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2.
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
3.
Aten. prim. (Barc., Ed. impr.) ; 51(8): 506-511, oct. 2019. ilus
Artículo en Español | IBECS | ID: ibc-185754

RESUMEN

En las últimas décadas el mundo de la medicina se ha familiarizado con la valoración de los conflictos de interés (CDI). En las revistas científicas se ha generalizado el requisito de que los autores declaren sus CDI en relación con los artículos que proponen publicar; otros aspectos sensibles que merecen atención son los CDI en la toma de decisiones sobre prescripción y los CDI de quienes ocupan puestos de responsabilidad en instituciones científicas, asistenciales o de representación profesional. Estos debates son coherentes con la preocupación de las sociedades democráticas por la justicia y la ética social que exigen juego limpio en la toma de decisiones que afectan a terceros, particularmente a los pacientes. En el presente trabajo se analiza el concepto de los CDI, los tipos de conflictos que pueden abarcar y se reflexiona sobre propuestas para la gestión de los mismos en la profesión médica


In the last decades the world of medicine has become familiar with the disclosure of conflicts of interest (CDI). The requirement for authors to declare their CDIs concerning their publications is a common issue. Another topic for CDI is related to the medical decision making on prescription. Finally, professionals being in positions of responsibility in professional societies or associations and healthcare institutions are asked to show their disclosure of CDI. These debates show up the interest of democratic societies for justice and social ethics that demand fair play in making decisions that may affect third parties, particularly patients. In the present work, the concept and types of CDIs are analyzed, and authors make proposals for the management of CDI in the medical profession


Asunto(s)
Humanos , Conflicto de Intereses , Formación de Concepto/ética , Profesionalismo , Educación Médica/ética , Industria Farmacéutica , Educación Médica/normas
4.
Rev Med Suisse ; 15(664): 1711-1713, 2019 Sep 25.
Artículo en Francés | MEDLINE | ID: mdl-31553536

RESUMEN

Oral presentations are an important means of transmitting knowledge. Good preparation is essential to succeed in this exercise. Some steps are necessary, such as defining the main objective, focusing on the audience, managing the time, choosing the first and last words, or anticipating the audience's questions, while using the visual aids appropriately. The purpose of this article is to lead young doctors in the process of creating an oral presentation.


Asunto(s)
Educación Médica/normas , Habla , Recursos Audiovisuales , Metas , Humanos , Conocimiento
5.
Rev Med Suisse ; 15(664): 1716-1719, 2019 Sep 25.
Artículo en Francés | MEDLINE | ID: mdl-31553537

RESUMEN

We have received a scientific education, we have learned to rely on facts, figures and contents. However, we are poorly trained on how to present oral medical information or research work in an attractive way. The purpose of this article is to provide tips to young physicians on how to make a successful oral presentation. A well-prepared oral presentation is just as important as the message delivered to ensure that an important topic is retained by the audience.


Asunto(s)
Educación Médica/normas , Investigación/educación , Habla
6.
Presse Med ; 48(7-8 Pt 1): 780-787, 2019.
Artículo en Francés | MEDLINE | ID: mdl-31383383

RESUMEN

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.


Asunto(s)
Cuidados Críticos/métodos , Educación Médica/métodos , Relaciones Interprofesionales , Grupo de Atención al Paciente , Entrenamiento Simulado , Competencia Clínica , Cuidados Críticos/normas , Curriculum/normas , Educación Médica/normas , Evaluación Educacional/métodos , Humanos , Ciencia de la Implementación , Grupo de Atención al Paciente/organización & administración , Grupo de Atención al Paciente/normas , Entrenamiento Simulado/métodos , Entrenamiento Simulado/organización & administración , Entrenamiento Simulado/normas
7.
Ann Biol Clin (Paris) ; 77(4): 429-435, 2019 Aug 01.
Artículo en Inglés | MEDLINE | ID: mdl-31418704

RESUMEN

Training in biology, pharmacy and medicine are essential in laboratory medicine in faculty and especially with recent residency modifications. Active learning improves critical thinking and is an essential component of health education. Interactive assessment systems for the interactive participation of students have emerged. Recently, many offers of audience response system (ARS) accessible by personal electronic devices such as smartphone, tablet or computer are available. These systems seem to be an effective teaching innovation according to students. We aimed to evaluate three pedagogical tools during real school lectures in order to be able to select them according to the needs: Votar, Socrative and Wooclap. Methods: Three connected participation tools will be tested during teaching at Lille University, faculty of pharmacy by 3 different teachers. 75 fifth-year pharmacy students divided into 2 groups of students will have attended at least one session using each of the systems studied. After lessons, an online questionnaire with 9 questions was submitted to students on their interest in each system. Questions measured student perception using a 1 to 10 scale. Results and discussion: 62 of 75 students completed online surveys and were included in the study. According students, ARS by smartphone or computer improve their education. Favorite application seems to be Socrative and Wooclap. This study provides student perception comparison of ARS. To complete, additional studies are needed to establish their efficacy after several month.


Asunto(s)
Educación Médica , Evaluación Educacional/métodos , Aprendizaje Basado en Problemas , Entrenamiento Simulado , Interfaz Usuario-Computador , Teléfono Celular , Educación Médica/métodos , Educación Médica/normas , Evaluación Educacional/normas , Humanos , Invenciones , Aprendizaje Basado en Problemas/métodos , Aprendizaje Basado en Problemas/normas , Entrenamiento Simulado/métodos , Entrenamiento Simulado/normas , Estudiantes de Medicina , Estudiantes de Farmacia , Encuestas y Cuestionarios , Realidad Virtual
10.
BMC Res Notes ; 12(1): 411, 2019 Jul 15.
Artículo en Inglés | MEDLINE | ID: mdl-31307518

RESUMEN

OBJECTIVE: From 2012 to 2015, two Departments of Obstetrics and Gynecology and two Departments of Pediatrics at the University of Copenhagen implemented an English medium international project. The project allowed international students to work in pairs with local Danish speaking students in a clinical setting. The student cohort was supported by Danish doctors who were responsible for student-pair supervision in English and, ultimately, patient care. Drawing on survey responses of 113 Danish doctors, this study considers the doctors' overall evaluation of the program and their perception of the international students' knowledge, skills and attitudes compared with local students. RESULTS: The Danish doctors rated the international and local students comparable in respect to professional commitment (p = 0.347), academic level (p = 0.134), and English proficiency (p = 0.080). The Danish doctors rated the international students significantly lower than the local students regarding communication with Danish doctors, other hospital staff, and patients (p < 0.001 in all cases). Ninety percent of the doctors involved in the project supported continuing working with internationalization if it included mixed pairs of students and a Danish doctor assigned each day to be exclusively responsible for student supervision. Language barriers for international medical students could be overcome but required substantial faculty support.


Asunto(s)
Educación Médica/normas , Hospitales Públicos , Hospitales Universitarios , Médicos/estadística & datos numéricos , Estudiantes de Medicina/estadística & datos numéricos , Adulto , Competencia Clínica/normas , Comunicación , Dinamarca , Femenino , Ginecología/educación , Humanos , Internacionalidad , Masculino , Obstetricia/educación , Pediatría/educación , Encuestas y Cuestionarios
11.
Rev Col Bras Cir ; 46(3): e20192197, 2019 Jul 10.
Artículo en Portugués, Inglés | MEDLINE | ID: mdl-31291434

RESUMEN

This article proposes the use of a safe surgical checklist in the teaching of the discipline of Ambulatory Surgery during medical graduation. It discusses its benefits and potential implementation and adherence difficulties. It underscores the importance of developing a patient safety culture and active learning methodologies to train students for greater commitment and accountability with the quality of care provided to the community in the academic outpatient clinic of the school hospital.


Asunto(s)
Procedimientos Quirúrgicos Ambulatorios/normas , Lista de Verificación/normas , Educación Médica/normas , Cuidados Preoperatorios/normas , Administración de la Seguridad/normas , Procedimientos Quirúrgicos Ambulatorios/educación , Lista de Verificación/instrumentación , Educación Médica/métodos , Humanos , Errores Médicos/prevención & control , Seguridad del Paciente , Cuidados Preoperatorios/educación , Administración de la Seguridad/métodos , Materiales de Enseñanza
12.
Curr Opin Anaesthesiol ; 32(4): 472-479, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31219869

RESUMEN

PURPOSE OF REVIEW: We reviewed evidence of recent innovations in sedation education and discuss experiences with sedation training in Taiwan. RECENT FINDINGS: Current Status of Sedation Training: Didactic training and supervised clinical mentoring are common methods of sedation training. Although training course designed by professional societies to meet individual hospital credentialing requirements, the course content and training expectations vary and are likely inadequate to non-anesthesiologist sedation practitioners. Less Common Forms of Sedation Training: These include screen-based simulation, high-fidelity manikin-based simulation. Screen-based simulation sedation training is popular, convenient, and relatively inexpensive. Although there are numerous courses available, course content has not been standardized. High-fidelity simulation has been accepted to improve knowledge, self-confidence, awareness of emergency, crisis resource management, and teamwork, but it is costly, time intensive, and requires expertise in using simulation equipment. Although screen-based training is attractive and convenient, there is no evidence to suggest that it can replace high-fidelity simulation. Another recently developed education modality is virtual reality simulation. It has gained recent popularity as an immersive approach to medical training, but minimal content has been developed for sedation training. Beyond training, several other potential innovations may improve sedation effectiveness and patient safety. These include adherence to practice guidelines established by professional organizations, utilization of a pre-procedure sedation checklist, interpreting capnography, and implementation of real-time bedside drug displays that provide predictions of concentrations and their associated effects. SUMMARY: Effective sedation education and training, especially for nonanesthesiologists, is essential to improve patient safety for procedural sedation. Several innovative approaches have been proposed and are relatively early in their development and implementation. Further studies designed to assess the impact of these new training modalities on patient safety and outcomes are warranted.


Asunto(s)
Anestesiología/educación , Educación Médica/métodos , Enseñanza Mediante Simulación de Alta Fidelidad/métodos , Invenciones , Innovación Organizacional , Analgesia , Lista de Verificación/normas , Competencia Clínica , Sedación Consciente , Sedación Profunda , Educación Médica/organización & administración , Educación Médica/normas , Adhesión a Directriz , Enseñanza Mediante Simulación de Alta Fidelidad/organización & administración , Enseñanza Mediante Simulación de Alta Fidelidad/normas , Humanos , Seguridad del Paciente , Sistemas de Atención de Punto , Guías de Práctica Clínica como Asunto , Realidad Virtual
13.
GMS J Med Educ ; 36(3): Doc27, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31211222

RESUMEN

Objective: In German-speaking countries (Germany, Austria, Switzerland), simulated patients (SPs) have been a fixture for years and are used in teaching and examinations. As part of ongoing methodological standardization efforts and to support current and future faculty and curriculum developments, this exploratory study systematically investigates how and under what framework and conditions SPs are currently used in German-speaking countries. Methodology: The online questionnaire developed in cooperation with the Committee for Simulated Patients of the Society for Medical Education comprises 58 questions covering the organization and administration, size and design of the SP pool, general conditions and minimum standards for the assignments of the SPs. All medical faculties from Germany, Austria and German-speaking Switzerland were invited to participate in the survey and a descriptive data analysis was performed. Results: 38 responses from 45 faculties were included in the evaluation of the survey (response rate: 84.4%). Most SP programs are affiliated with the Office of the Dean of Studies and skills labs or training centers and funded by faculty resources. Both the working hours in the SP programs and the qualifications of the employees vary extensively. The same applies to the number and average age of the employed SPs. On average each faculty uses 1,290 SP hours per year (min=45, max=6,500). The majority of SPs are used in a teaching environment, together with lecturers. At all sites, SPs provide feedback to students. This is always based on a uniform standard. All SPs receive training, which predominantly focuses on playing their role and giving feedback. Discussion: There are a variety of SP programs in German-speaking countries. While there are a few clear similarities (for example, feedback from SPs), many organizational and methodological aspects are handled differently. Although this allows innovation and flexibility, it also weakens the didactic SP method in its standardization and thus in the comparability of quality. A certain degree of standardization and high methodical quality is of great importance, especially in scientific and faculty internal discussions and with a view to the use of SPs in high-stakes examinations which must be improved in the future.


Asunto(s)
Educación Médica/normas , Simulación de Paciente , Austria , Curriculum/normas , Educación Médica/métodos , Educación Médica/tendencias , Alemania , Humanos , Encuestas y Cuestionarios , Suiza
14.
Medicine (Baltimore) ; 98(18): e15337, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-31045774

RESUMEN

BACKGROUND: The prevalence of mental health problems in medical students has continuously increased and is higher than the prevalence of mental health problems in students with other majors, which could lead to undesirable consequences for the students and their future patients. In China, the current states of medical education and healthcare workplaces differ in certain areas from those in Western or other Asian countries. However, the mental health status of Chinese medical students has not been systematically analyzed. OBJECTIVES: The purpose of this meta-analysis was to summarize the prevalence of mental health problems in Chinese medical students. METHODS: All cross-sectional studies that investigated the prevalence of any mental health problem among Chinese medical students were retrieved from the following databases: EMBASE, PubMed, PsycINFO, OVID, the Cochrane Database of Systematic Reviews, and the Cochrane Central Register of Controlled Trials. We accepted each individual trial's inclusion and exclusion criteria for participants. The National Institutes of Health Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies was adopted to appraise the methodological quality of each study. RevMan (version 5.3) was used to analyze the data. RESULTS: Ten cross-sectional studies involving a total of 30,817 Chinese medical students were included. The prevalence of depression, anxiety, suicidal ideation, and eating disorders were 29%, 21%, 11%, and 2%, respectively. Subgroup analysis revealed no significant differences in the prevalence of depression and suicidal ideation between genders and no significant difference in the prevalence of depression between individuals of different ages (20 years and older or younger than 20 years). CONCLUSIONS AND IMPLICATIONS OF KEY FINDINGS: Chinese medical students have relatively high prevalence of depression, anxiety, and suicidal ideation but a low prevalence of eating disorders. Mental health problems in Chinese medical students should be taken seriously, and timely screening of and proper intervention in these mental health problems are highly recommended.


Asunto(s)
Trastornos Mentales/epidemiología , Salud Mental/etnología , Salud Mental/estadística & datos numéricos , Estudiantes de Medicina/psicología , Adolescente , Adulto , Ansiedad/epidemiología , China/epidemiología , Estudios Transversales , Depresión/epidemiología , Educación Médica/normas , Trastornos de Alimentación y de la Ingestión de Alimentos/epidemiología , Femenino , Humanos , Masculino , Trastornos Mentales/psicología , Prevalencia , Estudiantes de Medicina/estadística & datos numéricos , Ideación Suicida , Lugar de Trabajo/normas , Adulto Joven
15.
Med Educ Online ; 24(1): 1579558, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31046637

RESUMEN

Understanding our learning needs is fundamental for safe, effective and knowledge-based medical practice and facilitates life-long learning. A mixed methods study investigated fourth-year medical students' self-perceived understanding of their learning needs using 1] a visual scale, before and after a four-week module in Ageing and Health (A&H) and 2] through focus group discussions. During 2013-14 academic year, all students (252) were invited to use a Visual Analogue Scale (VAS) tool to self-assess their learning needs that were linked to Ageing and Health curriculum learning outcomes. Assenting students (197 at pre-self-assessment, 201 at post-assessment) returned anonymous Visual Analogue Scales, self-assessing history-taking skills, examination skills, knowledge of medication use, co-morbidity, nutritional and swallowing assessment responses, before and after the A&H module. Three student focus groups explored whether completion of the VAS self-assessment had prompted improved self-awareness of their learning needs. The VAS responses increased for each curriculum domain with significant differences between the pre-and post responses - for the student-year-group. Nutritional and swallowing knowledge showed the greatest improvement from a self-assessed low baseline at entry. Focus-group students generally viewed the VAS tool positively, and as an aid for prompting consideration of current and future clinical practice. Some students recognised that 'a need to be ready-for-work' focused engaged learning; others demonstrated self-regulated learning through self-motivation and an action plan. The Visual Analogue Scale quantitative responses showed increased student-self-perceived learning for each curriculum domain at fourth-year completion of the A&H module, suggesting that prompting self-assessment had increased students' knowledge and skills. Focus group students saw the VAS tool as useful for prompting awareness of their current and future learning needs. Additional educational strategies should be explored to enable all students to self-reflect and engage effectively on their learning needs, to gain the skills for the maintenance of professional medical competence. Abbreviations: A&H: Ageing and Health Module; e-portfolio: an electronic version of an evidence portfolio, which allows medical students and graduates to reflect and document learning and competencies; F1: year1 of post-graduate medical clinical training; GMC: General Medical Council-the regulation organisation for maintaining standards for doctors in UK; Logbook: usually a written document which can be used to record procedures and attendance at clinics or case-based discussions and can be used to set learning outcomes and to structure teaching in clinical settings for medical students and doctors; PDP: personal development plan is used to plan future learning and skills needs for work and education with an plan for action/s outcome; SPSS: Statistical Package for the Social Sciences; VAS: Visual Analogue Scale is a visual method of describing an experience.


Asunto(s)
Envejecimiento , Educación Médica/métodos , Autoevaluación , Estudiantes de Medicina/psicología , Escala Visual Analógica , Absorción Fisicoquímica , Competencia Clínica/normas , Comorbilidad , Curriculum , Educación Médica/normas , Femenino , Grupos Focales , Humanos , Aprendizaje , Anamnesis
17.
Public Health Rep ; 134(4): 441-446, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31112451

RESUMEN

OBJECTIVES: Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments. METHODS: We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, article, grant) used in public health, (3) an identified target audience, (4) incorporation of tasks that support the writing process (eg, revision), (5) a topic related to a public health problem that requires critical thinking (1-5 scale, 5 = most authentic), and (6) clear assignment expectations (1-5 scale, 5 = clearest). RESULTS: We contacted 594 instructors from 58 institutions and received at least some evaluable materials from 59 courses at 28 institutions. Of these, 47 of 53 (89%) courses required some writing. The purpose was adequately described in 11 of 36 assignments, the required document type was appropriate in 19 of 43 assignments, an audience was identified in 6 of 37 assignments, and tasks that supported a writing process were incorporated in 19 of 40 assignments. Median (interquartile range) scores were 5 (1-5) for an authentic problem that required critical thinking and 4 (2-5) for clarity of expectations. CONCLUSIONS: The characteristics of writing assignments in public health programs do not reflect best practices in writing instruction and should be improved.


Asunto(s)
Educación Médica/normas , Epidemiología/educación , Enseñanza/normas , Pensamiento , Escritura/normas , Adulto , Femenino , Humanos , Masculino , Adulto Joven
18.
Rev Peru Med Exp Salud Publica ; 36(1): 106-115, 2019.
Artículo en Español | MEDLINE | ID: mdl-31116323

RESUMEN

The new university law 30220 of 2014 introduced the mandatory institutional licensing of all Peruvian universities by the National Superintendence of Higher University Education (SUNEDU, in Spanish). The first undergraduate program to go through this process will be medicine. The licensing of medical programs is necessary to ensure that the conditions in which the program is taught in Peru are adequate, with a high probability of closing some medical schools. Once a medical school has demonstrated that it meets the basic conditions of quality, a qualitative and quantitative evaluation is carried out that includes three criteria: scientific production in the Web of Science, impact measured through the H index, and results of the national medical exam, to determine the years of licensing. This article evaluates the quantitative indicators linked to research using Web of Science and Scopus, in addition to making technical and methodological revisions of them. Suggestions for the other indicators are also covered by this article.


Asunto(s)
Investigación Biomédica/estadística & datos numéricos , Educación Médica/normas , Concesión de Licencias , Edición/estadística & datos numéricos , Facultades de Medicina , Educación Médica/legislación & jurisprudencia , Concesión de Licencias/legislación & jurisprudencia , Perú , Facultades de Medicina/legislación & jurisprudencia
19.
Ann Anat ; 225: 11-16, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-31125600

RESUMEN

"Mortui vivos docent". Learning from donated bodies is widely considered a corner stone in pre-clinical education, advanced clinical training, and scientific progress in medicine. Making such use of dead human bodies must, of course, accord with high ethical standards and legal constraints. Piety and respect towards donors require using their remains (i) for valuable purposes, (ii) with what we call 'practical decency', (iii) in an efficient way, and (iv) with the utmost safety for all parties involved. With regard to these goals, practical aspects of preservation, safekeeping procedures (for up to several years), and complete documentation become of great importance, but have so far only been realized unsatisfactorily. Here, we describe the new Safe-Keeping System-Münster (SKS-Münster) that has been developed and implemented in the Anatomy Department of the University of Münster. Integrated components of the system include a paternoster transport system, a removal station with ventilation and an air barrier, RFID transponder technology, and an easy to use software package allowing the system together to provide all required functions in an unprecedented way.


Asunto(s)
Cadáver , Disección/ética , Disección/normas , Preservación Biológica/ética , Preservación Biológica/normas , Obtención de Tejidos y Órganos/normas , Anatomía/educación , Criopreservación/ética , Criopreservación/normas , Educación Médica/ética , Educación Médica/normas , Embalsamiento/ética , Embalsamiento/normas , Alemania , Humanos , Patología/educación , Seguridad , Facultades de Medicina/ética , Facultades de Medicina/normas , Estudiantes de Medicina , Obtención de Tejidos y Órganos/ética , Obtención de Tejidos y Órganos/legislación & jurisprudencia
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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