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1.
GMS J Med Educ ; 38(1): Doc2, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659607

RESUMEN

Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run. Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire. Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings may be of interest to other Skills Labs to develop concepts for emergency operation teaching to efficiently utilise site-specific resources.


Asunto(s)
/epidemiología , Educación en Odontología/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Enseñanza/organización & administración , Comunicación , Humanos , Pandemias , Satisfacción Personal , Proyectos Piloto
2.
GMS J Med Educ ; 38(1): Doc3, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659608

RESUMEN

Introduction: In 2014, a newly designed, case-based seminar was successfully implemented in the subjects of health systems, health economics and public health care (GGG). The seminar "The Lonely Patient" is based on a real patient case and deals with the German health care system from the perspective of a patient. In order to create more space for discussion and exchange among students, the seminar was redesigned on the basis of the Inverted Classroom Method (ICM). Project description: Due to the COVID-19 pandemic, new, purely digital teaching formats had to be developed quickly in the sense of Emergency Remote Teaching. Therefore, the Inverted Classroom concept of the seminar was transformed into an online ICM. In order to promote active learning based on the ICAP model (Interactive, Constructive, Active, Passive), the online face-to-face part was designed as a synchronous interactive learner-centered course using the gamified audience response system Kahoot! Results: Evaluation results to date and feedback rounds with students indicate that the online ICM-version of the seminar leads to at least as good evaluation results as the previous face-to-face course. In particular, the students positively emphasize the use of Kahoot! as an activating digital medium. Discussion: Through the use of the ICM and the gamified audience response system Kahoot!, students could be activated in meaningful ways. The resulting discussions about the patient case and teaching content of the quiz questions in the synchronous online course could be implemented just as well as in the classroom-based course of previous semesters. Conclusion: The application of the online ICM, along with the consideration of the ICAP Model, has led to the successful implementation of a digital course within the context of the increased difficulty surrounding the emergency remote teaching. Additionally, students' learning success has remained at a similar level as during traditional classroom-based courses of previous semesters.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Grupo Paritario , Aprendizaje Basado en Problemas/organización & administración , Enseñanza/organización & administración , Humanos , Motivación , Pandemias
3.
GMS J Med Educ ; 38(1): Doc4, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659609

RESUMEN

Background: Due to the ban on classroom teaching during the pandemic, the Munich "Anamnesegruppen" had to be switched to e-learning at short notice. There were no established concepts for this, which is why digitalization was piloted and evaluated for feasibility. Student "Anamnesegruppen": "Anamnesegruppen" have existed for over 50 years and are organized as independent student peer teaching. In small groups of medical and psychology students, interviews with patients are conducted once a week during the semester. This is followed by a feedback and discussion round, in which ethical and professional questions are discussed in addition to the patient's medical history. The goal is to train the participants' ability to communicate and reflect. Adaptation to digital methods: The anamnesis seminars have been moved to a virtual group room using video conference. Patients were mainly recruited from the participants' circle of acquaintances. The group size was set at eight people each in four groups and supervised by a pair of student tutors. Confidentiality and data protection declarations were obtained in writing. Results: By switching to digital anamnesis groups, all four groups were successfully completed. Both the final supervision of the tutors and the electronic evaluation of the participants yielded positive feedback. Compared to the two previous evaluations of the semesters in classroom sessions, there were no significant differences in the evaluation. Discussion: The continuously good evaluation results, which did not differ between the digital format and the classroom course of the previous semesters, show that an ad hoc conversion to digital teaching is possible. We want to stress the fact that elements reflecting the doctor-patient relationship were successfully preserved. For the similarly structured Balint groups, virtual sessions may also be considered. Further research, especially prospective, is desirable in order to better understand the possibilities of digital teaching in this area.


Asunto(s)
/epidemiología , Educación de Pregrado en Medicina/organización & administración , Grupo Paritario , Relaciones Médico-Paciente , Enseñanza/organización & administración , Comunicación por Videocoferencia/organización & administración , Comunicación , Procesos de Grupo , Humanos , Pandemias , Estudios Prospectivos
4.
GMS J Med Educ ; 38(1): Doc5, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659610

RESUMEN

Background: Facing the global COVID-19 pandemic University teaching has been digitalized and German medical faculties took great effort to offer curricular contents online as they agreed that semesters during pandemic should not be suspended. Skill training is an essential part of medical education and cannot be fully digitalized nor should it be omitted. The pandemic demonstrates that skills like ultrasound are essential when treating critical ill patients. Medical faculties use peer assisted learning (PAL) concepts to teach skills, like ultrasound through specially trained student tutors. Aim: Here, we would like to share our experiences and elaborate how ultrasound teaching can be safely performed during the pandemic with an emphasis on adjustment of an existing PAL teaching concept. Method: At the hospital of Saarland University, we implemented a PAL teaching concept for abdominal, including emergency, ultrasound, and echocardiography, called "sonoBYstudents" to teach sonography to undergraduate medical students. Students are generally taught in small groups of 5 people in 90min sessions over a time of 8 weeks with an objective structured clinical exam (OSCE) at the end of the course program. Each semester nearly 50 students are taught in abdominal and emergency ultrasound and 30 students in echocardiography. Over five years, more than 600 students have been taught with at least 30 students being trained as student tutors. Given the pandemic, course size, course interval and total course time and total course time were adapted to the hygienic precautions. Results: 45 and 30 students were taught in abdominal ultrasound and echocardiography respectively achieving their learning goals measured via OSCE at the end of the courses. OSCE results were the same when compared to previous semesters. Conclusion: PAL as a teaching concept lives out of sustained educational strategies like practical and didactical trainings and an ongoing recruitment of new student tutors. Suspending PAL and its skill teaching would require starting from the beginning which is a time and cost consuming process. With sonoBYstudents we were able to demonstrate that an existing PAL concept can, with some effort, be adjusted to changing teaching circumstances. Apart from this ultrasound is a non-omittable part of medical skill training with easily appliable hygienic precautions during teaching sessions.


Asunto(s)
/epidemiología , Educación de Pregrado en Medicina/organización & administración , Grupo Paritario , Enseñanza/organización & administración , Ultrasonografía/métodos , Actitud del Personal de Salud , Ecocardiografía/métodos , Humanos , Pandemias , Estudiantes de Medicina/psicología
5.
GMS J Med Educ ; 38(1): Doc12, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659617

RESUMEN

COVID-19 has turned the 2020 spring semester upside down. Three days before the start of the block week of the "Teamwork" module, the Federal Office of Public Health (FOPH) announced the ban on live interaction, which made it impossible to conduct five days of practice in the simulation centre of the University Hospital of Zurich. But how can the teaching of all the learning objectives necessary for medical training be guaranteed during an exceptional situation with constantly changing conditions? In the case of the BSc Human Medicine at ETH Zurich (ETHZ), the answer is: Hybrid teaching. The field report "COVID-19 as a chance for hybrid teaching concepts" outlines how ETHZ switched to hybrid teaching within a very short time and how hospital placements were combined with video conferences. The qualitative surveys conducted at the end of the semester and the weekly quantitative surveys of students from March to June indicate the importance of personal exchange despite the ban on contact and that interactivity is possible even without physical proximity. An example from the autumn semester will also be used to show which aspects have proved to be successful and can therefore be retained.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Enseñanza/organización & administración , Humanos , Pandemias
6.
GMS J Med Educ ; 38(1): Doc15, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659620

RESUMEN

Objective: The aim of this project was to convert a traditional face-to-face seminar for the teaching of experimental scientific methodology to remote teaching in a timely manner due to the COVID-19 related restrictions to teaching in presence. Methodology: The main focus of the course was on flow cytometry. Basics were developed in a virtual presence phase. Specific teaching contents were taught by an interactive presentation, which came very close to the user experience of a flow cytometer and interactively illustrated the influence of different experimental conditions on the obtained results. Video sequences of authentic sample acquisitions were integrated into Adobe Captivate®. These "virtual acquisitions" were not distinguishable from the original procedure. For interpretation of the resulting diagrams, interactions were inserted, which allowed direct comparison of the obtained results. Implementation: A presentation with interactive elements and video sequences was created and used for the virtual presence phases. After publishing on a web server in HTML 5, contents were made available to the students for post-processing of learning contents by self-paced learning with full (interactive) functionality. Conclusion: Contributions elaborated by the students during the course demonstrate a learning outcome comparable to that archieved in the last years in presence mode. While implementation of this solution represented a highly time-consuming process, narrative feedback was consistently positive. Due to the short time available for implementation, no systematic evaluation could be conducted, which represents a clear limitation of this work.


Asunto(s)
/epidemiología , Toma de Decisiones Clínicas/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Enseñanza/organización & administración , Citometría de Flujo , Humanos , Pandemias
7.
GMS J Med Educ ; 38(1): Doc19, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33659624

RESUMEN

Objective: The COVID-19 pandemic made it necessary to convert a course on history taking, in theory and practice, to an online format over a very short time. A key question was whether, and if so to what extent, basic theory and, in particular, the practical skills required to conduct medical interviews can be learned online. Methodology/project description: The teaching program in basic theory was didactically redesigned and asynchronously placed on a learning platform, while the practical program, which consisted of training in conducting history-taking interviews, took place with the help of video conferencing software during synchronous sessions. For the practical sessions, the lecturers received organizational and technical support. Results: Based on initial evaluation results, a positive picture of the conversion has emerged since the course was completed. The need to restructure the course and use new teaching methods because of the COVID-19 pandemic was well accepted by lecturers and students, and the course content was successfully adapted to an online format. Conclusion: Overall, the online format enabled the learning objectives of the course to be successfully achieved. For topics such as non-verbal communication, the evaluation results indicated that a classroom format is preferable. Asynchronous theory teaching was generally very well received. Blended learning formats thus represent an appropriate means of teaching how to conduct medical interviews. Overall, online courses on conducting medical interviews provide students with the opportunity to become acquainted with the use of digital formats to conduct doctor-patient interviews, and to develop the relevant skills.


Asunto(s)
/epidemiología , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Anamnesis/métodos , Alemania , Humanos , Aprendizaje , Pandemias , Enseñanza/organización & administración
8.
Medicine (Baltimore) ; 100(9): e24829, 2021 Mar 05.
Artículo en Inglés | MEDLINE | ID: mdl-33655944

RESUMEN

ABSTRACT: An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants' critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.


Asunto(s)
Curriculum , Educación a Distancia/métodos , Bachillerato en Enfermería/métodos , Evaluación Educacional/métodos , Internet , Aprendizaje Basado en Problemas/métodos , Enseñanza/organización & administración , China , Instrucción por Computador/métodos , Femenino , Humanos , Masculino , Adulto Joven
9.
Artículo en Inglés | MEDLINE | ID: mdl-33671636

RESUMEN

The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students' perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher's personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.


Asunto(s)
Educación a Distancia/tendencias , Ingeniería/tendencias , Pandemias , Enseñanza/organización & administración , Control de Enfermedades Transmisibles , Humanos , Cambio Social , España/epidemiología , Universidades
10.
J Nurs Educ ; 60(1): 48-51, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33400809

RESUMEN

BACKGROUND: The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment. METHOD: To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety. RESULTS: The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19. CONCLUSION: This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Enseñanza/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
11.
Acad Med ; 96(3): 340-342, 2021 03 01.
Artículo en Inglés | MEDLINE | ID: mdl-33332910

RESUMEN

During the COVID-19 pandemic, there has been a global shift toward online distance learning due to travel limitations and physical distancing requirements as well as medical school and university closures. In low- and middle-income countries like Nepal, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies-the abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. In this article, the authors discuss the COVID-19-related changes and challenges in Nepal that may have a drastic impact on the career progression of current medical students. Outside the major cities, Nepal lacks dependable Internet services to support medical education, which frequently requires access to and transmission of large files and audiovisual material. Thus, students who are poor, who are physically disadvantaged, and who do not have a home situation conducive to online study may be affected disproportionately. Further, the majority of teachers and students do not have sufficient logistical experience and knowledge to conduct or participate in online classes. Moreover, students and teachers are unsatisfied with the digital methodologies, which will ultimately hamper the quality of education. Students' clinical skills development, research activities, and live and intimate interactions with other individuals are being affected. Even though Nepal's medical education system is struggling to adapt to the transformation of teaching methodologies in the wake of the pandemic, it is important not to postpone the education of current medical students and future physicians during this crisis. Looking ahead, medical schools in Nepal should ensure that mechanisms are proactively put into place to embrace new educational opportunities and technologies to guarantee a regular supply of high-quality physicians capable of both responding effectively to any future pandemic and satisfying the nation's future health care needs.


Asunto(s)
/epidemiología , Países en Desarrollo , Educación Médica/organización & administración , Competencia Clínica , Educación a Distancia/organización & administración , Educación a Distancia/tendencias , Educación Médica/tendencias , Predicción , Necesidades y Demandas de Servicios de Salud/organización & administración , Necesidades y Demandas de Servicios de Salud/tendencias , Humanos , Desarrollo Industrial/tendencias , Nepal , Investigación/organización & administración , Investigación/tendencias , Enseñanza/organización & administración , Enseñanza/tendencias
13.
GMS J Med Educ ; 37(7): Doc81, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364360

RESUMEN

Objective: In the spring of 2020 in response to the COVID-19 pandemic, the question arose at Hannover Medical School as to how simulated patients (SP) could still be utilized in the communication course that is part of the module "Diagnostic methods" taught in the second year of the model medical curriculum known as HannibaL. Methods: This short report summarizes the process of implementing the utilization of SP in analog classroom teaching and describes the relevant results on the concluding Objective Structured Clinical Examination (OSCE) in comparison to the previous year. Results: Overall, the analog SP deployments were practicable under local conditions and in compliance with precautionary measures to curb the risk of infection, whereby the OSCE scores did not deviate significantly from those in the prior year. Conclusion: During the COVID-19 pandemic and perhaps other epidemics as well, it will continue to be important in the future to make locally adapted, purpose-oriented, and preventively effective decisions regarding university didactics in undergraduate studies.


Asunto(s)
/epidemiología , Educación Médica/organización & administración , Simulación de Paciente , Enseñanza/organización & administración , Competencia Clínica , Comunicación , Curriculum , Evaluación Educacional , Humanos , Pandemias , Relaciones Médico-Paciente
16.
PLoS One ; 15(10): e0239589, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33052933

RESUMEN

BACKGROUND: The underrepresentation of women in academic medicine at senior level and in leadership positions is well documented. Biomedical Research Centres (BRC), partnerships between leading National Health Service (NHS) organisations and universities, conduct world class translational research funded by the National Institute for Health Research (NIHR) in the UK. Since 2011 BRCs are required to demonstrate significant progress in gender equity (GE) to be eligible to apply for funding. However, the evidence base for monitoring GE specifically in BRC settings is underdeveloped. This is the first survey tool designed to rank and identify new GE markers specific to the NIHR BRCs. METHODS: An online survey distributed to senior leadership, clinical and non-clinical researchers, trainees, administrative and other professionals affiliated to the NIHR Oxford BRC (N = 683). Participants ranked 13 markers of GE on a five point Likert scale by importance. Data were summarised using frequencies and descriptive statistics. Interrelationships between markers and underlying latent dimensions (factors) were determined by exploratory and confirmatory factor analyses. RESULTS: The response rate was 36% (243 respondents). Respondents were more frequently female (55%, n = 133), aged 41-50 years (33%, n = 81), investigators (33%, n = 81) affiliated to the BRC for 2-7 years (39.5%, n = 96). Overall participants ranked 'BRC senior leadership roles' and 'organisational policies on gender equity', to be the most important markers of GE. 58% (n = 141) and 57% (n = 139) respectively. Female participants ranked 'organisational policies' (64.7%, n = 86/133) and 'recruitment and retention' (60.9%, n = 81/133) most highly, whereas male participants ranked 'leadership development' (52.1%, n = 50/96) and 'BRC senior leadership roles' (50%, n = 48/96) as most important. Factor analyses identified two distinct latent dimensions: "organisational markers" and "individual markers" of GE in BRCs. CONCLUSIONS: A two-factor model of markers of achievement for GE with "organisational" and "individual" dimensions was identified. Implementation and sustainability of gender equity requires commitment at senior leadership and organisational policy level.


Asunto(s)
Investigación Biomédica , Sexismo , Éxito Académico , Adolescente , Adulto , Factores de Edad , Investigación Biomédica/organización & administración , Investigación Biomédica/estadística & datos numéricos , Femenino , Humanos , Liderazgo , Masculino , Persona de Mediana Edad , Modelos Estadísticos , Sexismo/estadística & datos numéricos , Encuestas y Cuestionarios , Enseñanza/organización & administración , Enseñanza/estadística & datos numéricos , Investigación en Medicina Traslacional/organización & administración , Investigación en Medicina Traslacional/estadística & datos numéricos , Reino Unido , Derechos de la Mujer/organización & administración , Derechos de la Mujer/estadística & datos numéricos , Adulto Joven
17.
Am J Pharm Educ ; 84(8): ajpe8142, 2020 08.
Artículo en Inglés | MEDLINE | ID: mdl-32934391

RESUMEN

During the COVID-19 pandemic, universities around the globe frantically and emergently switched to remote teaching. This commentary provides the perspective from a teaching and learning center about the difference between emergency remote teaching and online learning, plus suggestions for preparing for an online fall semester.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación a Distancia/organización & administración , Aprendizaje , Neumonía Viral/epidemiología , Enseñanza/organización & administración , Humanos , Pandemias , Universidades
18.
Am J Pharm Educ ; 84(8): ajpe8197, 2020 08.
Artículo en Inglés | MEDLINE | ID: mdl-32934392

RESUMEN

The coronavirus identified in 2019 (COVID-19) has affected peoples' lives worldwide. This pandemic forced both pharmacy faculty members and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced challenges and opportunities to convert classroom learning and experiences, as well as student assessments, to a remote or online format. The unique approaches taken to overcome difficulties in various countries showed pharmacy faculty members' resilience in the face of adversity and their determination to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación en Farmacia/organización & administración , Docentes de Farmacia/organización & administración , Neumonía Viral/epidemiología , Estudiantes de Farmacia , Educación a Distancia/organización & administración , Docentes de Farmacia/psicología , Humanos , Aprendizaje , Pandemias , Resiliencia Psicológica , Enseñanza/organización & administración
19.
Med Educ Online ; 25(1): 1812225, 2020 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-32822280

RESUMEN

As the coronavirus pandemic started, we rapidly transitioned a preclinical social justice and health systems sciences course at our medical school to asynchronous, remote learning. We describe processes, curricular innovations, and lessons learned. Small groups were converted into independent learning modules and lectures were given live via videoconferencing technology. We started with a simplified approach and then built technological capabilities over time. Current events were incorporated into curriculum and assessment. Our course ran from 16 March-3 April 2020 for the 155-person first-year class. Student attendance for optional, synchronous remote sessions was higher than in-person attendance in previous years. Completion rates for assignments were high but with minimal student collaboration. Faculty office hours were underutilized. Focus group and formal evaluations were largely positive, with numerical ratings for quality of the course and faculty teaching higher than the 2 years prior. Student engagement with social justice topics in aremote format was successful through modifications to small groups and lecture structure. Students, faculty, and administrative staff appreciated the consistency of session format throughout the course. Students exam performance was similar to prior years. Attention should be paid to what can be learned via self-study as opposed to small group learning. Better methods of soliciting real-time student feedback, and encouraging engagement with each other and with faculty in aremote environment are needed.


Asunto(s)
Coronavirus , Curriculum , Educación a Distancia/métodos , Justicia Social/educación , Enseñanza/organización & administración , Prestación de Atención de Salud , Humanos , Desarrollo de Programa , Facultades de Medicina , Estudiantes de Medicina , Comunicación por Videocoferencia
20.
Zhonghua Liu Xing Bing Xue Za Zhi ; 41(7): 1151-1154, 2020 Jul 10.
Artículo en Chino | MEDLINE | ID: mdl-32741186

RESUMEN

Objective: To understand the cognitive emotion regulation strategies of college students after suffering from negative events in the life. Methods: The Cognitive Emotion Regulation Questionnaire was used for a survey in 472 college students born after 2000 and 343 college students born before 2000. Results: In the face of negative events, the college students born after 2000 usually adopted the strategies of positive appraisal, thinking differently, self-blame, rumination, catastrophizing, complaining others, the difference was significant (P<0.05). There was a gender specific difference in the use of the cognitive emotion regulation strategies, boys were more likely to choose complaining others and catastrophizing than girls, girls were more likely to have positive appraisal than boys, the difference was significant (P<0.05). Conclusion: In the use of the cognitive emotion regulationstrategies, there are obvious differences between college students born after 2000 and college students born before 2000. Age characteristics of the college students must be taken into account in the development of education programs.


Asunto(s)
Cognición , Regulación Emocional , Estudiantes/psicología , China , Femenino , Humanos , Masculino , Estudiantes/estadística & datos numéricos , Encuestas y Cuestionarios , Enseñanza/organización & administración , Universidades , Adulto Joven
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