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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: 625-635, 2021 01.
Artículo en Inglés | MEDLINE | ID: mdl-32950906

RESUMEN

BACKGROUND: Video-assisted debriefing may be a powerful tool to improve surgical team performance. Nevertheless, a true operating team debriefing culture is lacking to date. This study aimed to find evidence on how to debrief the surgical team and develop a model suitable for debriefing using a video and medical data recorder (MDR) in the operating room (OR). METHODS: A review of the PubMed and Embase databases and Cochrane Library was performed. The identified literature was studied and combined with a conceptual framework to develop a model for postoperative video-assisted team debriefing. Thirty-five surgical cases were recorded with an MDR and debriefed with the operating team using the proposed debrief model and a standardized video-assisted performance report. A questionnaire was used to assess the participants' satisfaction with this debrief model. RESULTS: Debrief models and methods are extensively described in the current medical literature. An overview was provided. The OR team needs a structured debrief model, minimizing resource, effort, and motivational constraints. A structured six-step team debrief model suitable for video-assisted OR team debriefing was developed. The model was tested in 35 multidisciplinary MDR-assisted debriefing sessions and the debriefing sessions were overall rated with a mean of 7.8 (standard deviation 1.4, 10-point Likert scale) by participants. CONCLUSIONS: Debriefing surgical teams using a video and MDR in the OR requires a model on how to use such recordings optimally. To date, no such model existed. The proposed debrief model was tested using a multisource MDR and may be used to facilitate OR debriefing across various settings.


Asunto(s)
Modelos Educacionales , Grupo de Atención al Paciente/normas , Periodo Posoperatorio , Grabación en Video , Humanos
5.
GMS J Med Educ ; 37(7): Doc68, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364347

RESUMEN

Due to the COVID-19 pandemic, digital teaching approaches should be used wherever possible. In this article we report on our project for digital teaching and learning of surgical skills. The compulsory elective "Intensivkurs Chirurgische Techniken" for medical students starting with semester 5 was designed as a blended learning course. One week before the face-to-face class, the students receive the learning and teaching material online in a Moodle course. In the face-to-face class, live demos of procedures (e.g. performing skin and intestinal sutures) are presented by the teachers. The learners then perform the practical procedures and record themselves with the camera of an iPad. They publish their videos in the Moodle course via an Opencast plugin. The implementation of an annotation tool enables everyone in the Moodle course to add free-text comments to selected parts of the videos (video-assisted feedback and coaching). As a result of the pandemic, the face-to-face class is being moved to a digital learning environment. For this purpose, we are extending the existing system with a web conference tool (BigBlueButton).


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/métodos , Procedimientos Quirúrgicos Operativos/educación , Competencia Clínica , Humanos , Modelos Educacionales , Pandemias
6.
Front Public Health ; 8: 566316, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33363077

RESUMEN

Recently, an unprecedented coronavirus pandemic has emerged and has spread around the world. The novel coronavirus termed COVID-19 by the World Health Organization has posed a huge threat to human safety and social development. This mini review aimed to summarize the online education mode and plans for schools to resume full-time campus study in China during COVID-19. Chinese schools have made significant contributions to the prevention and control of the transmission of COVID-19 by adopting online learning from home. However, normal opening and classroom teaching have been affected. For education systems at all levels, online education may be an effective way to make up for the lack of classroom teaching during the epidemic. To protect staff and students from COVID-19, the timing of students returning to full-time campus study needs to be considered carefully. Reviewing and summarizing of the Chinese education system's response to the virus would be of great value not only in developing educational policy but also in guiding other countries to formulate educational countermeasures.


Asunto(s)
Grupo de Ascendencia Continental Asiática , Educación a Distancia , Instituciones Académicas/estadística & datos numéricos , /prevención & control , China/epidemiología , Humanos , Modelos Educacionales , Instituciones Académicas/tendencias , Estudiantes
7.
Zhonghua Liu Xing Bing Xue Za Zhi ; 41(12): 2141-2148, 2020 Dec 10.
Artículo en Chino | MEDLINE | ID: mdl-33378830

RESUMEN

Objective: To summarize the different teaching models and their effects in evidence-based medicine at home and abroad by qualitative method and systematic review. Methods: We searched the following databases (from inception to 13 May, 2019): PubMed, Embase, Proquest, Cochrane, Web of Science database and the Chinese databases (CNKI, Wanfang, SinoMed and VIP). To assess data strength and validity, risk of bias assessments were undertaken. Results: A total of 52 literatures were included in this study, including 21 Chinese-language literature and 31 English-language literature. PBL teaching model, mixed teaching model and workshop teaching model were the three teaching models with the largest number of studies in 20 teaching models. Conclusion: The evidence-based medicine teaching effect was closely related to the teaching models, so it is necessary to explore more suitable teaching models for the evidence-based medicine to improve the teaching effects.


Asunto(s)
Medicina Basada en la Evidencia , Modelos Educacionales , China , Medicina Basada en la Evidencia/educación , Humanos , Investigación Cualitativa
8.
Medicine (Baltimore) ; 99(45): e23158, 2020 Nov 06.
Artículo en Inglés | MEDLINE | ID: mdl-33158001

RESUMEN

BACKGROUND: To date, much of the rehabilitation following anterior cruciate ligament reconstruction (ACLR) has centered on physical components. However, clinical outcomes including return to sport after ACLR depends on not only physical recovery but also psychological components. This study was performed to assess the feasibility of 6-month modeling video intervention on psychological responses following ACLR. METHODS: Following the baseline assessment of psychological measures through Knee Self Efficacy Scale (K-SES), ACL-Return to Sport after Injury (ACL-RSI), and Tampa Scale of Kinesiophobia-11 (TSK-11), 32 patients scheduled for ACLR were randomly assigned to intervention (n = 10), placebo (n = 11), or control (n = 11) group. Six modeling videos and placebo videos were developed by the investigators. Intervention and placebo groups watched their respective videos during their follow-up visits while control group did not. All groups completed psychological assessments during hospitalization, at 2 weeks, at 6 weeks, at 3 months, and at 6 months following ACLR. Also, Knee Injury and Osteoarthritis Outcome Score (KOOS) was used to evaluate symptoms and function of the knee at 3 and 6 months after surgery. RESULTS: No significant changes in K-SES, ACL-RSI, and TSK-11 scores over 6-month period were observed among groups (P = .808, P = .574, P = .888, respectively). Compared with baseline, only the scores of K-SES improved with statistical significance in the intervention, placebo, and control groups (P = .05, .01, .00) at 6 months after ACLR. The KOOS subscale scores were not significantly different among the intervention, placebo, and control groups at 3 and 6 months. CONCLUSION: A modeling video intervention, although feasible, was not effective in addressing the psychological risk factors in patients undergoing ACLR.


Asunto(s)
Reconstrucción del Ligamento Cruzado Anterior/psicología , Reconstrucción del Ligamento Cruzado Anterior/rehabilitación , Modalidades de Fisioterapia , Grabación en Video , Adulto , Estudios de Factibilidad , Femenino , Humanos , Masculino , Modelos Educacionales , Proyectos Piloto , Factores de Tiempo , Adulto Joven
9.
Medicine (Baltimore) ; 99(46): e23096, 2020 Nov 13.
Artículo en Inglés | MEDLINE | ID: mdl-33181674

RESUMEN

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


Asunto(s)
Anatomía/educación , Redes de Comunicación de Computadores , Educación a Distancia/métodos , Educación de Pregrado en Medicina , Aprendizaje Basado en Problemas/métodos , Enseñanza/tendencias , Adulto , Curriculum/tendencias , Educación de Pregrado en Medicina/métodos , Educación de Pregrado en Medicina/organización & administración , Escolaridad , Femenino , Humanos , Masculino , Modelos Educacionales , Encuestas y Cuestionarios , Materiales de Enseñanza
10.
BMJ Open Qual ; 9(4)2020 11.
Artículo en Inglés | MEDLINE | ID: mdl-33148602

RESUMEN

Practice-based learning via clinical placement is a core part of a physiotherapy degree with the Chartered Society of Physiotherapy requiring completion of 1000 placement hours over a preregistration degree programme. In April 2020, as a result of the COVID-19 pandemic and subsequent lockdown Connect Health had to cancel 10 student placements as we transitioned to virtual consultations for all clinics. This cancellation of student placements was replicated across the nation with many Higher Education Institutes reporting a backlog of student placements. Without the requisite placement hours students are unable to progress into the next academic year or are unable to graduate. This then reduces the flow of new-graduate physiotherapists into the workforce at a time when there is a plan to grow the physiotherapy workforce to meet primary care demand. In response to this problem a novel placement model to facilitate virtual student placements ('virtual placements') was developed, tested and then rolled out across Connect Health using the Plan-Do-Study-Act quality improvement methodology. The model combines shadowing a broad range of virtual clinics with delivery of patient-facing online exercise classes via the Facebook Live platform and completion of virtual projects to support knowledge consolidation. This virtual student placement model enabled an increase in student capacity of over 400% compared with 2018-2019 with 182 students starting between May and August 2020. The model runs using widely available technology, requires no additional investment and has enabled these students to continue their studies and progress towards qualifying as physiotherapists.


Asunto(s)
Infecciones por Coronavirus , Internado no Médico/métodos , Modelos Educacionales , Pandemias , Fisioterapeutas/educación , Neumonía Viral , Telemedicina/métodos , Betacoronavirus , Humanos , Fisioterapeutas/provisión & distribución , Estudiantes del Área de la Salud
11.
Niger J Clin Pract ; 23(10): 1470-1476, 2020 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-33047708

RESUMEN

Background: In midwifery practice, the education model used for skill acquisition is extremely important for the management of students' stress, anxiety and self-efficacy. Innovative practices aim to improve the students' cognitive, emotional and psychomotor skills, and new research needs to be performed to evaluate the results of such practices. Aims: The present study aimed to evaluate the effects of the education model and clinical practice features, such as practice time, laboratory practice and exam evaluation, on the students' state and continuous anxiety and self-efficacy status. Methods: This was a semi-experimental non-randomised study, including three steps. Research was conducted in two institutions. Sample selection was not made in the research. The sample consisted of two groups. Group 1 included students (n = 39), who get educated in 1st institution. Group 2 included students (n = 40), who get educated in 2nd institution. In the collection of research data; Introductory Information Form, Self- Efficacy Scale, Spielberger's State/Continuous Anxiety Inventory was used. Data were analysed by Shapiro Wilk Tests, numbers, percentages, Chi-square test, analysis of single factor variance in repeated measurements, repeated measures analysis of variance, t test in indepentdent samples. Results: A significant difference was found between the three data collection steps, regarding self-efficacy as well as state and continuous anxiety scores (P < 0.001). A significant correlation was found between the mean self-efficacy scores of each group (P < 0.001). Conclusions: The results indicate that students have a high level of self-efficacy using the daily life activities model, engaging in 8 hours of clinical practice, performing clinical practice under the supervision of a midwife or a nurse.


Asunto(s)
Ansiedad/psicología , Partería/educación , Preceptoría , Autoeficacia , Estudiantes/psicología , Adulto , Prácticas Clínicas , Femenino , Humanos , Masculino , Modelos Educacionales , Adulto Joven
12.
BMJ Open ; 10(10): e041886, 2020 10 29.
Artículo en Inglés | MEDLINE | ID: mdl-33122327

RESUMEN

OBJECTIVES: (1) Understanding the characteristics of online learning experiences of Chinese undergraduate medical students; (2) Investigating students' perceptions of ongoing online education developed in response to COVID-19 and (3) Exploring how prior online learning experiences are associated with students' perceptions. DESIGN: Students' familiarity with online learning modes and corresponding perceived usefulness (PU) according to their previous experiences were investigated using an online survey. The survey also collected data on students' perceptions through their evaluation of and satisfaction with current online learning. SETTING: In response to the educational challenges created by COVID-19, medical schools in China have adopted formal online courses for students. PARTICIPANTS: The questionnaire was sent to 225 329 students, of whom 52.38% (118 080/225 329) replied, with valid data available for 44.18% (99 559/225 329). METHODS: Pearson correlations and t-tests were used to examine the relationship between familiarity and PU. Multiple linear regression and logistic regression analyses were used to determine the impact of prior learning experiences and its interactions with gender, area, learning phase and academic performance on students' perceptions. RESULTS: Students' PU had a significant positive correlation with their familiarity with online learning modes (p<0.01). Students' evaluation of and satisfaction with their current online education were positively associated with their familiarity (ß=0.46, 95% CI 0.45 to 0.48, p<0.01; OR 1.14, 95% CI 1.13 to 1.14, p<0.01) with and PU (ß=3.11, 95% CI 2.92 to 3.30, p<0.01; OR 2.55, 95% CI 2.37 to 2.75, p<0.01) of online learning. Moreover, the higher the students' learning phases, the lower the associations between PU and students' evaluation of and satisfaction with ongoing online education. CONCLUSIONS: Medical students in China have experiences with various online learning modes. Prior learning experiences are positively associated with students' evaluation of and satisfaction with current online education. Higher learning phases, in which clinical practices are crucial, and high academic performance led to lower evaluation and satisfaction scores.


Asunto(s)
Infecciones por Coronavirus , Educación a Distancia/métodos , Educación de Pregrado en Medicina , Modelos Educacionales , Evaluación de Necesidades , Pandemias , Neumonía Viral , Betacoronavirus , China , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Educación de Pregrado en Medicina/organización & administración , Educación de Pregrado en Medicina/tendencias , Femenino , Humanos , Masculino , Modelos Organizacionales , Pandemias/prevención & control , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control , Investigación Cualitativa , Percepción Social , Estudiantes de Medicina/psicología , Adulto Joven
13.
J Nurs Educ ; 59(10): 570-576, 2020 Oct 01.
Artículo en Inglés | MEDLINE | ID: mdl-33002163

RESUMEN

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].


Asunto(s)
Infecciones por Coronavirus/prevención & control , Educación a Distancia/organización & administración , Educación en Enfermería/organización & administración , Relaciones Interprofesionales , Pandemias/prevención & control , Neumonía Viral/prevención & control , Telemedicina/organización & administración , Adulto , Infecciones por Coronavirus/epidemiología , Curriculum , Femenino , Humanos , Masculino , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Neumonía Viral/epidemiología , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Estados Unidos/epidemiología , Adulto Joven
14.
Br J Hosp Med (Lond) ; 81(9): 1-6, 2020 Sep 02.
Artículo en Inglés | MEDLINE | ID: mdl-32990069

RESUMEN

Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical 'boot camps' have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical 'field camps' were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.


Asunto(s)
Competencia Clínica , Infecciones por Coronavirus , Educación , Cirugía General/educación , Pandemias , Neumonía Viral , Entrenamiento Simulado , Betacoronavirus , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Educación/métodos , Educación/organización & administración , Evaluación Educacional , Humanos , Modelos Anatómicos , Modelos Educacionales , Pandemias/prevención & control , Satisfacción Personal , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control , Autoimagen , Entrenamiento Simulado/métodos , Entrenamiento Simulado/organización & administración , Apoyo a la Formación Profesional/métodos , Reino Unido
15.
BMC Fam Pract ; 21(1): 203, 2020 09 28.
Artículo en Inglés | MEDLINE | ID: mdl-32988371

RESUMEN

BACKGROUND: Continuing medical education (CME) is essential to developing and maintaining high quality primary care. Traditionally, CME is delivered face-to-face, but due to geographical distances, and pressure of work in Bangladesh, general practitioners (GPs) are unable to relocate for several days to attend training. Using chronic obstructive pulmonary disease (COPD) as an exemplar, we aimed to assess the feasibility of blended learning (combination of face-to-face and online) for GPs, and explore trainees' and trainers' perspectives towards the blended learning approach. METHODS: We used a mixed-methods design. We trained 49 GPs in two groups via blended (n = 25) and traditional face-to-face approach (n = 24) and assessed their post-course knowledge and skills. The COPD Physician Practice Assessment Questionnaire (COPD-PPAQ) was administered before and one-month post-course. Verbatim transcriptions of focus group discussions with 18 course attendees and interviews with three course trainers were translated into English and analysed thematically. RESULTS: Forty GPs completed the course (Blended: 19; Traditional: 21). The knowledge and skills post course, and the improvement in self-reported adherence to COPD guidelines was similar in both groups. Most participants preferred blended learning as it was more convenient than taking time out of their busy work life, and for many the online learning optimised the benefits of the subsequent face-to-face sessions. Suggested improvements included online interactivity with tutors, improved user friendliness of the e-learning platform, and timing face-to-face classes over weekends to avoid time-out of practice. CONCLUSIONS: Quality improvement requires a multifaceted approach, but adequate knowledge and skills are core components. Blended learning is feasible and, with a few caveats, is an acceptable option to GPs in Bangladesh. This is timely, given that online learning with limited face-to-face contact is likely to become the norm in the on-going COVID-19 pandemic.


Asunto(s)
Infecciones por Coronavirus , Educación a Distancia/métodos , Educación Médica Continua , Médicos Generales/educación , Pandemias , Neumonía Viral , Enfermedad Pulmonar Obstructiva Crónica , Enseñanza , Actitud del Personal de Salud , Bangladesh/epidemiología , Betacoronavirus , Control de Enfermedades Transmisibles/métodos , Instrucción por Computador , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Educación Médica Continua/organización & administración , Educación Médica Continua/tendencias , Estudios de Factibilidad , Humanos , Modelos Educacionales , Evaluación de Necesidades , Pandemias/prevención & control , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control , Enfermedad Pulmonar Obstructiva Crónica/epidemiología , Enfermedad Pulmonar Obstructiva Crónica/terapia , Mejoramiento de la Calidad , Enseñanza/normas , Enseñanza/tendencias
18.
Am J Phys Med Rehabil ; 99(9): 860-862, 2020 09.
Artículo en Inglés | MEDLINE | ID: mdl-32833384

RESUMEN

"Hands-on" teaching is an important part of sports ultrasound (US) education in sports medicine fellowships. However, physical distancing requirements during a global pandemic have resulted in cancellation and/or postponement of "in-person" educational sessions, ultrasound conferences, and clinical diagnostic and interventional ultrasound cases that enhance ultrasound training. For "hands-on" sports ultrasound teaching to continue during these uncertain times, the educational model must be adapted. The use of virtual meeting platforms to display ultrasound images is possible, and this not only allows for instructor demonstration but also gives the instructor an opportunity to observe the learner scanning and provide direct feedback in real-time. Moving forward, virtual ultrasound teaching methods will likely continue to be of educational value, as they provide increased access to individualized instruction from skilled instructors and eliminate travel time and cost of conferences and instructional sessions.


Asunto(s)
Infecciones por Coronavirus , Educación a Distancia/métodos , Pandemias , Neumonía Viral , Medicina Deportiva/educación , Ultrasonografía , Adulto , Betacoronavirus , Competencia Clínica , Femenino , Humanos , Masculino , Persona de Mediana Edad , Modelos Educacionales
19.
PLoS One ; 15(8): e0237712, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32810180

RESUMEN

This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachers´ responses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong to five universities: Universidad de Sevilla (Spain), Universitat de Barcelona (Spain), Universidade de Vigo (Spain), Universidad de Las Palmas de Gran Canaria (Spain) and Universidad Nacional de La Plata (Argentina). An exploratory and descriptive study was carried out, and the data were gathered from an online survey filled in by the teachers. Twenty-eight cases were obtained, one for each course that was involved in the project. The mean values were analysed by running a Kruskal-Wallis H test and ER2 for the effect size. In addition, the thematic analysis method was used to analyse the teachers' perceptions while representing their opinions faithfully. The results showed that ECO methodology has a very positive effect on the personal development of the teachers. ECO is a methodology that comes to have revolutionary effects, improving the relationship between teachers and students, who strengthen their commitment to their own learning. It is also an excellent means for connecting students with the social and professional world outside of academia.


Asunto(s)
Actitud , Educación/métodos , Docentes/psicología , Modelos Educacionales , Universidades , Argentina , Docentes/estadística & datos numéricos , Humanos , Aprendizaje , España , Estudiantes/psicología , Encuestas y Cuestionarios/estadística & datos numéricos
20.
J Surg Educ ; 77(5): 1005-1007, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32773336

RESUMEN

OBJECTIVE: In response to ongoing concerns regarding transmission of the novel coronavirus (COVID-19), surgical practice has changed for the foreseeable future. Practice guidelines recommend only urgent or emergent surgical procedures be performed to minimize viral transmission. This effectively limits standard training and practice for surgical residents. The purpose of this article is to describe opportunities in surgical simulation, and highlights the challenges associated with training in the COVID-19 era. DESIGN: This is a perspective summarizing the potential role of surgical simulation to target training gaps caused by decreased surgical caseloads. CONCLUSIONS: This manuscript concisely discusses simulation options available to training programs, including the novel concept of "surgical kits." These kits include all instruments necessary to simulate a procedure at home, effectively pairing safety and utility.


Asunto(s)
Control de Enfermedades Transmisibles/organización & administración , Infecciones por Coronavirus/prevención & control , Educación de Postgrado en Medicina/métodos , Cirugía General/educación , Pandemias/prevención & control , Neumonía Viral/prevención & control , Impresión Tridimensional , Entrenamiento Simulado/métodos , Competencia Clínica , Femenino , Humanos , Internado y Residencia/métodos , Masculino , Modelos Educacionales , Otolaringología/educación , Administración de la Seguridad , Estados Unidos
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