Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 25.640
Filtrar
2.
Rev Med Suisse ; 16(678): 133-137, 2020 Jan 22.
Artículo en Francés | MEDLINE | ID: mdl-31967756

RESUMEN

In each professional practice, a greater or lesser part of the activity is devoted to teaching. Indeed, the transmission of the medical knowledge is an essential objective for the training of students and residents, but also an opportunity to adapt one's own practices to the current context, since fast changes are not necessarily easy to follow and assimilate. If the relationship with Medical school is rather straightforward in the university hospitals, it is not always the same for those who are more distant, but whose participation in teaching is desired, and clearly growing. In this way, it is therefore crucial that everyone is informed about recent changes to the undergraduated learning objectives (PROFILES) and the resulting needs for educational reforms for all Medical schools in Switzerland.


Asunto(s)
Curriculum , Médicos , Facultades de Medicina , Predicción , Humanos , Suiza
10.
J Clin Pathol ; 73(1): 47-50, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31439711

RESUMEN

Pathology is the study of disease and is an important component in medical education. However, with medical curriculum reform, its role and contribution to medical courses is under potential threat. We surveyed the status of pathology in all six Irish medical schools. Information was received from five direct undergraduate and four graduate entry programmes. Pathology was recognisable as a core subject in all but one of the medical schools, was generally taught in years two or three, and the greatest contact hours were for histopathology (44-102 hours). Lectures were the most common teaching modality, and all used single best or extended matching answer multiple-choice questions as part of assessments. Currently, pathology is very visible in Irish medical education but needs to remain relevant with the move to theme and case-based teaching. There is heavy reliance on lectures and on non-academic/full-time hospital staff to deliver teaching, which may not be sustainable.


Asunto(s)
Educación Médica/métodos , Patología/educación , Curriculum , Humanos , Irlanda , Facultades de Medicina , Encuestas y Cuestionarios , Factores de Tiempo
11.
J Hist Med Allied Sci ; 75(1): 24-53, 2020 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-31750919

RESUMEN

This paper addresses a gap in our understanding of medical history - the architecture of medical schools - and demonstrates the ways in which architectural form can be used to better understand medical epistemology and pedagogy. It examines an instructive case study - the late-nineteenth-century medical school buildings in Manchester - and examines the concepts that were drawn together and expressed in the buildings. Through its exploration, the paper argues first, that medical schools and spaces for medical education should be given greater consideration as a significant category in the history of medical buildings. Second, that buildings such as its case study are an important source of evidence and means to understand the role of medicine in society and the ideas with which its contemporary practitioners and educators were concerned. Third, the paper argues that, to make best use of buildings as sources, we should view them as agents which have assembled divergent ideas and incorporated them into the built form. In this way, such buildings have woven into them an inventory of ideas which can be untangled using designs and physical evidence.


Asunto(s)
Arquitectura/historia , Entorno Construido/historia , Facultades de Medicina/historia , Ciudades , Educación Médica , Inglaterra , Historia del Siglo XIX
15.
Zhonghua Yi Shi Za Zhi ; 49(5): 265-268, 2019 Sep 28.
Artículo en Chino | MEDLINE | ID: mdl-31795592

RESUMEN

This paper referenced to a number of classic Tibetan medical works and some old Tibetan sources to list 26 Tibetan Medical Schools in Tibet before 10(th) century, that including the Tibetan Proper School (bod kyi lugs nad thar gso bar bye pa gnyen po bzhi ldan gyi rgyud), Ancient Zhang Zhung School (zhang zhung gi lugs nad thur du sbyong ba bshal gyi rgyud), Persian-Arabica School (ta zig gyi lugs), Indian Vedic School (rgya gar gyi lugs la rig pa ye she), Turkic School (dru gu'i dpyad lcags kyi sur phug) , Sinic School (rgya nag lugs la 'khor 'das rtsis kyi rgyud) and Greek School (khrom gyi lugs la chu dpyad zla ba bsil gyi rgyud) etc.


Asunto(s)
Internacionalidad , Facultades de Medicina , Historia Medieval , Facultades de Medicina/historia , Tibet
16.
Zhonghua Yi Shi Za Zhi ; 49(5): 300-311, 2019 Sep 28.
Artículo en Chino | MEDLINE | ID: mdl-31795600

RESUMEN

This paper presents a harsh course of Tongji Medical School.The school was relocated several times, but still kept running though it met with the cataclysm-the World WarⅠand World WarⅡ.By using collections from School History Museum of Huazhong University of Science and Technology and Hospital History Museum of Tongji Medical School as clue and combining the years of itself, it's found that Tongji Medical School is a medical education institution which has Germanic medical educational tradition. The information from this paper has provided the primary sources for research on the origin and development of modern Chinese medical education.


Asunto(s)
Educación Médica , Museos , Historia del Siglo XIX , Historia del Siglo XX , Memoria , Facultades de Medicina , Universidades
17.
Global Health ; 15(1): 84, 2019 12 03.
Artículo en Inglés | MEDLINE | ID: mdl-31796093

RESUMEN

BACKGROUND: Most international electives in which medical students from high-income countries travel abroad are largely unstructured, and can lead to problematic outcomes for students as well as sending and receiving institutions. We analyse the problems of unstructured medical electives and describe the benefits of an elective experience that includes more organisation and oversight from the sending medical school. RESULTS: A number of structured elective programmes have been developed, including those at the Medical School for International Health, Israel and the University of Dundee, United Kingdom. These programmes provide significant pre-departure training in global health and the ethical dimensions of electives, support and monitoring during the elective, and post-elective debrief. Crucially, the programmes themselves are developed on the basis of long-term engagement between institutions, and have an element of reciprocity. We further identify two major problems in current medical electives: the different ethical contexts in which electives take place, and the problem of 'voluntourism', in which the primary beneficiary of the activity is the medical student, rather than the receiving institution or health system. These two issues should be seen in the light of unequal relations between sending and receiving institutions, which largely mirror unequal relations between the Global North and South. CONCLUSION: We argue that more structured elective programmes could form a useful corrective to some of the problems identified with medical electives. We recommend that medical schools in countries such as the UK strongly consider developing these types of programmes, and if this is not possible, they should seek to further develop their pre-departure training curricula.


Asunto(s)
Educación Médica/organización & administración , Intercambio Educacional Internacional , Facultades de Medicina/organización & administración , Curriculum , Humanos , Reino Unido
18.
Zentralbl Chir ; 144(6): 573-579, 2019 Dec.
Artículo en Alemán | MEDLINE | ID: mdl-31842239

RESUMEN

Competency-based medical education is needed in order to meet the requirements of medical care currently and in the future. The basis of this are activity-based learning objectives that are merged in competency-based catalogues. A basis for a core curriculum of undergraduate medical training is the National Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Already in 2013, for surgery, the competencies which medical students should have achieved after completing the practical year (PJ) in relation to surgical diseases were defined in the special part of the National Catalogue of Learning Objectives in Surgery (NKLC). In the now amended general part of the NKLC, interdisciplinary competencies were defined and consented from all surgical disciplines, that are relevant for all surgical disciplines and that all representatives from the different surgical disciplines should incorporate in their surgical training. The complete NKLC is now available for faculties, teachers and students for trial (available online: https://www.dgch.de/index.php?id=190&L=528). The guiding principle for the entire development process was to make sure that students gain all competencies they need when starting to work as a medical doctor and therefor to increase patient safety.


Asunto(s)
Educación de Pregrado en Medicina , Facultades de Medicina , Competencia Clínica , Curriculum , Alemania , Humanos , Aprendizaje
19.
Zhongguo Gu Shang ; 32(12): 1165-1167, 2019 Dec 25.
Artículo en Chino | MEDLINE | ID: mdl-31870080

RESUMEN

OBJECTIVE: To investigate the technique, mechanism and clinical efficacy of manual reduction of WU medical school in the treatment of anterior glenohumeral dislocations. METHODS: From January 2016 to December 2017, 181 patients with anterior glenohumeral dislocations were treated with our manual reduction, including 71 males and 110 females, ranging in age from 19 to 94 years old, with a mean age of(61.1±16.3) years old; 68 cases of subglenoid type, 93 cases of subcoracoid type and 20 cases of subclavian type. Constant score was used to evaluate limb function while the external fixation was removed. RESULTS: One hundred and fifty-seven patients achieved reduction at the first attempt and 23 patients achieved at the second time. There was no vascular damage, nerve damage or iatrogenic fracture accmpanied. The Constant score ranged from 75 to 100, with a mean score of 92.1±4.3. One hundred and sixty-eight patients were followed up, and the duration ranged from 12 to 24 months, with an average of (16.1±3.2) months, no recurrent dislocation occurred during the follow up period. CONCLUSIONS: The manual reduction of WU medical school in the treatment of anterior glenohumeral dislocations has high success rate and low complication rate, which is scientific, safe, standardized, easy to learn and worth promoting.


Asunto(s)
Luxación del Hombro , Fracturas del Hombro , Adulto , Anciano , Anciano de 80 o más Años , Femenino , Humanos , Masculino , Manipulación Ortopédica , Persona de Mediana Edad , Facultades de Medicina , Luxación del Hombro/terapia , Resultado del Tratamiento , Adulto Joven
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA