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1.
Santo Domingo; OPS; 2021-03-22. (OPS/DOM/21-0001).
No convencional en Español | PAHO-IRIS | ID: phr2-53358

RESUMEN

[Introducción]. En el 2019, la Organización Panamericana de la Salud (OPS) apoyó la elaboración de un protocolo de investigación sobre las residencias médicas del servicio de salud del país, con el propósito de apoyar al Ministerio de Salud para analizar la situación de las residencias médicas en sus aspectos de políticas, planificación, gestión y educación. En cada uno de estos se identificaron los temas relevantes a ser estudiados, algunos resultados de estudios anteriores que fueron tomados como documentación disponible y valiosa, preocupaciones e hipótesis expresadas por el propio Ministerio y por grupos de expertos que durante muchos años han estado involucrados en el análisis y los procesos educativos de las residencias médicas del país. Este documento es el resultado final de esa evaluación, y contiene conclusiones y una serie de recomendaciones para la reflexión y el cambio.


Asunto(s)
Recursos Humanos , Educación de Postgrado , Educación de Postgrado en Medicina , República Dominicana
3.
Edumecentro ; 13(1): 167-183, ene.-mar. 2021. tab, graf
Artículo en Español | LILACS | ID: biblio-1149239

RESUMEN

RESUMEN Fundamento: la percepción de usuarios sobre los productos y servicios informáticos utilizados es un criterio útil para su perfeccionamiento. Objetivo: analizar la percepción de los profesores sobre un taller metodológico virtual para mejorar la gestión docente, como innovación educativa diseñada utilizando la plataforma Moodle. Métodos: se realizó una investigación descriptiva, con enfoque mixto, basada en un estudio de campo en el departamento de Ciencias Básicas Biomédicas de la Facultad de Ciencias Médicas "Salvador Allende", durante el período abril-junio de 2020. Se utilizaron métodos teóricos: análisis-síntesis y enfoque sistémico; empíricos: técnica de lo positivo, negativo e interesante (PNI) y cuestionario; y matemáticos estadísticos para el procesamiento de los datos. Resultados: la técnica del PNI destacó como positivo el tema tratado; negativo, la lenta velocidad de interacción; e interesante, la capacitación durante el aislamiento social por la COVID-19; mientras el cuestionario, conformado por 9 ítems, evidenció una percepción integral satisfactoria sobre el taller realizado. Conclusiones: el análisis determinó que la aplicación de la innovación fue percibida por los profesores como una experiencia satisfactoria en su formación, y reveló la necesidad de mejorar la orientación de las actividades, a partir del conocimiento de sus participantes sobre las tecnologías de la información y las comunicaciones.


ABSTRACT Background: the perception of users about computing products and services used is a useful criterion for their improvement. Objective: to analyze the teachers' perception of a virtual methodological workshop to improve teaching management, as an educational innovation designed using the Moodle platform. Methods: a descriptive research was carried out, with a mixed approach, based on a field study in the Department of Basic Biomedical Sciences of "Salvador Allende" Faculty of Medical Sciences, from April to June 2020. Theoretical methods were used: analysis-synthesis and systemic approach; empirical ones: PNI technique and questionnaire; and statistical mathematics for data processing. Results: the PNI technique highlighted the topic as positive; negative, the slow speed of interaction; and interestingly, the training during social isolation by COVID-19; while the questionnaire, made up of 9 items, showed a satisfactory comprehensive perception of the workshop carried out. Conclusions: the analysis determined that the application of the innovation was perceived by the teachers as a satisfactory experience in their training, and revealed the need to improve the orientation of the activities, based on the knowledge of its participants about information and communication technologies.


Asunto(s)
Redes de Comunicación de Computadores , Educación a Distancia , Educación de Postgrado , Educación Médica , Proyectos de Tecnologías de Información y Comunicación
5.
BMC Med Educ ; 21(1): 136, 2021 Feb 27.
Artículo en Inglés | MEDLINE | ID: mdl-33639921

RESUMEN

BACKGROUND: Low- and Middle-income countries (LMIC) face considerable health and nutrition challenges, many of which can be addressed through strong academic leadership and robust research translated into evidence-based practice. A North-South-South partnership between three universities was established to implement a master's programme in nutritional epidemiology at the Kinshasa School of Public Health (KSPH), Democratic Republic of Congo (DRC). The partnership aimed to develop academic leadership and research capacity in the field of nutrition in the DRC. In this article we describe the educational approach and processes used, and discuss successes, challenges, and lessons learned. METHODS: Self-administered questionnaires, which included both open and closed questions, were sent to all graduates and students on the master's programme to explore students' experiences and perceptions of all aspects of the educational programme. Quantitative data was analysed using frequencies, and a thematic approach was used to analyse responses to open-ended questions. RESULTS: A two-year master's programme in Nutritional Epidemiology was established in 2014, and 40 students had graduated by 2020. Key elements included using principles of authentic learning, deployment of students for an internship at a rural residential research site, and support of selected students with bursaries. Academic staff from all partner universities participated in teaching and research supervision. The curriculum and teaching approach were well received by most students, although a number of challenges were identified. Most students reported benefits from the rural internship experience but were challenged by the isolation of the rural site, and felt unsupported by their supervisors, undermining students' experiences and potentially the quality of the research. Financial barriers were also reported as challenges by students, even among those who received bursaries. CONCLUSION: The partnership was successful in establishing a Master Programme in Nutritional Epidemiology increasing the number of nutrition researchers in the DRC. This approach could be used in other LMIC settings to address health and nutrition challenges.


Asunto(s)
Educación de Postgrado/normas , Epidemiología/educación , Ciencias de la Nutrición/educación , Evaluación de Programas y Proyectos de Salud , Estudiantes/psicología , Creación de Capacidad , Estudios Transversales , Curriculum , República Democrática del Congo , Femenino , Humanos , Liderazgo , Masculino , Desarrollo de Programa
6.
Adv Physiol Educ ; 45(1): 37-43, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33464190

RESUMEN

In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner engagement. To bridge the gap between live group discussion (GD) and virtual GD in the conventional format (VGD), we implemented an innovative yet feasible multistep approach of conducting structured virtual group discussion (sVGD). It involved priming of students during the preparatory phase and incorporation of the Tuckman model of group dynamics, which consists of sequential substages of forming, storming, norming, and performing into the virtual format. Unsupervised synchronous and asynchronous, as well as supervised synchronous interactions within and in between the minigroups in a structured way, led to active engagement of students with one another and the moderator, despite the constraints imposed by the virtual format. After establishing the feasibility of the approach during the first GD (sVGD-1), sVGD-2 was conducted, further refining the approach, and feedback was obtained from the postgraduate students. Pre-GD feedback revealed that the live session was preferred over virtual for the conduct of GD, whereas both live GD and sVGD were perceived to be more effective than VGD in the post-GD feedback. Such pedagogical innovations may also help to address the challenges posed in traditional teaching across the undergraduate and postgraduate courses in medical education and beyond during such unforeseeable circumstances.


Asunto(s)
Educación a Distancia/organización & administración , Educación de Postgrado/organización & administración , Pandemias , Fisiología/educación , Estudiantes/psicología , Realidad Virtual , Educación a Distancia/métodos , Educación de Postgrado/métodos , Educación de Postgrado en Medicina/métodos , Educación de Postgrado en Medicina/organización & administración , Estudios de Factibilidad , Retroalimentación Psicológica , Procesos de Grupo , Humanos , India , Internet , Estudiantes de Medicina/psicología
8.
Am J Public Health ; 111(3): 475-484, 2021 03.
Artículo en Inglés | MEDLINE | ID: mdl-33476234

RESUMEN

Objectives. To improve understanding of the future public health workforce by analyzing first-destination employment outcomes of public health graduates.Methods. We assessed graduate outcomes for those graduating in 2015-2018 using descriptive statistics and the Pearson χ2 test.Results. In our analysis of data on 53 463 graduates, we found that 73% were employed; 15% enrolled in further education; 5% entered a fellowship, internship, residency, volunteer, or service program; and 6% were not employed. Employed graduates went to work in health care (27%), corporations (24%), academia (19%), government (17%), nonprofit (12%), and other sectors (1%). In 2018, 9% of bachelor's, 4% of master's, and 2% of doctoral graduates were not employed but seeking employment.Conclusions. Today's public health graduates are successful in finding employment in various sectors. This new workforce may expand public health's reach and lead to healthier communities overall.Public Health Implications. With predicted shortages in the governmental public health workforce and expanding hiring because of COVID-19, policymakers need to work to ensure the supply of public health graduates meets the demands of the workforce.


Asunto(s)
Educación en Salud Pública Profesional/estadística & datos numéricos , Empleo/estadística & datos numéricos , Fuerza Laboral en Salud/estadística & datos numéricos , Educación de Postgrado/estadística & datos numéricos , Educación en Salud/estadística & datos numéricos , Política de Salud , Humanos
9.
BMJ Open Qual ; 10(1)2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-33455910

RESUMEN

BACKGROUND: Quality improvement (QI) involves the use of systematic tools and methods to improve the quality of care and outcomes for patients. However, awareness and application of QI among healthcare professionals is poor and new strategies are needed to engage them in this area. OBJECTIVES: This study describes an innovative collaboration between one Higher Educational Institute (HEI) and Local Pharmaceutical Committees (LPCs) to develop a postgraduate QI module aimed to upskill community pharmacists in QI methods. The study explores pharmacist engagement with the learning and investigates the impact on their practice. METHODS: Details of the HEI-LPCs collaboration and communication with pharmacist were recorded. Focus groups were held with community pharmacists who enrolled onto the module to explore their motivation for undertaking the learning, how their knowledge of QI had changed and how they applied this learning in practice. A constructivist qualitative methodology was used to analyse the data. RESULTS: The study found that a HEI-LPC partnership was feasible in developing and delivering the QI module. Fifteen pharmacists enrolled and following its completion, eight took part in one of two focus groups. Pharmacists reported a desire to extend and acquire new skills. The HEI-LPC partnership signalled a vote of confidence that gave pharmacists reassurance to sign up for the training. Some found returning to academia challenging and reported a lack of time and organisational support. Despite this, pharmacists demonstrated an enhanced understanding of QI, were more analytical in their day-to-day problem-solving and viewed the learning as having a positive impact on their team's organisational culture with potential to improve service quality for patients. CONCLUSIONS: With the increased adoption of new pharmacist's roles and recent changes to governance associated with the COVID-19 pandemic, a HEI-LPC collaborative approach could upskill pharmacists and help them acquire skills to accommodate new working practices.


Asunto(s)
Servicios Comunitarios de Farmacia/normas , Educación Continua en Farmacia , Farmacéuticos/normas , Comité Farmacéutico y Terapéutico , Desarrollo de Programa , Mejoramiento de la Calidad , Facultades de Farmacia , Adulto , Actitud del Personal de Salud , Conducta Cooperativa , Curriculum , Educación de Postgrado , Femenino , Grupos Focales , Humanos , Masculino , Persona de Mediana Edad , Motivación , Pandemias , Competencia Profesional , Rol Profesional , Investigación Cualitativa , Calidad de la Atención de Salud
11.
Biochem Mol Biol Educ ; 49(1): 9-14, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-33316136

RESUMEN

Like many institutions around the world, the COVID-19 pandemic prompted us to shift our summer 2020 in-person undergraduate experiential learning program to a remote, virtual format. Here, we present our observations, summarized in 10 best practices, for moving a STEM-focused research experience for undergraduates, experiential learning program or research-based course online. We will also discuss how our program was originally designed and implemented, and how we adapted our activities to deliver an at-home research experience that maintained student engagement, mentorship, and a shared sense of community.


Asunto(s)
Bioquímica/educación , Educación a Distancia , Educación de Postgrado , Pandemias , Humanos
12.
PLoS One ; 15(12): e0241915, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33315871

RESUMEN

Women's underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa's complex development problems. As in other regions, women's participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa's STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women's and men's PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women's publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women's timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women's roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.


Asunto(s)
Educación de Postgrado/estadística & datos numéricos , Escolaridad , Política Organizacional , Sexismo/prevención & control , Estudiantes/estadística & datos numéricos , Rendimiento Académico/estadística & datos numéricos , Adulto , África del Sur del Sahara , Simulación por Computador , Conjuntos de Datos como Asunto , Educación de Postgrado/organización & administración , Femenino , Humanos , Masculino , Modelos Teóricos , Publicaciones/estadística & datos numéricos , Investigación Cualitativa , Sexismo/estadística & datos numéricos , Encuestas y Cuestionarios/estadística & datos numéricos , Universidades/organización & administración , Universidades/estadística & datos numéricos
13.
PLoS One ; 15(12): e0244389, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33347503

RESUMEN

The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and studies identify significant contributions that are important to the student's profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses" statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student's personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student's profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.


Asunto(s)
Educación de Postgrado/métodos , Estudiantes/psicología , Humanos , Intercambio Educacional Internacional , Modelos Educacionales , Satisfacción Personal
15.
Indian J Public Health ; 64(3): 277-284, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32985430

RESUMEN

Background: Improving quality of health services and providing safe care require well-trained and skilled workforce. The inclusion of components of patient safety in graduate training curricula, followed by adherence to curricula in teaching programs, can improve the quality of health-care services. Objectives: To review the existing training curricula for five subgroups of health workforce (Allopathic doctors, nurses, laboratory technicians, pharmacists, and nurse midwives) and to document the components and identified variables of patient safety covered. Methods: A mixed-methods study was conducted during July 2017-March 2018. Data were collected through desk review, field visits, in-depth interviews, self-administered questionnaires, and focused group discussions (FGDs). A total of 24 variables were identified by the experts to review the training curricula. Results: Seven states, 28 institutes, and 42 health-care facilities were visited. A total of 516 staff from different health cadres participated in the study through 54 interviews, 156 self-administered questionnaires, and 24 FGDs. Of 24 patient safety variables considered, 16 were covered in the medical and nursing, 9 in laboratory technician and pharmacist, and 5 in midwives' curricula. The teaching material on the patient safety, for most categories of staff, was not available in consolidated form, and there was no standardization. Conclusion: There is a need for the development of comprehensive training material cum operational modules on patient safety, suitably adopted as per the learning needs of different subgroups of health staff. The need for strengthening patient safety has been further underscored as the health workforce is fighting the coronavirus disease 19 (COVID-19) pandemic. The initiatives on patient safety will contribute to improved overall quality of health services, which in turn would advance universal health coverage.


Asunto(s)
Educación de Postgrado/métodos , Personal de Salud/educación , Seguridad del Paciente , Betacoronavirus , Infecciones por Coronavirus/epidemiología , Curriculum , Recolección de Datos/métodos , Femenino , Humanos , India , Masculino , Pandemias , Neumonía Viral/epidemiología , Mejoramiento de la Calidad
17.
PLoS One ; 15(8): e0236327, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32756557

RESUMEN

Maximising research productivity is a major focus for universities world-wide. Graduate research programs are an important driver of research outputs. Choosing students with the greatest likelihood of success is considered a key part of improving research outcomes. There has been little empirical investigation of what factors drive the outcomes from a student's PhD and whether ranking procedures are effective in student selection. Here we show that, the research environment had a decisive influence: students who conducted research in one of the University's priority research areas and who had experienced, research-intensive, supervisors had significantly better outcomes from their PhD in terms of number of manuscripts published, citations, average impact factor of journals published in, and reduced attrition rates. In contrast, students' previous academic outcomes and research training was unrelated to outcomes. Furthermore, students who received a scholarship to support their studies generated significantly more publications in higher impact journals, their work was cited more often and they were less likely to withdraw from their PhD. The findings suggest that experienced supervisors researching in a priority research area facilitate PhD student productivity. The findings question the utility of assigning PhD scholarships solely on the basis of student academic merit, once minimum entry requirements are met. Given that citations, publication numbers and publications in higher ranked journals drive university rankings, and that publications from PhD student contribute approximately one-third of all research outputs from universities, strengthening research infrastructure and supervision teams may be more important considerations for maximising the contribution of PhD students to a university's international standing.


Asunto(s)
Educación de Postgrado , Universidades , Tesis Académicas como Asunto , Éxito Académico , Logro , Humanos , Factor de Impacto de la Revista , Publicaciones Periódicas como Asunto , Investigación , Estudiantes
18.
J Emerg Manag ; 18(4): 325-339, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32804400

RESUMEN

Graduate job placement is an important issue for emergency management higher education programs, practitio-ners, and students. Yet, despite considerable discussion about the topic, no line of empirical research has emerged. This article begins to address this gap by reporting the findings of an exploratory study that examined the actual job placement of students who recently graduated with a bachelor's degree in emergency management and the extent to which their placement was consistent with their intent. This study found that the vast majority of recent graduates are indeed securing jobs they want, but, for about half, the jobs they want are not emergency management. There is sig-nificant diversity in the career-paths and sectors being pursued by graduates. This article discusses the potential impli-cations of these findings as well as the critical need for further research in this area.


Asunto(s)
Educación de Postgrado , Empleo , Selección de Profesión , Humanos , Encuestas y Cuestionarios
20.
J Dent Hyg ; 94(4): 6-12, 2020 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-32753519

RESUMEN

Purpose: Scholarly inquiry and research are core competencies for graduate dental hygiene education as defined by American Dental Education Association (ADEA). The purpose of this study was to examine how graduate dental hygiene programs in the United States (US) are meeting these competencies.Methods: The study sample consisted of the graduate programs in the US that award a terminal degree specific to dental hygiene (n=14). Graduate program directors were invited via email to participate in an electronic survey. The survey questions were developed based on the ADEA graduate dental hygiene education competency for scholarly inquiry and research. Descriptive statistics including frequencies and percentages were used to analyze the data. Exploration of relationships between variables were conducted using correlational analyses and t-tests.Results: A response rate of 71% was achieved (n=10). There was a significant difference in the minimum number of scholarly activity requirements between programs with lower student enrollments (M=4.43, SD=1.61) versus those with higher enrollments (M=2.00, SD=0; t(8)=2.51, p=.036). A negative correlation was found between the submission of a manuscript to a peer reviewed journal and the number of students accepted per year in the graduate program (r (10)= -.655, p <.05), indicating that students graduating from programs with larger enrollments were less likely to submit their scholarly work for publication.Conclusions: All program directors reported requiring students to participate in at least one scholarly activity as defined in the ADEA Core Competencies for Graduate Dental Hygiene Education. Program size was the biggest variable in relationship to the number of scholarly requirements. Schools with smaller enrollments required their students to participate in over twice the number of scholarly activities as compared to programs with larger enrollments. More research is needed to evaluate how graduate level dental hygiene programs are meeting the ADEA competencies.


Asunto(s)
Higienistas Dentales , Higiene Bucal , Educación de Postgrado , Humanos , Instituciones Académicas , Estudiantes , Estados Unidos
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