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1.
Med Educ Online ; 26(1): 1857322, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33327877

RESUMEN

Many challenges could occur that result in the need to handle an increase in the number of medical student clinical placements, such as curricular transformations or viral pandemics, such as COVID 19. Here, we describe four different institutions' approaches to addressing the impact of curricular transformation on clerkships using an implementation science lens. Specifically, we explore four different approaches to managing the 'bulge' as classes overlap in clerkships Curriculum leaders at four medical schools report on managing the bulge of core clinical placements resulting from reducing the duration of the foundational sciences curriculum and calendar shifts for the respective clerkship curriculum. These changes, which occurred between 2014 and 2018, led to more students being enrolled in core clinical rotations at the same time than occurred previously. Schools provided respective metrics used to evaluate the effectiveness of their bulge management technique. These data typically included number of students affected in each phase of their curricular transformation, performance on standardized examinations, and student and faculty feedback. Not all data were available from all schools, as some schools are still working through their 'bulge' or are affected by COVID-19. There is much to be learned about managing curricular transformations. Working on such endeavors in a learning collaborative such as the AMA Accelerating Change in Medical Education Initiative provided support and insights about how to survive, thrive and identifying lessons learned during curricular transformation.


Asunto(s)
Prácticas Clínicas , Curriculum , Facultades de Medicina , Estudiantes de Medicina , Educación de Pregrado en Medicina/métodos , Humanos
2.
Eur Rev Med Pharmacol Sci ; 24(23): 12461-12465, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33336765

RESUMEN

OBJECTIVE: In response to the sudden COVID-19 epidemic outbreak, China's Ministry of Education proposed "continuing teaching and learning regardless of suspending classes" to provide "available courses and teachers" for students. Web-based teaching has become the main teaching method of medical colleges and universities during the COVID-19 epidemic period. Before the outbreak, the concept and technology of web-based teaching had been partially implemented. The epidemic situation has promoted the implementation of large-scale web-based teaching and the multidimensional development of education in China. Furthermore, there are higher requirements for information teaching. Teachers and students cannot adapt to the web-based teaching mode. The lack of interaction is a problem in the web-based teaching. To adapt to the rapid development of information technology, medical colleges and universities must consider the COVID-19 epidemic as an opportunity to quickly update educational concepts, train teachers' Internet thinking, innovate the web-based teaching mode, and make full use of the network platform to provide better teaching and services. Moreover, medical colleges and universities should eliminate the weaknesses of web-based teaching and improve the quality and connotation of teaching.


Asunto(s)
Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Enseñanza , China , Humanos
3.
GMS J Med Educ ; 37(7): Doc65, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364344

RESUMEN

Introduction and objectives: The Covid-19 pandemic has created major challenges for university teaching. At the beginning of the summer semester 2020, teaching at the Medical Faculty in Magdeburg was almost completely online. Also the course in macroscopic anatomy had to be replaced by virtual e-learning offers. Methods: Videos and photo presentations of the preparation steps and structures to be displayed were made available online. The reactions of the students showed very quickly that the three-dimensionality, the independent preparation and the haptics of the object to be studied make up a large part of this subject. Results and conclusions: Virtual e-learning offerings are a useful supplement to, but not a substitute for, active dissecting on body donors. By changing the course offerings in compliance with hygiene and distance rules, we were able to offer a classroom course again during the semester, which was expressly welcomed by the students.


Asunto(s)
Anatomía/educación , Instrucción por Computador/métodos , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Comportamiento del Consumidor , Docentes Médicos/psicología , Humanos , Pandemias , Estudiantes de Medicina/psicología , Factores de Tiempo
4.
MedEdPORTAL ; 16: 11058, 2020 12 17.
Artículo en Inglés | MEDLINE | ID: mdl-33365392

RESUMEN

Introduction: The COVID-19 pandemic has radically disrupted traditional models of medical education, forcing rapid evolution in the delivery of clinical training. As a result, clinical educators must quickly transition away from in-person sessions and develop effective virtual learning opportunities instead. This virtual resource was designed to replace a clinical simulation session for the physical examination course for medical students in the preclinical years. Methods: We designed an online interactive module in three sections for preclinical (first- or second-year) medical students who had not yet learned the respiratory physical exam. The first section incorporated demonstration and practice of the components of the respiratory physical exam that could be effectively taught via videoconferencing software. Following this, students conducted a telemedicine encounter with a standardized patient and received patient-centered feedback evaluating their communication skills. The final segment involved a case discussion and clinical reasoning component. Results: These sessions were implemented for 122 first-year medical students. The module was well received by the students. A majority felt that it helped improve their telemedicine communication skills (93%), interpretation of physical exam findings (84%), development of differential diagnosis (95%), and correlation of clinical and basic science content (93%). Discussion: Our pilot educational session demonstrates that this virtual instruction method is an effective tool for teaching basic clinical skills during medical school. Virtual learning resources allow remote instruction to take place and can be a supplement when face-to-face clinical teaching is not possible.


Asunto(s)
Competencia Clínica , Infecciones Comunitarias Adquiridas/diagnóstico , Instrucción por Computador , Tos/etiología , Educación de Pregrado en Medicina/métodos , Examen Físico , Neumonía/diagnóstico , /diagnóstico , Comunicación , Diagnóstico Diferencial , Retroalimentación Formativa , Humanos , Anamnesis , Pandemias , Examen Físico/métodos , Proyectos Piloto , Consulta Remota
5.
PLoS One ; 15(12): e0243958, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33338045

RESUMEN

BACKGROUND: Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference. METHODS: The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses. RESULTS: A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects. CONCLUSIONS: The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.


Asunto(s)
/epidemiología , Prácticas Clínicas , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/tendencias , Rendimiento Académico , Competencia Clínica , Humanos , Internet , Satisfacción en el Trabajo , Pandemias , República de Corea , Facultades de Medicina , Programas Informáticos , Estudiantes de Medicina
6.
S Afr Fam Pract (2004) ; 62(1): e1-e3, 2020 12 11.
Artículo en Inglés | MEDLINE | ID: mdl-33314949

RESUMEN

The coronavirus disease 2019 (COVID-19) pandemic has changed the world as we knew it, and medical education is not an exception. Walter Sisulu University (WSU) has a distributed model of clinical training for the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme. To address the challenges occasioned by the pandemic, the Department of Family Medicine and Rural Health undertook a modification of its MBChB VI programme. The changes aim to ensure the protection of all stakeholders and maintain the integrity of the programme, including the assessment. Changes were made in the delivery of the programme and in the way people interact with one another. Continuous assessment was modified, and the oral portfolio examination was introduced as the summative assessment tool. Although COVID-19 threatened the traditional way of teaching and learning, it however provided us with the opportunity to refocus and reposition our undergraduate medical programme.


Asunto(s)
Curriculum , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/organización & administración , Medicina Familiar y Comunitaria/educación , /epidemiología , Evaluación Educacional , Humanos , Pandemias , Evaluación de Programas y Proyectos de Salud , Sudáfrica/epidemiología
7.
BMC Med Educ ; 20(1): 512, 2020 Dec 16.
Artículo en Inglés | MEDLINE | ID: mdl-33327947

RESUMEN

BACKGROUND: Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. METHODS: Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick's evaluation model with scale-rated closed and open questions. RESULTS: 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14-52% and 48-88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. CONCLUSIONS: A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.


Asunto(s)
Educación de Pregrado en Medicina/métodos , Enseñanza , Ultrasonografía , Competencia Clínica , Curriculum , Ecocardiografía , Evaluación Educacional , Docentes Médicos , Humanos , Aprendizaje , Tutoría , Motivación , Grupo Paritario , Estudios Prospectivos , Método Simple Ciego , Estudiantes de Medicina , Grabación en Video
8.
Adv Chronic Kidney Dis ; 27(5): 412-417, 2020 09.
Artículo en Inglés | MEDLINE | ID: mdl-33308507

RESUMEN

As paradigms of clinical care delivery have been significantly impacted by the novel coronavirus disease-2019 pandemic, so has the structure, delivery, and future of medical education. Both undergraduate and graduate medical education have seen disruptions ranging from fully virtual delivery of educational content and limited clinical care for medical students to increased clinical demands with redeployment for residents and fellows. Adherence to social distancing has led to the adoption and implementation of already available technologies in medical education, including video conferencing softwares and social media platforms. Efficient and effective use of these technologies requires an understanding not only of these platforms and their features but also of their inherent limitations. During a time of uncertainty and increased clinical demands, the approach to medical education must be thoughtful with attention to wellness of both the educator and learner. In this review, we discuss the influence of the pandemic on the existing medical education landscape, outline existing and proposed adaptations to social distancing, and describe challenges that lie ahead.


Asunto(s)
Educación a Distancia/métodos , Educación de Postgrado en Medicina/métodos , Educación de Pregrado en Medicina/métodos , Comunicación por Videocoferencia , Humanos , Moral , Telemedicina
9.
BMC Med Educ ; 20(1): 396, 2020 Oct 31.
Artículo en Inglés | MEDLINE | ID: mdl-33129295

RESUMEN

BACKGROUND: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students' educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. METHODS: One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students' Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. RESULTS: 82% of respondents were highly satisfied with the WVC CBD session's teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). CONCLUSIONS: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers' educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación de Pregrado en Medicina/métodos , Neumonía Viral/epidemiología , Estudiantes de Medicina/estadística & datos numéricos , Comunicación por Videocoferencia/organización & administración , Betacoronavirus , Humanos , Pandemias , Satisfacción Personal , Arabia Saudita , Facultades de Medicina/organización & administración , Estudiantes de Medicina/psicología
10.
Medicine (Baltimore) ; 99(46): e23096, 2020 Nov 13.
Artículo en Inglés | MEDLINE | ID: mdl-33181674

RESUMEN

Flipped classroom has received much attention in medical education. The aim of this study was to evaluate the efficacy of flipped classroom combing with human anatomy web-based learning system in anatomy education.A total of 89 freshmen in medical specialty were enrolled and randomly allocated into either the experimental group (receiving the flipped classroom with human anatomy web-based learning system, n = 45) or control group (receiving the traditional classroom teaching, n = 44). A pre-quiz and a post-quiz were conducted before and after the classes, respectively. The improvement in scores between groups was compared. A 5-point Likert scale questionnaire was used to evaluate perceptions and experience.The mean pre-quiz scores of the 2 groups were comparable (all P > .05). However, the mean post-quiz score in the experimental group was significantly higher than that in the control group (91.44 ±â€Š6.25 vs 86.13 ±â€Š11.67, P < .05). The results of questionnaires showed that 44 (97.8%) students agreed with flipped classroom combined with human anatomy web-based learning system, 43 (95.6%) students obtained improved study interest in anatomy learning, and 42 (93.3%) students felt that the interactive, applied in-class activities during the class greatly enhanced their learning.Flipped classroom combined with human anatomy web-based learning system can be used as an effective learning tool for anatomy education.


Asunto(s)
Anatomía/educación , Redes de Comunicación de Computadores , Educación a Distancia/métodos , Educación de Pregrado en Medicina , Aprendizaje Basado en Problemas/métodos , Enseñanza/tendencias , Adulto , Curriculum/tendencias , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/organización & administración , Escolaridad , Femenino , Humanos , Masculino , Modelos Educacionales , Encuestas y Cuestionarios , Materiales de Enseñanza
11.
Adv Physiol Educ ; 44(4): 706-708, 2020 Dec 01.
Artículo en Inglés | MEDLINE | ID: mdl-33079564

RESUMEN

Understanding and interpretation of acid-base disorders is an important clinical skill that is applicable to the majority of physicians. Although this topic is taught early in medical school, acid-base disturbances have been described as challenging by postgraduate trainees. We describe the use of Twitter, an online microblogging platform, to augment education in acid-base disturbances by using polls in which the user is shown laboratory values and then asked to select the most likely etiology of the disorder. The answer and a brief explanation are then shared in a subsequent tweet. Both polling questions and answers are shared from the account for the online, mobile-optimized, nephrology teaching tool NephSIM (https://www.nephsim.com/). An anonymous survey was administered to assess attitudes toward these polls. Using Twitter as an approach to enhance teaching of acid-base disturbances was both feasible and an engaging way to teach a challenging topic for trainees and physicians. Moreover, the coronavirus disease 2019 (COVID-19) pandemic has demonstrated the importance of incorporating virtual learning opportunities in all levels of medical education.


Asunto(s)
Equilibrio Ácido-Base , Desequilibrio Ácido-Base/etiología , Conducta de Elección , Instrucción por Computador , Educación a Distancia , Educación de Pregrado en Medicina/métodos , Fisiología/educación , Medios de Comunicación Sociales , Desequilibrio Ácido-Base/diagnóstico , Desequilibrio Ácido-Base/fisiopatología , Comprensión , Infecciones por Coronavirus/prevención & control , Infecciones por Coronavirus/transmisión , Infecciones por Coronavirus/virología , Curriculum , Escolaridad , Humanos , Pandemias/prevención & control , Neumonía Viral/prevención & control , Neumonía Viral/transmisión , Neumonía Viral/virología , Cuarentena , Distancia Social
12.
J Med Internet Res ; 22(10): e22161, 2020 10 29.
Artículo en Inglés | MEDLINE | ID: mdl-33118935

RESUMEN

BACKGROUND: Owing to an increase in digital technologies in health care, recently leveraged by the COVID-19 pandemic, physicians are required to use these technologies appropriately and to be familiar with their implications on patient care, the health system, and society. Therefore, medical students should be confronted with digital health during their medical education. However, corresponding teaching formats and concepts are still largely lacking in the medical curricula. OBJECTIVE: This study aims to introduce digital health as a curricular module at a German medical school and to identify undergraduate medical competencies in digital health and their suitable teaching methods. METHODS: We developed a 3-week curricular module on digital health for third-year medical students at a large German medical school, taking place for the first time in January 2020. Semistructured interviews with 5 digital health experts were recorded, transcribed, and analyzed using an abductive approach. We obtained feedback from the participating students and lecturers of the module through a 17-item survey questionnaire. RESULTS: The module received overall positive feedback from both students and lecturers who expressed the need for further digital health education and stated that the field is very important for clinical care and is underrepresented in the current medical curriculum. We extracted a detailed overview of digital health competencies, skills, and knowledge to teach the students from the expert interviews. They also contained suggestions for teaching methods and statements supporting the urgency of the implementation of digital health education in the mandatory curriculum. CONCLUSIONS: An elective class seems to be a suitable format for the timely introduction of digital health education. However, a longitudinal implementation in the mandatory curriculum should be the goal. Beyond training future physicians in digital skills and teaching them digital health's ethical, legal, and social implications, the experience-based development of a critical digital health mindset with openness to innovation and the ability to assess ever-changing health technologies through a broad transdisciplinary approach to translate research into clinical routine seem more important. Therefore, the teaching of digital health should be as practice-based as possible and involve the educational cooperation of different institutions and academic disciplines.


Asunto(s)
Curriculum , Educación de Pregrado en Medicina/métodos , Facultades de Medicina , Estudiantes de Medicina , Telemedicina , Infecciones por Coronavirus , Retroalimentación , Alemania , Humanos , Pandemias , Neumonía Viral , Encuestas y Cuestionarios
14.
J Postgrad Med ; 66(4): 200-205, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33037168

RESUMEN

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


Asunto(s)
Competencia Clínica/normas , Educación Basada en Competencias/organización & administración , Educación de Pregrado en Medicina/métodos , Educación Médica/organización & administración , Evaluación Educacional/métodos , Adulto , Curriculum , Femenino , Humanos , India , Masculino , Profesionalismo , Estudiantes de Medicina
15.
J Nepal Health Res Counc ; 18(2): 316-319, 2020 Sep 08.
Artículo en Inglés | MEDLINE | ID: mdl-32969401

RESUMEN

Online learning has been in a rising trend across the world due to increasing technology in education. Corona Virus Disease 2019 (COVID-19) pandemic enforced all the academic institutions to start online classes for the students. But the students' readiness for the adoption of online learning remains unknown. Hence, this study aimed to assess the readiness of online classes among students. Descriptive cross-sectional web based survey was carried out among 704 students who have enrolled in various streams of Bachelor level programs in Chitwan Medical College. The finding of this study revealed that 87.1% of students from various faculties were ready for online classes during COVID pandemic and 88.8% had internet facility in their home setting. Furthermore, this study found that readiness for online classes was significantly higher among female than male students (89.7% vs.83.5%, p=0.016) and students who had internet accessibility in their residence than those who did not have it (83.8% vs.34.2%, p=<0.001) but there was no significant association between readiness for online classes with academic programs (p=0.062) and years (p=0.905). Therefore, online learning can be considered as a viable alternative method in the academic institutions for the students. Keywords: COVID-19 Pandemic; online classes; readiness; students.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Internet , Neumonía Viral/epidemiología , Estudiantes de Medicina/psicología , Betacoronavirus , Estudios Transversales , Femenino , Humanos , Masculino , Nepal/epidemiología , Pandemias , Encuestas y Cuestionarios , Adulto Joven
16.
Korean J Med Educ ; 32(3): 223-229, 2020 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-32894923

RESUMEN

PURPOSE: Clinical rotations of medical students across the world have inevitably been affected due to the coronavirus disease 2019 (COVID-19) pandemic. The aims of this study were to explore medical students' perception on the school's response and management of clinical rotation during the COVID-19 pandemic and on how it had affected the quality of their education. METHODS: An online questionnaire was distributed to third year medical students at one institution whose clinical rotations re-started during the pandemic. The questions asked about the students' satisfaction with the school's policy and feelings of safety, and the impact of COVID-19 on clinical learning. RESULTS: The students' perception on the school's response to the pandemic was mixed. Re-commencement of the clinical rotations and procurement of personal protective equipment was positive but a third of students still felt unsafe. The decreased number of hospital patients did not seem to have impacted their overall clinical education with praise on the role of the supervising physicians. Seventy-six-point seven percent of students conferred the positive educational opportunities on medical professionalism presented to them only as the clinical rotation during the ongoing pandemic. CONCLUSION: Our observations on the re-commencement of clerkship during this pandemic may help equip medical institutions on future public health crisis.


Asunto(s)
Actitud del Personal de Salud , Betacoronavirus , Prácticas Clínicas/métodos , Infecciones por Coronavirus/prevención & control , Educación de Pregrado en Medicina/métodos , Pandemias/prevención & control , Neumonía Viral/prevención & control , Estudiantes de Medicina/psicología , Humanos , República de Corea , Estudiantes de Medicina/estadística & datos numéricos , Encuestas y Cuestionarios
17.
S Afr Med J ; 110(6): 532-536, 2020 May 29.
Artículo en Inglés | MEDLINE | ID: mdl-32880567

RESUMEN

BACKGROUND: Institutions are increasingly using technology to augment the class learning experience of medical students. Especially in Africa, local content is key to allow insights and knowledge to emerge and build transformative capacity for students and patients. There is currently no peer-reviewed video content produced by students with the aim of providing education on orthopaedic topics for medical students and patients in this region. OBJECTIVES: To evaluate the demographic and geographical viewership as well as video-specific statistics of orthopaedic teaching videos for medical students on a YouTube channel, with the expressed aim of informing future content production. METHODS: Videos were produced by South African (SA) medical students as a problem-based collaborative project. Student-owned smartphones and various types of free video editing software were used to produce these videos, which were then assessed by a group of orthopaedic specialists and uploaded onto a YouTube channel (UCTeach). The analytical reports of this channel generated by Google and YouTube were analysed regarding watch time per day (minutes), average view duration (minutes), most watched videos, top geographies, age and gender. RESULTS: A total of 83 videos were uploaded to the UCTeach Ortho channel during a 2-year period, with a total watch time of 857 062 minutes and 337 983 views. The majority of viewers were between the ages of 18 and 34 years (85%). India had the most views (n=69 089), followed by the USA (n=66 257) and SA (n=21 882). Most of the videos were watched on mobile phones (n=183 299) and computers (n=128 228). The most watched video, produced in April 2016, was on physiological and pathological gait, with 51 314 views. CONCLUSIONS: Our study provides proof of concept for a new educational material creation and dissemination strategy. A low-cost local collaborative orthopaedic video project by medical students for medical students can lead to high view counts and watch time on YouTube. It is accessible to audiences in low-, middle- and high-income countries. The students' educational videos also reached a global audience consistently over a 3-year period.


Asunto(s)
Educación de Pregrado en Medicina/métodos , Internet , Ortopedia/educación , Grabación en Video , África Austral , Evaluación Educacional , Femenino , Humanos , Masculino , Adulto Joven
19.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(4): 179-192, ago. 2020. tab, graf
Artículo en Inglés | IBECS | ID: ibc-195079

RESUMEN

INTRODUCTION: The goal of this work is to validate tools to assess clinical competences of undergraduate medical students in the workplace. One of the most well-known scales is the Mini-Clinical Evaluation Exercise (Mini-CEX). This scale has been vastly studied, however, its validity is very variable amongst studies and it has never been validated to the EU-Portuguese language and context. Subjects and methods: The translation process of the Mini-CEX was conducted by 2 bilingual individuals and overseen by four physicians specialized in medical education. We performed methods of both qualitative (translation, assessment of the translation, back translation) and quantitative nature (internal consistency, construct and content validity analysis). The scale was applied to 3rd year medical students in a simulated assessment environment with a final sample size of 818 assessments. RESULTS: The results show that the Portuguese version of the Mini-CEX is a valid scale and fit its purpose for the assessment of clinical competencies. The Cronbach's alpha coefficient (0.927), confirmed the internal consistency of the scale. Additionally, the validity analysis also proved to be satisfactory, with confirmatory results for all domains of the analysis. CONCLUSIONS: This work intends to provide a scale, translated, adapted and validated to Portuguese that is focused on clinical competencies. Given the confirmatory results of the scale's validity, supporting its feasibility and applicability, we believe this tool is ready to be implemented as a complement to clinical skills assessment


INTRODUCCIÓN: El objetivo de este trabajo es validar herramientas para evaluar las competencias clínicas de los estudiantes de medicina de pregrado en el lugar de trabajo. Una de las escalas más conocidas es el Mini-Clinical Evaluation Exercise (Mini-CEX). Esta escala se ha estudiado ampliamente, pero su validez es muy variable entre los estudios y nunca se ha validado para el idioma y el contexto portugués europeo. Sujetos y métodos: El proceso de traducción del Mini-CEX fue realizado por dos personas bilingües y supervisado por cuatro médicos especializados en educación médica. Se llevaron a cabo métodos de naturaleza cualitativa (traducción, evaluación de la traducción, traducción inversa) y cuantitativa (consistencia interna, construcción y análisis de validez de contenido). La escala se aplicó a estudiantes de medicina de tercer año en un entorno de evaluación simulada, con un tamaño final de la muestra de 818 evaluaciones. RESULTADOS: Los resultados muestran que la versión portuguesa del Mini-CEX es una escala válida y se ajusta a su propósito para la evaluación de las competencias clínicas. El coeficiente alfa de Cronbach (0,927) confirmó la consistencia interna de la escala. Además, el análisis de validez también demostró ser satisfactorio, con resultados confirmatorios para todos los dominios del análisis. CONCLUSIONES: Este trabajo pretende proporcionar una escala, traducida, adaptada y validada al portugués, que se centre en las competencias clínicas. Dados los resultados confirmatorios de la validez de la escala, que respaldan su viabilidad y aplicabilidad, creemos que esta herramienta está lista para implementarse como complemento de la evaluación de habi-lidades clínicas


Asunto(s)
Humanos , Evaluación Educacional , Traducción , Competencia Clínica , Estudiantes de Medicina/estadística & datos numéricos , Educación de Pregrado en Medicina/métodos , Encuestas y Cuestionarios , Estudios de Factibilidad , Relaciones Médico-Paciente , Rol del Médico
20.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(4): 219-225, ago. 2020. tab
Artículo en Español | IBECS | ID: ibc-195084

RESUMEN

INTRODUCCIÓN: El proceso reflexivo, como hábito en el ámbito docente, es un factor que favorece el aprendizaje significativo y, al mismo tiempo, forma profesionales conscientes en su desempeño laboral, capaces de generar estrategias a partir de la experiencia. La técnica de colocación de guantes estériles es adquirida por simulación clínica, pero hemos desarrollado una innovación didáctica como recurso en la creación de escenarios que promueven la reflexión. Sujetos y métodos. Se realizaron dos talleres de simulación de colocación de guantes estériles a 88 estudiantes de primer año de medicina de la Universidad Finis terrae, uno con método tradicional y otro con un método que incorpora una innovación: taller didáctico junto a una encuesta evaluativa antes y después de su realización. RESULTADOS: La percepción de los estudiantes respecto al logro de la habilidad y el aprendizaje fue mejor gracias al proceso reflexivo que generó en ellos el taller autoevaluativo. CONCLUSIÓN: La reflexión favorece la consolidación del conocimiento, siendo la simulación el mejor contexto para su desarrollo, y la autoevaluación, la forma de guiar y facilitar el proceso en el estudiante


INTRODUCTION: The reflexive process as a habit in the teaching field is a factor that favors meaningful learning while forming conscious professionals in their actions, capable of generating strategies based on experience. The stance technique of sterile gloves is acquired with clinical simulation, occupying didactic innovation as a resource in the creation of scenarios that promote reflection. Subjects and methods: Sterile gloves posture simulation workshops were held for 88 students of first year of Medicine school at the Finis Terrae University, one with a traditional method and the other with a method that incorporates innovation: a didactic workshop together with an evaluation survey before and after its completion. RESULTS: Student's perception, regarding the achievement of skill and learning, was better due to the reflexive process generated in them through self-evaluation workshop. CONCLUSION: The reflection favors the consolidation of knowledge, being the simulation the best context for its development and self-evaluation the way to guide and facilitate the process in the student


Asunto(s)
Humanos , Competencia Clínica , Educación de Pregrado en Medicina/métodos , Guantes Protectores/normas , Materiales de Enseñanza/normas , Autoevaluación , Estudiantes de Medicina/estadística & datos numéricos , Retroalimentación
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