaliar o nível de realização das competências de formação dos alunos e para fins de pesquisa educacional.vvvv


Asunto(s)
Educación Médica/métodos
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA
...