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4.
J Forensic Leg Med ; 68: 101873, 2019 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-31627125

RESUMEN

Learning about forensic sciences is a crucial part of the formation of professionals working in medicine and health areas; this includes a range of coverage from legal-medical cases to forensic autopsies. However, knowledge of forensics by medical students is limited, because the teaching focus has been on the fundamentals of procedures in this field. To develop the necessary skills, specific support, and targeted learning tasks should be designed to enable the integration of interdisciplinary work in processes, infrastructure, and equipment used in a high-quality-forensic investigation. The innovative educational experience of the Crime Scene Investigation CSI Lab was a week-long activity using the pedagogical strategy of Challenge-Based Learning. It addresses the problem that students need training in an authentic setting. The intervention, in September 2017, included 33 students from different disciplines such as medicine, law, and marketing. They participated in various learning settings in multidisciplinary teams and were challenged by experts from the State Institute for Forensic Sciences to analyze specific processes. The outcomes of the CSI Lab implementations provided evidence of how the students benefited from the experience. The results showed that 80% of the teams had an excellent approach to the solution, justification of the proposal and feasibility assessment. However, only 60% achieved a solution that met the requirements. The educational process was assessed by their perceptions of the educational strategy of the CSI Lab experience. The results indicated that 88.9% of the students believed that the experience broadened their perspectives on forensic sciences. 73.1% thought that the design of the activities, visits, and plenaries added value to their academic training, and 88.9% found it to be interesting. Regarding whether or not the activities helped the participants to understand and perform a legal-medicine investigation, 92.6% believed that it did help them recognize and understand the interventional areas and processes necessary for the investigation. CONCLUSION: Students demonstrated high acceptance of the context-rich design of the practical activities and educational experiences that were grounded in active learning. The effect on curriculum design is that the interactions and interdisciplinarity of the programs must be assessed, as these experiences could motivate them to engage in solving the social challenges of the 21st century.


Asunto(s)
Medicina Legal/educación , Modelos Educacionales , Aprendizaje Basado en Problemas , Estudiantes , Evaluación Educacional , Procesos de Grupo , Humanos , México , Proyectos Piloto , Universidades
5.
Plast Reconstr Surg ; 144(4): 597e-605e, 2019 10.
Artículo en Inglés | MEDLINE | ID: mdl-31568292

RESUMEN

BACKGROUND: Rhinoplasty is known for its complexity in planning and execution. For trainees, knowledge acquisition is often adequately attained. The mastery of skills, however, occurs by means of hands-on exposure, which continues to be a challenge. This article discusses the positive progress made in rhinoplasty training, and objectively demonstrates a need for more hands-on rhinoplasty exposure for residents. METHODS: A systematic review was performed in adherence to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Concurrently, an online survey was developed, assessing resident comfort and training in rhinoplasty, and e-mailed to Canadian and U.S. plastic surgery training programs. RESULTS: ONE HUNDRED THIRTY-EIGHT: residents completed the survey, 62 junior (first- to third-year residents) and 76 senior residents (fourth- to sixth-year residents). Seventy-two percent of senior residents (95 percent of sixth-year residents) reported adequate rhinoplasty exposure, as opposed to 13 percent of junior residents. Seventy-five percent of senior residents most often participated as observers or first assistants, 25 percent participated as co-surgeons, and 73.9 percent did not perform a key rhinoplasty step more than five times. Residents felt the three most difficult steps of rhinoplasty were nasal osteotomy (76.1 percent), caudal septum/anterior nasal spine manipulation (65.2 percent), and nasal tip sutures (55.8 percent), and 73.9 percent felt that simulator training would substantially improve confidence. CONCLUSIONS: Despite sufficient exposure to rhinoplasties, residents were least confident in performing rhinoplasties relative to other aesthetic procedures, likely because of the high proportion of rhinoplasty exposure that is observational as opposed to hands-on acquisition of surgical maneuvers in the operating room. The survey established the maneuvers residents find the most difficult, and as programs adopt competency-based training, developing rhinoplasty simulators targeting specific identified steps may help improve competence for rhinoplasty skills.


Asunto(s)
Internado y Residencia/métodos , Modelos Educacionales , Rinoplastia/educación , Entrenamiento Simulado , Predicción , Humanos , Internado y Residencia/tendencias , Autoinforme
6.
Prensa méd. argent ; 105(9 especial): 556-562, oct 2019. tab
Artículo en Inglés | LILACS, BINACIS | ID: biblio-1046483

RESUMEN

The access to education for children and young people with special needs is an indicator of the humanization of society, a sign that this society can care for one of its most vulnerable groups. This paper reviews the principles and trends in studying the issues of organising an inclusive education environment. Particular emphasis is placed on the scientific novelty of the research, research methods and goals, the main purpose of which is to create a comfortable educational environment and find a solution to the problems of inclusive space. Further, the authors provide a detailed analysis of the project content in the conditions of Kazakhstan. They develop an experimental model of a spatial solution for an inclusive education environment. The results of this study contribute to the architectural and compositional improvement of educational buildings, increasing their comfort. The paper analyzes the role of the virtual environment in the development of experimental projects. It contains a diagram of the project time frame, a sample schedule and a description of the research group composition.


Asunto(s)
Humanos , Grupos de Riesgo , Propensión (Educación) , Literatura de Revisión como Asunto , Modelos Educacionales , Personas con Discapacidad/educación , Políticas Públicas Antidiscriminatorias
7.
Prensa méd. argent ; 105(10): 736-744, oct 2019. tab
Artículo en Inglés | LILACS, BINACIS | ID: biblio-1026066

RESUMEN

Background and objective: Occupational exposure makes healthcare provider at risk of a variety of infections such as AIDS, Hepatitis B, and Hepatitis C. This study investigated the effect of educational intervention on standardized precautionary behaviors in healthcare provider based on health belief model, in Jam city, Iran during 2016. Methods: This experimental study was carried out on Tohid hospital staff and health care provider of Jam`s health center. Random stratified sampling based on different occupation designated into two groups, intervention (n=50) and control (n=50). After confirming the validity and reliability of the data collection tool, the educational intervention was examined before and after the intervention. Data were analyzed using descriptive statistical methods, independent t-test and one-way ANOVA (SPSS 20). Results: The results revealed that the healthcare provider did not have any previous educational background on standardized precautionary (34.3%). Furthermore, the history of needle stick injuries (42.5%) and contact with patients' body fluids (17.5%) were reported. Educational intervention regarding to standardized precautions in the intervention group was significantly increased the mean score of knowledge constructs, perceived sensitivity, perceived severity, perceived benefits, perceived barriers and behaviors. However, no significant changes were observed in increasing the self-efficacy the score. Conclusion: The results indicate the effectiveness of educational intervention on standard precautionsamong healthcare provider based on health belief model. Educational program based on promotion behavioral pattern in relation to standard precautionsis recommended to the healthcare provider


Asunto(s)
Humanos , Masculino , Femenino , Efectividad , Muestreo Estratificado , Epidemiología Experimental , Recolección de Datos/clasificación , Análisis de Varianza , Personal de Salud , Modelos Educacionales , Comunicación , Precaución
8.
Br J Nurs ; 28(17): 1124-1128, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556740

RESUMEN

Coaching is an intervention that facilitates another person's learning, development and performance. Applied to student nurse practice placement learning, coaching has the potential to boost leadership learning that is student led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article gives personal perspectives about how a collaboration between four Greater Manchester (GM) universities and their partner practice organisations developed, implemented and evaluated a coaching approach to student nurse clinical leadership development and peer learning, while increasing practice placement capacity-the GM Synergy model. Perspectives are given on setting up a project team, testing the model before implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is in line with the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses document, with the practice supervisor role complementing the role of the coach in clinical practice.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Liderazgo , Aprendizaje , Tutoría/organización & administración , Estudiantes de Enfermería/psicología , Inglaterra , Humanos , Relaciones Interinstitucionales , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Universidades/organización & administración
9.
Semin Vasc Surg ; 32(1-2): 27-29, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31540653

RESUMEN

The development of two training paradigms for the training of vascular surgeons has naturally resulted in concerns regarding competence equivalency. Comparison of the traditional 5+2 year and the integrated 0-5 year training programs has confirmed clear differences in trainee experience. To date, the overall vascular procedure case-log experience is equivalent except in the areas of open abdominal procedures that separate traditional vascular fellows from integrated vascular surgery residents. The integrated vascular surgery trainee has the advantage of increased time spent on vascular services, and this results in a significantly increased major vascular case volume. Finally, while there is a difference in the types of jobs attained by these two groups, with vascular residents trending toward a more academic scope of practice, both groups report very similar training and job attainment satisfaction, including salary compensation.


Asunto(s)
Competencia Clínica , Educación de Postgrado en Medicina/métodos , Internado y Residencia , Cirujanos/educación , Procedimientos Quirúrgicos Vasculares/educación , Carga de Trabajo , Selección de Profesión , Curriculum , Humanos , Satisfacción en el Trabajo , Modelos Educacionales
10.
West J Emerg Med ; 20(5): 731-739, 2019 Aug 06.
Artículo en Inglés | MEDLINE | ID: mdl-31539330

RESUMEN

INTRODUCTION: In 2012, Botswana embarked on an organized public approach to prehospital medicine. One goal of the Ministry of Health (MOH) was to improve provider education regarding patient stabilization and resuscitation. Simulation-based instruction is an effective educational strategy particularly for high-risk, low-frequency events. In collaboration with partners in the United States, the team created a short, simulation-based course to teach and update prehospital providers on common field responses in this resource-limited setting. The objective of this study was to evaluate an educational program for Botswanan prehospital providers via written and simulation-based examinations. METHODS: We developed a two-day course based on a formal needs assessment and MOH leadership input. The subject matter of the simulation scenarios represented common calls to the prehospital system in Botswana. Didactic lectures and facilitated skills training were conducted by U.S. practitioners who also served as instructors for a rapid-cycle, deliberate practice simulation education model and simulation-based testing scenarios. Three courses, held in three cities in Botswana, were offered to off-duty MOH prehospital providers, and the participants were evaluated using written multiple-choice tests, videotaped traditional simulation scenarios, and self-efficacy surveys. RESULTS: Collectively, 31 prehospital providers participated in the three courses. The mean scores on the written pretest were 67% (standard deviation [SD], 10) and 85% (SD, 7) on the post-test (p < 0.001). The mean scores for the simulation were 42% (SD, 14.2) on the pretest and 75% (SD, 11.3) on the post-test (p < 0.001). Moreover, the intraclass correlation coefficient scores between reviewers were highly correlated at 0.64 for single measures and 0.78 for average measures (p < 0.001 for both). Twenty-one participants (68%) considered the course "extremely useful." CONCLUSION: Botswanan prehospital providers who participated in this course significantly improved in both written and simulation-based performance testing. General feedback from the participants indicated that the simulation scenarios were the most useful and enjoyable aspects of the course. These results suggest that this curriculum can be a useful educational tool for teaching and reinforcing prehospital care concepts in Botswana and may be adapted for use in other resource-limited settings.


Asunto(s)
Curriculum , Servicios Médicos de Urgencia , Personal de Salud/educación , Modelos Educacionales , Resucitación/educación , Entrenamiento Simulado/métodos , Adulto , Botswana , Femenino , Humanos , Masculino , Encuestas y Cuestionarios
12.
Cir. plást. ibero-latinoam ; 45(3): 285-294, jul.-sept. 2019. tab, graf
Artículo en Español | IBECS | ID: ibc-184403

RESUMEN

Antecedentes y Objetivo. La rinoplastia es uno de los procedimientos más frecuentes y más complejos de la Cirugía Plástica. Residentes de todo el mundo concuerdan en que su entrenamiento en rinoplastia es deficiente y en algunas ocasiones nulo. Algunos dicen no contar con la confianza suficiente para realizarla al finalizar su formación especializada. No todos los países establecen un método de entrenamiento estandarizado para la adquisición de experiencia y habilidades en rinoplastia, y si bien existen algunos modelos, no han sido evaluados y se desconoce su efectividad. Realizamos una revisión sistemática de las publicaciones que describen modelos de entrenamiento para aprendizaje, adquisición y/o mejora de habilidades en rinoplastia. Material y método. Llevamos a cabo una revisión sistemática mediante búsqueda electrónica de la literatura en las diferentes bases de datos: MEDLINE Pubmed (1980 a junio de 2016), EMBASE Ovid (1946 a segunda semana de junio de 2016), LILACS Scielo (1982 a junio de 2016) usando como criterio de selección: estudios descriptivos sobre uso de modelos de entrenamiento en rinoplastia. Resultados. Revisamos 6 modelos de entrenamiento publicados entre 2005-2014; 3 con tejido animal, 1 en cadáveres y 2 con material sintético. Ninguno contaba con evaluación y validación de los modelos propuestos, por lo cual no es posible determinar si funcionan para mejorar las habilidades quirúrgicas durante la formación especializada en Cirugía Plástica. Conclusiones. Aunque está demostrada la eficacia de los modelos de entrenamiento quirúrgico en otras especialidades y su uso es requisito para acreditación en EE. UU., no encontramos evidencia de la existencia de modelos eficaces en rinoplastia. Es por ello que nuestra revisión abre la puerta para la búsqueda de un modelo validado en nuestra especialidad


Background and Objective. Rhinoplasty is one of the most frequent and complex surgeries performed within the Plastic Surgery field. Residents around the world agree on a general deficiency from their rhinoplasty training and, in some cases, the absence of it. Someone, by the end of their training, still feel lack of confidence when performing a rhinoplasty. Currently, not all the countries have established a standardized training method for the acquisition of expertise and skills in rhinoplasty, and although there are several models, they have not been evaluated and therefore their efficiency as a training model is unknown. Methods. We conduct a systematic review performing a systematic review of published articles about the theme. Search strategy included the following database: MEDLINE Pubmed (1980 to June 2016), EMBASE Ovid (1946 to second week of June 2016), LILACS Scielo (1982 to June 2016). Selection criteria used was: descriptive studies reporting the use of training models for rhinoplasty. Results. Six training models, during a period from 2005-2014, were evaluated. Three were based on animal tissue, 2 on synthetic materials and 1 on a cadaveric model. No one had been evaluated or validated as to whether they improve surgical skills of residents in training. Conclusions. Even do, in other medical specialties the effectiveness of surgical training models has been proven and such training is considered a requirement in the USA, within the rhinoplasty field no evidence of the effectiveness from these models was found. This revision delivers a path to continue with their effectiveness evaluation and skills improvement in Plastic Surgery


Asunto(s)
Humanos , Rinoplastia/educación , Materiales de Enseñanza , Modelos Anatómicos , Modelos Educacionales , Cirugía Plástica/educación , Protocolos Clínicos , Bases de Datos como Asunto/estadística & datos numéricos , México
13.
J Grad Med Educ ; 11(4): 460-467, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31440342

RESUMEN

Background: Training future physicians to provide compassionate, equitable, person-centered care remains a challenge for medical educators. Dialogues offer an opportunity to extend person-centered education into clinical care. In contrast to discussions, dialogues encourage the sharing of authority, expertise, and perspectives to promote new ways of understanding oneself and the world. The best methods for implementing dialogic teaching in graduate medical education have not been identified. Objective: We developed and implemented a co-constructed faculty development program to promote dialogic teaching and learning in graduate medical education. Methods: Beginning in April 2017, we co-constructed, with a pilot working group (PWG) of physician teachers, ways to prepare for and implement dialogic teaching in clinical settings. We kept detailed implementation notes and interviewed PWG members. Data were iteratively co-analyzed using a qualitative description approach within a constructivist paradigm. Ongoing analysis informed iterative changes to the faculty development program and dialogic education model. Patient and learner advisers provided practical guidance. Results: The concepts and practice of dialogic teaching resonated with PWG members. However, they indicated that dialogic teaching was easier to learn about than to implement, citing insufficient time, lack of space, and other structural issues as barriers. Patient and learner advisers provided insights that deepened design, implementation, and eventual evaluation of the education model by sharing experiences related to person-centered care. Conclusions: While PWG members found that the faculty development program supported the implementation of dialogic teaching, successfully enabling this approach requires expertise, willingness, and support to teach knowledge and skills not traditionally included in medical curricula.


Asunto(s)
Docentes Médicos , Modelos Educacionales , Atención Dirigida al Paciente , Desarrollo de Personal , Enseñanza , Curriculum , Educación de Postgrado en Medicina , Humanos , Internado y Residencia , Desarrollo de Programa
14.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(4): 159-164, jul.-ago. 2019. tab
Artículo en Español | IBECS | ID: ibc-183075

RESUMEN

La educación médica en Costa Rica se inicia en 1959 con la creación de la Escuela de Medicina de la Universidad de Costa Rica. La interacción entre la Junta de Protección Social y la Caja Costarricense del Seguro Social ha fortalecido su desarrollo. La fundación de las escuelas de medicina privadas en la década de los setenta, así como la creación del Sistema Nacional de Acreditación de la Educación Superior como garante de la calidad académica de las instituciones de educación superior y el Colegio de Médicos y Cirujanos, ente que regula el ejercicio profesional y la idoneidad del recurso médico, han contribuido de forma importante a este desarrollo. Todos estos esfuerzos institucionales conjuntos permiten a los estudiantes de grado y posgrado el acceso a planes de estudio de calidad, para dar mejores servicios de salud a la población costarricense, permitiendo el avance en los índices de salud del país y el desarrollo de un sistema sanitario que cubre el 95% de la población. Los desafíos se dirigen a una mejor planificación, que regule la formación de este recurso, a la atención de la población mayor de 65 años, tanto en lo preventivo como en las patologías propias de la edad, al desarrollo de estrategias mediante la tecnología informática que potencie la formación de redes para la investigación en educación médica, a la formación de profesionales a nivel general y a una especialización de mayor calidad


Medical education in Costa Rica began in 1959 with the creation of the School of Medicine of the University of Costa Rica. The subsequent interaction between the Social Protection Board and the alliances with the Costa Rican Social Security Fund has strengthened its development. Black in the seventies, the foundation of the private schools of medicine, and the creation of the National System of Accreditation of Higher Education as guarantor of the minimum academic quality and the role of the College of Physicians and Surgeons, entity that regulates the professional practice and the suitability of the resource edict, has contributed in an important way with this development. All these joint institutional efforts allow undergraduate and graduate students, access to quality study plans, to provide better health services to the Costa Rican population and allowing advancement in the health indices presented by the country and the development of a health system that covers 95% of the population. The challenges are focused on the achievement of a better planning, that regulates the formation of this course, the attention for the population over 65 years, both in the preventive, as in the pathologies of that time, the development of strategies through the computer technology that enhances the formation of networks for research in medical education and the training of general and specialty professionals of higher quality


Asunto(s)
Humanos , Educación Médica/métodos , Modelos Educacionales , Educación Basada en Competencias/métodos , Educación de Postgrado/métodos , Educación Médica/organización & administración , Costa Rica , Acreditación , Prueba de Admisión Académica
15.
Prehosp Disaster Med ; 34(4): 438-441, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31337462

RESUMEN

Education in disaster nursing and risk management is important, and developing the human resources of medical staff who participate in disaster response is also necessary. However, a practical educational model for risk management and disaster nursing has not yet been established in Japan. In the present study, a model of disaster medical education for practical risk management and disaster nursing was proposed. Seventeen expert nurses with experience in practical international disaster response (IDR) participated in this study. They were recruited from among past members of Japan disaster response medical teams. They were asked an open-ended question through a questionnaire survey: "What kind of nursing education is necessary for risk management and practical activities in disaster response?" The responses were analyzed qualitatively and an educational model was developed.Sixty-five codes were obtained from the answers to the open-ended question, and they were categorized into 19 sub-categories and three categories. Subsequently, the "SINCHI education model" was proposed for practical disaster nursing education; it comprises six elements: (1) Simulation exercise and small-group work; (2) International nursing knowledge; (3) Nursing skills and knowledge, including disaster nursing; (4) Communication ability promotion; (5) Humanity, responsibility, and flexibility; and (6) Infection prevention and control. A sample of this education exercise model is the following: (1) preparing the list of medical staff members (2) information-gathering simulation (3) preparing the list of medical instruments, and (4) developing the plan for risk management and operation, including infection prevention and control. Disaster nursing education could be made more instructive and practical by including simulation exercises.


Asunto(s)
Competencia Clínica , Planificación en Desastres/organización & administración , Educación en Enfermería/organización & administración , Enfermería de Urgencia/educación , Grupo de Enfermería/organización & administración , Desastres/estadística & datos numéricos , Femenino , Humanos , Japón , Masculino , Modelos Educacionales , Gestión de Riesgos
16.
BMC Med Educ ; 19(1): 258, 2019 Jul 11.
Artículo en Inglés | MEDLINE | ID: mdl-31296217

RESUMEN

BACKGROUND: Community-based education (CBE) is strategically important to provide contextual learning for medical students. CBE is a priority for countries striving for better primary health care. However, the CBE literature provides little curriculum guidance to enhance undergraduate medical education with the primary health care context. We aim to develop a CBE framework for undergraduate medical education (from macro, meso, and micro curriculum levels) to engage students and teachers with better, more meaningful learning, within primary health care settings. METHODS: We used a grounded theory methodology by interviewing eight medical educationalists and ten CBE teachers, followed with the coding process by sensitizing the concepts of 'medical education' and 'primary care', to explore any new concepts. The primary data originated from a developing country where the paradigm of high-quality primary health care is mostly unfamiliar. Three senior researchers from international associations of general practices from different countries provided validation to the results. RESULTS: We identified a new framework for a community-based educational program. The micro-curriculum should offer opportunities for small group activities, ranging from simple to complex learning, emphasizing clinical skills, leadership, and teamwork to improve self-directed and collaborative practice. Sufficient role models and constructive feedback within primary care contexts are robust facilitators. For the meso-curriculum, comprehensive coordination on teacher-training and CBE program is needed. To ensure the sustainability of the program, faculty leaders and managers should include the macro-curriculum with a national postgraduate general practice curriculum and provide strong commitment. CONCLUSIONS: We designed a 'CBE-tree' model for the undergraduate medical curriculum. By using the CBE framework developed in this study, students and teachers may better comprehend the essential of primary health care.


Asunto(s)
Redes Comunitarias/organización & administración , Curriculum , Educación de Pregrado en Medicina/organización & administración , Medicina Familiar y Comunitaria/educación , Femenino , Teoría Fundamentada , Humanos , Masculino , Modelos Educacionales , Atención Primaria de Salud , Evaluación de Programas y Proyectos de Salud , Investigación Cualitativa , Estudiantes de Medicina/estadística & datos numéricos , Reino Unido
17.
BMC Med Educ ; 19(1): 279, 2019 Jul 25.
Artículo en Inglés | MEDLINE | ID: mdl-31345202

RESUMEN

BACKGROUND: Technological advances have driven huge change in educational practices though concerns exist about a lack of evidence informing this change, in particular with social media-based medical education activities. The purpose of this study was to conduct a scoping review of WhatsApp use in medical education, narratively describing how it has been used and evaluated, and the theoretical considerations in relevant articles. METHODS: A modified 5-stage scoping review model was used. We performed 2 searches from February 2009 to February 2019 in EBSCO, SCOPUS, Web of Science, EMBASE, Medline PubMed and Google Scholar) using the term "WhatsApp" in all search fields. A 3-stage process for study selection was performed. Only original articles in English presenting original data about WhatsApp in medical education were included. The Kirkpatrick model of training evaluation was used to describe learning outcomes in included studies. RESULTS: Twenty-three articles were selected for review. Three strategies for WhatsApp use were apparent; primarily educational use with a pre-defined curriculum (n = 5), primarily educational use without a curriculum (n = 11), and primarily non-educational use (n = 7). Most of the educational studies used an online moderator and were in a local hospital or university department. Studies not primarily educational were national or international and seldom included an online moderator. All 5 studies with a pre-defined curriculum reported Kirkpatrick level 2 learner knowledge outcomes. A majority of the remaining studies only reported Kirkpatrick level 1 learner attitudes. Seven studies with 647 participants reported an improvement in learners' knowledge following WhatsApp learning, though methodological weaknesses were apparent. Evidence for underlying learning theory considerations were scant throughout the studies. CONCLUSIONS: WhatsApp is popular and convenient in medical education. Current published literature suggests it may also be effective as a medical learning tool. By combining the 3 strategies for WhatsApp use and the exploration-enactment-assessment integrated learning design framework, we propose an instant messenger design model for medical education. This may address the need for theory-driven instructional design in social media learning. Further research would clarify the role of WhatsApp and our design model in this area.


Asunto(s)
Educación Médica , Modelos Educacionales , Programas Informáticos , Competencia Clínica , Curriculum
18.
J Prof Nurs ; 35(4): 305-313, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31345511

RESUMEN

BACKGROUND: The academic-practice partnership began in 2005 with a collaborative Pre-licensure Bachelor of Science in Nursing (BSN) program. Since that time the partnership has broadened to include faculty development, evidence-based practice, interprofessional education, and research initiatives. PURPOSE: The purpose is to share the outcomes of this academic-practice partnership and to provide a model for other institutions. METHODS: This successful partnership is grounded in the American Association of Colleges of Nursing and the American Organization of Nurse Executives' eight guiding principles for academic-practice partnerships. The cornerstones to the partnership are communication, collaboration, and mutual respect. RESULTS: The initial outcomes of this collaboration increased enrollment, thereby increasing the number of BSN prepared registered nurses; created opportunities for clinical nurses to teach; increased the number of nursing faculty; and capitalized on the strengths of each partner. CONCLUSION: The most exciting aspect of this partnership is the shared commitment to decrease the gap between nursing education and practice; thus, improving the quality of nursing education, advancing the practice of nursing and healthcare delivery, and enhancing the health of our community. Consistent with the AACN-AONE recommendations, this academic-practice partnership prepares nurses of the future to be evidence-based practitioners and creates opportunities for nurses to achieve educational and career advancements.


Asunto(s)
Instituciones de Atención Ambulatoria , Conducta Cooperativa , Asociación entre el Sector Público-Privado/organización & administración , Universidades , Arizona , Bachillerato en Enfermería , Práctica Clínica Basada en la Evidencia , Humanos , Modelos Educacionales , Investigación en Enfermería , Desarrollo de Personal , Estudiantes de Enfermería
19.
J UOEH ; 41(2): 179-184, 2019.
Artículo en Japonés | MEDLINE | ID: mdl-31292362

RESUMEN

Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) has been widely used in Japan. The guidelines of the American College of Chest Physicians has recommended that EBUS-TBNA should be performed by well-trained operators who can perform highly accurate procedures, but the indicators of the degree of experience and training are unclear. In our department, physicians who do not have enough experience perform EBUS-TBNA under the supervision of bronchoscopic instructors who have EBUS-TBNA techniques (Board Certified Member of the Japan Society for Respiratory Endoscopy) after guidance and training in EBUS-TBNA using a simulator as an operator and helper. In order to evaluate the influence of the experience and training of EBUS-TBNA on diagnostic accuracy and safety, we retrospectively compared the diagnostic accuracy and safety of EBUS-TBNA performed by physicians within one year of experience of EBUS-TBNA and those performed by physicians with more than one year of experience. A total of 111 cases (148 lesions) who were eventually diagnosed as having primary lung cancer and underwent EBUS-TBNA in our department between April 2014 and January 2016 were divided into two groups. Group A (43 cases, 57 lesions) was examined by third-year doctors within one year of experience of EBUS-TBNA, and group B (68 cases, 91 lesions) was examined by doctors with four or more years of experience and with more than one year of experience of EBUS-TBNA. Diagnostic rate, examination time, and complications were evaluated. There were no significant differences between the two groups in the diagnostic rate (A, 89.5% vs. B, 90.1%, P = 1.0) or examination time (A, 27 min vs. B, 23 min, P = 0.149), and no complications were observed in either group. This study suggests that even less-experienced physicians may safely perform EBUS-TBNA as well as moderately-experienced physicians with more than 1 year experience of EBUS-TBNA with similar diagnostic rates when proper training and supervision are supplied.


Asunto(s)
Broncoscopía/educación , Competencia Clínica , Educación Médica , Biopsia por Aspiración con Aguja Fina Guiada por Ultrasonido Endoscópico , Neoplasias Pulmonares/diagnóstico , Neoplasias Pulmonares/patología , Seguridad del Paciente , Médicos , Adulto , Anciano , Anciano de 80 o más Años , Biopsia por Aspiración con Aguja Fina Guiada por Ultrasonido Endoscópico/métodos , Femenino , Humanos , Masculino , Persona de Mediana Edad , Modelos Educacionales , Estudios Retrospectivos , Sensibilidad y Especificidad
20.
BMC Med Educ ; 19(1): 261, 2019 Jul 15.
Artículo en Inglés | MEDLINE | ID: mdl-31307460

RESUMEN

BACKGROUND: Improved training approaches have the potential to overcome barriers to the use of postpartum intrauterine devices (PPIUDs) in Pakistan, including a shortage of female providers who are able to insert the device. This study assessed the effectiveness and acceptability of a competency-based onsite training approach that employed a newly developed anatomic model (the Mama-U) to train doctors and midwives on postpartum family planning (PPFP) and the insertion of PPIUDs. METHODS: An observational, mixed methods study conducted training evaluations and knowledge and skills assessments with 11 trainers and 88 doctors and midwives who participated in eight PPIUD training sessions. Two months later, follow-up interviews and clinical assessments were conducted with 20 providers, and interviews and a focus group discussion were conducted with 85 married women who received a PPIUD from a trained provider. RESULTS: The training significantly improved provider knowledge (p < 0.001), and follow-up assessments showed that clinical skills were retained for at least two months post-training. After training, 81.8% of providers were confident in their ability to provide PPIUD services, and midwives and doctors had similar PPIUD insertion skills. However, midwives were more likely than doctors to meet all 10 key requirements during PPIUD counseling sessions (63.9% versus 13.3%, p = 0.004). Providers found the Mama-U model to be a useful tool for client counseling as well as training and skills practice, and clients agreed. Trainers identified the low cost, light weight, and portability of the Mama-U model as advantages over the conventional training model and noted that its abstract shape reduced embarrassment among trainers, providers, and clients. CONCLUSIONS: Competency-based training with the Mama-U model can improve the quality of PPIUD counseling and PPIUD insertion services and has the potential to extend PPFP/PPIUD service delivery to midwives working in rural Pakistan. The portable, low-cost Mama-U permits onsite, on-the-job PPIUD insertion training that is tailored to the local setting; it is also well suited for the continuing practice that providers need to maintain their skills. Further research is needed to confirm the usefulness and cost-effectiveness of the Mama-U at scale and in other settings.


Asunto(s)
Competencia Clínica , Educación Basada en Competencias/métodos , Servicios de Planificación Familiar/educación , Dispositivos Intrauterinos/estadística & datos numéricos , Partería/educación , Entrenamiento Simulado/economía , Adolescente , Adulto , Ahorro de Costo , Países en Desarrollo , Femenino , Grupos Focales , Personal de Salud/educación , Humanos , Modelos Educacionales , Pakistán , Periodo Posparto , Embarazo , Adulto Joven
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