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1.
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
7.
Obstet Gynecol ; 136(4): 830-834, 2020 10.
Artículo en Inglés | MEDLINE | ID: mdl-32826520

RESUMEN

As hospitals and medical schools confronted coronavirus disease 2019 (COVID-19), medical students were essentially restricted from all clinical work in an effort to prioritize their safety and the safety of others. One downstream effect of this decision was that students were designated as nonessential, in contrast to other members of health care teams. As we acclimate to our new clinical environment and medical students return to the frontlines of health care, we advocate for medical students to be reconsidered as physicians-in-training who bring valuable skills to patient care and to maintain their status as valued team members despite surges in COVID-19 or future pandemics. In addition to the contributions students provide to medical teams, they also serve to benefit from the formative experiences of caring for patients during a pandemic rather than being relegated to the sidelines. In this commentary, we discuss factors that led to students' being excluded from this pandemic despite being required at the bedside during prior U.S. public health crises this past century, and we review educational principles that support maintaining students in clinical environments during this and future pandemics.


Asunto(s)
Infecciones por Coronavirus , Educación Médica , Control de Infecciones/métodos , Pandemias , Neumonía Viral , Aprendizaje Basado en Problemas/métodos , Seguridad , Estudiantes de Medicina/psicología , Betacoronavirus , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Educación Médica/organización & administración , Educación Médica/tendencias , Humanos , Modelos Educacionales , Innovación Organizacional , Pandemias/prevención & control , Grupo de Atención al Paciente , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control
9.
J Laparoendosc Adv Surg Tech A ; 30(9): 993-997, 2020 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-32628558

RESUMEN

The current unprecedented coronavirus 2019 (COVID-19) crisis has accelerated and enhanced e-learning solutions. During the so-called transition phase, efforts were made to reorganize surgical services, reschedule elective surgical procedures, surgical research, academic education, and careers to optimize results. The intention to switch to e-learning medical education is not a new concern. However, the current crisis triggered an alarm to accelerate the transition. Efforts to consider e-learning as a teaching and training method for medical education have proven to be efficient. For image-guided therapies, the challenge requires more effort since surgical skills training is combined with image interpretation training, thus the challenge is to cover quality educational content with a balanced combination of blended courses (online/onsite). Several e-resources are currently available in the surgical scenario; however, further efforts to enhance the current system are required by accelerating the creation of new learning solutions to optimize complex surgical education needs in the current disrupted environment.


Asunto(s)
Instrucción por Computador/tendencias , Infecciones por Coronavirus/epidemiología , Educación a Distancia/tendencias , Educación Médica/tendencias , Cirugía General/educación , Neumonía Viral/epidemiología , Betacoronavirus , Francia , Humanos , Internet , Aprendizaje , Pandemias
10.
Pediatr Clin North Am ; 67(4): 735-757, 2020 08.
Artículo en Inglés | MEDLINE | ID: mdl-32650870

RESUMEN

Doctors need to acquire telehealth consultation skills to thrive in the increasingly pressurized health system of delivering high-quality, high-volume health care with a shrinking health care workforce. Telehealth consultations require the same degree of thoroughness and careful clinical judgment as face-to-face consultations. The distinct differences between telehealth and face-to-face consultations warrant training in telehealth, which should be incorporated into core curricula of medical schools and continuing medical education. We describe competency-based training for telehealth piloted with medical residents. The use of competency-based training for telehealth operationalized as an entrustable professional activity will facilitate high-quality, safe, and effective telehealth consultations.


Asunto(s)
Competencia Clínica , Derivación y Consulta/normas , Telemedicina , Curriculum/tendencias , Educación Médica/tendencias , Humanos , Garantía de la Calidad de Atención de Salud , Estados Unidos
11.
J Coll Physicians Surg Pak ; 30(6): 67-69, 2020 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-32723456

RESUMEN

The novel coronavirus (COVID-19) pandemic has adversely affected economy, social life, and educational services all around the globe. Medical colleges and universities are facing challenges to provide quality education to their students during this prolonged period of lockdown. Technologically advanced countries have systems in place for e-learning and online medical education. This is not the case with most of the low-income countries like Pakistan. Here, we describe the challenges being faced by medical faculty members and students in Pakistan while engaging in online medical education during the COVID-19 pandemic. These include lack of faculty training and institutional support, internet connectivity issues, maintaining student engagement, online assessments, and problems with understanding the unique dynamics of online education. A collaborative approach involving all stakeholders, intuitional support, use of free online training resources, and out of box thinking can help overcome these challenges. Key Words: Analysis, E-learning, Coronavirus, Developing countries, Solutions.


Asunto(s)
Educación a Distancia , Educación Médica/organización & administración , Aprendizaje , Estudiantes de Medicina/psicología , Curriculum , Educación Médica/tendencias , Humanos
17.
Arch. esp. urol. (Ed. impr.) ; 73(5): 471-478, jun. 2020. tab
Artículo en Español | IBECS | ID: ibc-189706

RESUMEN

La pandemia por COVID-19 ha irrumpido gravemente en el día a día de los hospitales, afectando a la actividad de todos los servicios médicos y quirúrgicos. Del mismo modo ha afectado a los residentes de urología, privándoles a los mismos de seguir la formación en sus puestos de trabajo habituales y viéndose obligados a dar apoyo a las unidades COVID. Esto ha implicado, no solamente la pérdida de las actividades diarias, si no también la incertidumbre en oportunidades laborales de los residentes de último año. Además, la cancelación de numerosos eventos como congresos, exámenes o cursos, ha afectado a la planificación anual de la especialidad. Se ha realizado una revisión de la literatura actual sobre el impacto de la pandemia por COVID-19, así como el proceso de desescalada, en la formación de los residentes mediante búsqueda web y en PubMed. Se ha analizado la situación de los residentes, tanto a través de la información generada por la reciente literatura, como por la experiencia personal de los autores, desde distintos ámbitos: sistemas de evaluación, aspectos docentes y quirúrgicos, así como labor asistencial. Como resultado de esta revisión, se observa el impacto negativo de la crisis en la formación del residente en urología, especialmente, en el ámbito quirúrgico, pero también se observan nuevas oportunidades de aprendizaje o formas de comunicación con el paciente. Estos recursos educativos y asistenciales invitan al residente de urología en concreto, y a la sociedad médica en general, a reinventarse. El objetivo del presente artículo es analizar la formación del residente en urología en la fase de desescalada. Del mismo modo, se sintetizan los recursos educativos emergentes durante la pandemia, invitando al lector y, de manera especial al residente de urología, a continuar su formación y aprendizaje ante estos tiempos de incertidumbre


The COVID-19 pandemic has seriously disrupted the day-to-day running of hospitals, affecting the activity of all medical and surgical departments. It has also affected urology residents, depriving them of training at their usual workplaces and forcing them to support COVID units. This has implied not only the loss of daily activities, but also the uncertainty of job opportunities for the final year residents. In addition, the cancellation of numerous events such as congresses, exams, or courses has affected the annual planning of the specialty. A review of the current literature on the impact of the COVID-19 pandemic, as well as the de-escalation process, on resident training has been carried out using web search and PubMed. The situation of the residents has been analyzed, both through the information generated by recent literature and by the personal experience of the authors, from different areas: evaluation systems, educational and surgical aspects, as well as healthcare work. As a result of this review, the negative impact of the crisis on urology resident training can be observed, especially in the surgical field, but new learning opportunities or new forms of communication with the patient can also be observed. These educational and healthcare resources invite the urology resident in particular, and the medical society in general, to reinvent themselves. The aim of this article is to analyse the training of the urology resident in the de-escalation phase. Similarly, the emerging educational resources during the pandemic are synthesized, inviting the reader, and especially the urology resident, to continue their training and learning in these times of uncertainty


Asunto(s)
Humanos , Infecciones por Coronavirus/epidemiología , Neumonía Viral/epidemiología , Pandemias , Internado y Residencia/estadística & datos numéricos , Internado y Residencia/tendencias , Educación Médica/tendencias , Urología/educación , Enfermedad Catastrófica , España/epidemiología
20.
Orv Hetil ; 161(26): 1078-1087, 2020 06.
Artículo en Húngaro | MEDLINE | ID: mdl-32541086

RESUMEN

Simulation-based medical education aims to model clinical situations and tasks using simulators, computers or even human beings. By using this system, the students are able to learn and master technical, also non-technical skills in lifelike situations. This publication contains a historical review of simulation-based education system, and its actualities in Hungary. Simulation has an unquestionable role in medical education. It is beneficial for the students, for the teachers, and for the teaching hospitals as well, since it saves clinical equipment and reduces the human burden. Its main purpose is to establish connection between theoretical and practical competencies, preparing the students for real medical challenges. Simulation has been a known teaching method for centuries, but only the 21st century brought real breakthrough due to the sudden development of technology. As a result of the recent years' innovative development and accepted innovative solutions, the modeling of complex medical procedures turned into more realistic. In Hungary, 3D-printed tools, virtual reality and augmented reality approaches are already adopted for education purposes. The national simulation network contains 3 universities and 16 hospitals. The initial developments are shown to be successful, as simulation-based training is progressively involved in undergraduate and post-graduate education, and the overall feedback is positive from the involved students. The evolvement of comprehensive national methodology for education has started also, by publishing reference books. This review is about the state of the national simulation education and offers development possibilities. Orv Hetil. 2020; 161(26): 1078-1087.


Asunto(s)
Simulación por Computador/historia , Educación Médica/tendencias , Entrenamiento Simulado/historia , Competencia Clínica , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Hungría , Aprendizaje
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