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1.
Praxis (Bern 1994) ; 110(1): 30-36, 2021 Jan.
Artículo en Alemán | MEDLINE | ID: mdl-33406929

RESUMEN

Entrustable Professional Activities in Graduate Medical Education in Psychiatry: A Promising Concept Abstract. Entrustable Professional Activities (EPAs) are competency-based learning goals derived from observable clinical activities. In undergraduate medical education, they have now been adopted throughout Switzerland as part of the so-called PROFILES catalog (Principal Relevant Objectives and Framework for Integrated Learning and Education in Switzerland). The nine core EPAs to be mastered in undergraduate medical education can serve as a basis for introducing EPAs in graduate medical education as well. We will discuss this approach in the context of graduate medical education in psychiatry and psychotherapy from the perspective of different training contexts and a pilot example. In this position paper, we describe a promising opportunity to improve graduate medical training through the implementation of EPAs, both in terms of the quality of training and thus of patient care, as well as in terms of the attractiveness of the specialty for future residents.


Asunto(s)
Educación de Pregrado en Medicina , Internado y Residencia , Psiquiatría , Competencia Clínica , Educación Basada en Competencias , Educación de Postgrado en Medicina , Evaluación Educacional , Humanos , Suiza
2.
Nurs Educ Perspect ; 42(1): 22-28, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-32472863

RESUMEN

AIM: The aim of the study was to describe trends in internationally educated nurses' (IEN) National Council Licensure Examination-Registered Nurses (NCLEX®-RN) performance from 2003 to 2017 and to determine the odds of passing the exam based on country of nursing education. BACKGROUND: IEN comprise 5.6 percent of US nurses; more than half come from the Philippines. There is a lack of research on IEN NCLEX-RN performance. METHOD: Correlational research was used to determine the performance and likelihood of passing the NCLEX-RN based on country of nursing education using secondary data analysis. Odds ratios were estimated to express the odds of passing. RESULTS: IEN NCLEX-RN applications and pass rates are decreasing. The odds of passing the NCLEX-RN among Philippine-educated nurses are lower compared to all other IEN. The odds of passing the Canadian NCLEX-RN are higher for all IEN. CONCLUSION: The low NCLEX-RN pass rate of IEN reflects differences in nursing education and practice across countries.


Asunto(s)
Bachillerato en Enfermería , Educación en Enfermería , Canadá , Evaluación Educacional , Humanos , Licencia en Enfermería
3.
Med Educ Online ; 26(1): 1842660, 2021 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-33121393

RESUMEN

SUBSTANCE: We reviewed the effect of a hybrid remediation model combining co-regulated learning and deliberate practice on future exam performance of pre-clerkship medical students who had been unsuccessful on a previous clinic skills exam. With this remediation model, we aimed to strengthen students' self-regulated learning to improve future exam performance and support sustained and improved learning. Educational problem addressed: Observing that some students who initially performed well post remediation with deliberate practice, still struggled on future exams, we looked to address a method that could improve both short-and long-term clinical skills learning success with sustained performance. Intervention outcome: Comparing the remediated students' exam scores pre- and post-coaching to their cohort's performance, we observed the majority of students post remediation performed above their cohort's exam average. Lessons learned: Combining learning models resulted in improved learning outcomes.


Asunto(s)
Prácticas Clínicas , Competencia Clínica , Evaluación Educacional , Tutoría , Logro , Prácticas Clínicas/métodos , Humanos , Aprendizaje , Modelos Educacionales , Estudiantes de Medicina
4.
J Surg Res ; 257: 9-14, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-32818789

RESUMEN

BACKGROUND: General Surgery residencies use protected education time in various fashions in order to optimize content quality and yield for their learners. This knowledge is tested annually with the American Board for Surgery In-Training Examination (ABSITE) exam and is used to evaluate several aspects of a resident. We hypothesized that using a jeopardy game in educational conference would encourage residents to engage in self-learning and improve ABSITE scores at a single institution. MATERIALS AND METHODS: At a single institution, during protected education conference, residents played an hour-long surgical jeopardy game every 7 wk to summarize high yield topics discussed during the previous 6 wk of didactic learning. A 5-point Likert survey was completed by general surgery residents to discern the utility of the game format for learning. The ABSITE category scores were also evaluated from the year before and the year after the game was implemented. RESULTS: Twenty-four general surgery residents took the survey with >80% agreeing that the jeopardy format was either a fun or an effective way to learn general surgery topics. Additionally, over 80% of residents thought the game format helped with retention of knowledge. ABSITE categories that had a jeopardy session improved from 65.9% to 70.4% correct (P = 0.0003). ABSITE categories that did not have dedicated jeopardy had a non-significant increase in scores (67.7%-69.9%, P = 0.1). CONCLUSIONS: Implementing surgical jeopardy as a component of educational conferences in general surgery resident training is correlated with improvement of ABSITE scores. Surgical jeopardy may be easily adopted and implemented to stimulate self-directed learning for residents.


Asunto(s)
Juegos Recreacionales , Cirugía General/educación , Internado y Residencia/métodos , Curriculum , Evaluación Educacional , Humanos , Aprendizaje , Encuestas y Cuestionarios
6.
Nurs Educ Perspect ; 42(1): 39-40, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-31977968

RESUMEN

ABSTRACT: This study examined the relationship between the use of frequent quizzing and students' examination scores in a fundamental-level baccalaureate nursing course. Four cohorts of students were utilized: two cohorts (n = 230) received only unit exams and a comprehensive final, whereas the other cohorts (n = 210) were given quizzes in addition to the unit exams and comprehensive final. Exam scores were analyzed to determine if there was improvement in scores once quizzing was implemented. Comparing the quizzing and control cohorts, quizzing was found to improve both unit (p < .001, ηp2 = .039) and final (p < .001, ηp2 = .046) exam scores.


Asunto(s)
Evaluación Educacional , Estudiantes , Humanos
7.
Estud. Psicol. (Campinas, Online) ; 38: e190119, 2021. tab, graf
Artículo en Inglés | LILACS, Index Psicología - Revistas técnico-científicas | ID: biblio-1133869

RESUMEN

The present work analyzes the access of deaf people fluent in Brazilian Sign Language in the National High School Exam, which was created to measure the performance based on the curriculum and on the High School guidelines, which acquired the purpose of providing the access of High school seniors to higher education. The methodological theoretical approach upon which this study is based is the qualitative research of exploratory nature. The sequential mixed method was used for the collection and analysis of qualitative data and, based on these, the quantitative analysis was performed. The results show an increase in the number of deaf participants in the exams and justify the offer of bilingual exams to measure learning.


O presente trabalho analisa o acesso de pessoas surdas fluentes em Língua Brasileira de Sinais ao Exame Nacional do Ensino Médio. Este foi criado para mensurar o desempenho com base no currículo e nas diretrizes do ensino médio e adquiriu a finalidade de selecionar concluintes do ensino médio para ingresso em cursos superiores. A abordagem teórico-metodológica que fundamenta este trabalho é a pesquisa qualitativa de cunho exploratório. O método misto sequencial foi empregado para a coleta e a análise de dados qualitativos e, a partir destes, foi realizada a análise quantitativa. Os resultados evidenciam o aumento do número de participantes surdos nas provas e justificam a oferta de provas bilíngues para aferir a aprendizagem.


Asunto(s)
Psicometría , Lengua de Signos , Sordera , Evaluación Educacional
8.
Sheng Li Xue Bao ; 72(6): 707-715, 2020 Dec 25.
Artículo en Chino | MEDLINE | ID: mdl-33349827

RESUMEN

Massive open online course (MOOC) is a new learning model, which integrates the progress of novel educational concepts and the breakthrough of information technology. MOOC uses new web-based tools and online-environments to deliver knowledge education and lecture classes in a new paradigm. In this paper, we firstly reviewed the achievements through four stages of the construction and development of online courses of physiology in China in the past 20 years. Then, taking the physiology MOOC at Central South University of China as an example, we introduced the specific practices and experiences to construct the online physiological open course, including the online open course-based offline and online flipped classroom teaching practice. Finally, we discussed several important issues during the construction and application of online open courses, aiming to provide practical information for other universities.


Asunto(s)
Educación a Distancia , Grupo de Ascendencia Continental Asiática , China , Evaluación Educacional , Humanos , Universidades
9.
Sheng Li Xue Bao ; 72(6): 751-756, 2020 Dec 25.
Artículo en Chino | MEDLINE | ID: mdl-33349833

RESUMEN

Summative assessment plays a decisive role in the educational assessment system, which is a yardstick to measure the cultivating goal of higher education. The rapid progress of modern society has put forward higher standard for higher medical education. Traditional summative assessment system with single dimension that focuses on evaluating the student's learning outcome via a standardized examination cannot meet the higher requirements for undergraduate medical education. We have improved the summative assessment system by optimizing the assessment content, criteria and method, as well as teachers' assessment skills and students' evaluation. The reform greatly increases the teaching quality and learning effect in our university.


Asunto(s)
Educación de Pregrado en Medicina , Educación Médica , Estudiantes de Medicina , Evaluación Educacional , Humanos , Aprendizaje
10.
BMC Med Educ ; 20(1): 514, 2020 Dec 18.
Artículo en Inglés | MEDLINE | ID: mdl-33334327

RESUMEN

BACKGROUND: The COVID-19 pandemic lockdown precluded face-to-face final Objective Structured Clinical Examinations (OSCE) in the UK. RESULTS: In response, we rapidly developed and then successfully implemented a novel Virtual Objective Structured Clinical Examination (VOSCE). CONCLUSIONS: In this article we both describe and reflect on our experience as well as discuss the implications for future undergraduate assessment as the situation evolves.


Asunto(s)
Competencia Clínica , Evaluación Educacional , Realidad Virtual , Humanos , Pandemias
11.
Front Public Health ; 8: 609599, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33330345

RESUMEN

In the wake of COVID-19, there is an urgent need for a diverse public health work force to address problems presented or exacerbated by the global pandemic. Educational programs that create our work force both train and shape the makeup of access through graduate applications. The Graduate Record Exam has a number of standing issues, with additional barriers created by the pandemic. We trace the GRE waiver movement over several years, focusing on the gradual adoption in CEPH accredited programs and the rapid expansion of temporary waivers as a response to testing access. Going forward, we need to consider gaps in waivers during the pandemic and how this data can be used to shape our future use of the GRE.


Asunto(s)
Educación Médica/estadística & datos numéricos , Educación Médica/normas , Evaluación Educacional/estadística & datos numéricos , Evaluación Educacional/normas , Salud Pública/educación , Criterios de Admisión Escolar/estadística & datos numéricos , Adulto , Femenino , Humanos , Masculino , Estudiantes de Medicina , Estados Unidos , Adulto Joven
12.
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
13.
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
14.
BMC Med Educ ; 20(1): 510, 2020 Dec 16.
Artículo en Inglés | MEDLINE | ID: mdl-33327963

RESUMEN

BACKGROUND: Cost-effective methods to facilitate practical medical education are in high demand and the "mixed-reality" (MR) technology seems suitable to provide students with instructions when learning a new practical task. To evaluate a step-by-step mixed reality (MR) guidance system for instructing a practical medical procedure, we conducted a randomized, single-blinded prospective trial on medical students learning bladder catheter placement. METHODS: We enrolled 164 medical students. Students were randomized into 2 groups and received instructions on how to perform bladder catheter placement on a male catheterization training model. One group (107 students) were given their instructions by an instructor, while the other group (57 students) were instructed via an MR guidance system using a Microsoft HoloLens. Both groups did hands on training. A standardized questionnaire covering previous knowledge, interest in modern technologies and a self-evaluation was filled out. In addition, students were asked to evaluate the system's usability. We assessed both groups's learning outcome via a standardized OSCE (objective structured clinical examination). RESULTS: Our evaluation of the learning outcome revealed an average point value of 19.96 ± 2,42 for the control group and 21.49 ± 2.27 for the MR group - the MR group's result was significantly better (p = 0.00). The self-evaluations revealed no difference between groups, however, the control group gave higher ratings when evaluating the quality of instructions. The MR system's assessment showed less usability, with a cumulative SUS (system usability scale) score of 56.6 (lower half) as well as a cumulative score of 24.2 ± 7.3 (n = 52) out of 100 in the NASA task load index. CONCLUSIONS: MR is a promising tool for instructing practical skills, and has the potential to enable superior learning outcomes. Advances in MR technology are necessary to improve the usability of current systems. TRIAL REGISTRATION: German Clinical Trial Register ID: DRKS00013186.


Asunto(s)
Realidad Aumentada , Instrucción por Computador/métodos , Educación de Postgrado en Medicina/métodos , Cateterismo Urinario , Realidad Virtual , Adulto , Competencia Clínica , Autoevaluación Diagnóstica , Evaluación Educacional , Femenino , Humanos , Masculino , Estudios Prospectivos , Método Simple Ciego , Adulto Joven
15.
Sheng Li Xue Bao ; 72(6): 743-750, 2020 Dec 25.
Artículo en Chino | MEDLINE | ID: mdl-33349832

RESUMEN

Formative assessment aims at cultivating and improving students' comprehensive qualities and abilities. It acquires and analyzes the dynamic changes of students' learning process through flexible and diverse assessment methods. The assessment contents cover multiple aspects including knowledge, abilities, attitudes, literacy, etc., which help teachers and students to formulate practical and efficient improvement strategies and to meet the inherent needs of students for comprehensive development. This review describes the connotation of formative assessment and summarizes its application in higher education of basic medical science in China. The existing shortcomings and the reasonable advice are proposed. We also introduce our experience in the application of formative assessment in pathophysiology education. This review will provide reference and enlightenment for the reform and innovation of the assessment system in higher education of basic medical science.


Asunto(s)
Educación Médica , China , Evaluación Educacional , Humanos
16.
J Dent Hyg ; 94(6): 65-71, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33376124

RESUMEN

Purpose: Objective Structured Clinical Examinations (OSCEs) have been established as a gold standard assessment for determining clinical competence. The Coalition for Dental Licensure Reform called for the acceptance of the Dental Licensure Objective Structured Clinical Examination (DLOSCE) to replace the live-patient examinations (LPE) for dental licensure, which are often viewed as biased, unreliable, and in some cases unethical. The purpose of this study was to assess dental hygiene program directors' awareness of and attitudes toward the DLOSCE, whether their curricula included OSCEs, and perceived barriers to implementing OSCEs.Methods: A nine-question electronic survey was developed, and pilot tested by five-dental hygiene program directors across three-dental hygiene institutions. The survey was emailed to the directors of all dental hygiene program directors in the United States (n=332). Descriptive statistics were used to analyze the data.Results: A response rate of 36% (n=121) was achieved. Nearly 30% of respondents were unaware of the developing DLOSCE, however, the majority (80%) were in favor of the acceptance of the examination. Nearly three-quarters of the respondents considered OSCEs as valid assessments of clinical competence, however, over half of the respondents reported not currently utilizing OSCEs in their curricula. Barriers reported were time (22%), perceived lack of best practices (21%), and lack of resources (18%). Respondents who currently employed OSCEs were more likely to agree they were both valid and reliable assessments (p=0.05).Conclusion: The majority of dental hygiene program directors were in favor of eliminating the single-encounter LPE in favor of an OSCE for licensure. However, more than half do not currently utilize OSCEs for clinical assessments. Further studies are needed to explore implementation of OSCEs in dental hygiene education, and how a potential dental hygiene licensure OSCE might impact the current curricula and licensure of dental hygienists in the United States.


Asunto(s)
Competencia Clínica , Higiene Bucal , Actitud , Higienistas Dentales , Evaluación Educacional , Humanos , Encuestas y Cuestionarios , Estados Unidos
17.
Yakugaku Zasshi ; 140(12): 1441-1454, 2020.
Artículo en Japonés | MEDLINE | ID: mdl-33268686

RESUMEN

A requirement, which students must satisfy, for a diploma at the Showa University School of Pharmacy is the ability to "plan, practice, and assess pharmacotherapy". To continuously assess the ability of students to meet this requirement and to provide patients with proper pharmacotherapy during student clinical rotations, we formulated the "Rubric assessment for pharmacotherapy" and evaluated its usefulness in tutorial learning classes. Clinical pharmacy faculty members created the rubric based on the Subjective, Objective, Assessment, and Plan (SOAP) note guidelines of the university. Third- (2016) and fourth-year students (2017) were required to self-assess their SOAP notes to analyze six clinical cases using the rubric. The rubric consists of three domains: (1) Evaluation of patient condition, (2) Proposal of pharmacotherapy, and (3) Plan for an assessment of pharmacotherapy. The rubric comprises 31 subdomains and is evaluated according to four levels of performance. In this study, 978 rubric sheets that were used by students to evaluate their own SOAP notes were analyzed. We found that the students were able to continuously self-assess their performance using the rubric while continuously improving their achievement level (p<0.05). The results of this study suggest that rubric assessments may be used as a tool for supporting students to plan, practice, and assess pharmacotherapy.


Asunto(s)
Curriculum , Quimioterapia , Educación en Farmacia/métodos , Evaluación Educacional/métodos , Estudiantes de Farmacia , Quimioterapia/métodos , Humanos
19.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S121-S130, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33229956

RESUMEN

PURPOSE: Efforts to address inequities in medical education are centered on a dialogue of deficits that highlight negative underrepresented in medicine (UIM) learner experiences and lower performance outcomes. An alternative narrative explores perspectives on achievement and equity in assessment. This study sought to understand UIM learner perceptions of successes and equitable assessment practices. METHOD: Using narrative research, investigators selected a purposeful sample of self-identified UIM fourth-year medical students and senior-level residents and conducted semistructured interviews. Questions elicited personal stories of achievement during clinical training, clinical assessment practices that captured achievement, and equity in clinical assessment. Using re-storying and thematic analysis, investigators coded transcripts and synthesized data into themes and representative stories. RESULTS: Twenty UIM learners (6 medical students and 14 residents) were interviewed. Learners often thought about equity during clinical training and provided personal definitions of equity in assessment. Learners shared stories that reflected their achievements in patient care, favorable assessment outcomes, and growth throughout clinical training. Sound assessments that captured achievements included frequent observations with real-time feedback on predefined expectations by supportive, longitudinal clinical supervisors. Finally, equitable assessment systems were characterized as sound assessment systems that also avoided comparison to peers, used narrative assessment, assessed patient care and growth, trained supervisors to avoid bias, and acknowledged learner identity. CONCLUSIONS: UIM learners characterized equitable and sound assessment systems that captured achievements during clinical training. These findings guide future efforts to create an inclusive, fair, and equitable clinical assessment experience.


Asunto(s)
Actitud del Personal de Salud , Evaluación Educacional/normas , Estudiantes de Medicina/psicología , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/normas , Educación de Pregrado en Medicina/estadística & datos numéricos , Evaluación Educacional/métodos , Evaluación Educacional/estadística & datos numéricos , Humanos , Entrevistas como Asunto/métodos , Narración , Investigación Cualitativa , Estudiantes de Medicina/estadística & datos numéricos
20.
Acad Med ; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments): S136-S138, 2020 12.
Artículo en Inglés | MEDLINE | ID: mdl-33229957

RESUMEN

Recent data suggest that students from population groups that have been underrepresented in medicine are disproportionately excluded from admission into the national medical honor society, Alpha Omega Alpha (AΩA). This finding, in combination with increasing concerns about bias in medical student assessment, has led some medical schools to reexamine their AΩA selection process and/or their relationship with the organization. The Pritzker School of Medicine at the University of Chicago formed a task force to study the schools process of choosing students for recognition and to make recommendations regarding this issue.


Asunto(s)
Criterios de Admisión Escolar/estadística & datos numéricos , Sesgo de Selección , Sociedades Médicas/normas , Estudiantes de Medicina/estadística & datos numéricos , Evaluación Educacional/métodos , Humanos , Illinois , Mejoramiento de la Calidad , Facultades de Medicina/organización & administración , Facultades de Medicina/normas , Facultades de Medicina/estadística & datos numéricos , Sociedades Médicas/organización & administración , Sociedades Médicas/estadística & datos numéricos
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