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1.
Med Educ Online ; 26(1): 1847243, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33200975

RESUMO

Social accountability (SA) is an obligation for medical schools in meeting the priority health concerns of the communities they serve. To measure the integration of SA principles into medical curricula, suitable tools are needed. This study developed and validated an inventory to assess SA values within the existing case scenarios used in problem-based learning (PBL) curricula. The Delphi technique was employed to develop and validate the new inventory. The validation used expert opinion and calculated the content validity using content validity indices (CVIs). The initial draft (Draft 0) was formulated with 25 open-ended questions. Following expert evaluation, Draft 1 had 22 closed-ended questions and the mean ratings, according to the experts, were as follows: relevance, 3.33-4.83; importance (3.5-4.8); clarity (3.33-4.83); and simplicity (3:00-4.67). Draft 2 had 19 questions. After a further round of rating and analysis, a final draft was prepared, consisting of 17 items, with CVI scores ≥ 0.8 and 100% overall satisfaction. Using this inventory tool will help health professions schools to translate SA indicators into curricular activities by identifying the gaps in their PBL curricula. Deficiencies can be either in the type of case scenarios used or the triggers embedded in the individual case scenarios, subsequently leading to the development of PBL case scenarios that address real health social needs. A revision and rewriting of the problem case scenarios to incorporate SA will be the next step.


Assuntos
Aprendizagem Baseada em Problemas , Faculdades de Medicina , Responsabilidade Social , Currículo , Humanos , Aprendizagem Baseada em Problemas/métodos
2.
Med Educ Online ; 26(1): 1854066, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33280546

RESUMO

Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online under the pandemic. We collected 'best practices' reports from 40 medical schools in China that were submitted to the National Centre for Health Professions Education Development. Experts' review-to-summary cycle was used to finalize the best practices in teaching medical students online that can benefit peer institutions most, under the unprecedented circumstances of the COVID-19 outbreak. The 12 tips presented offer-specific strategies to optimize teaching medical students online under COVID-19, specifically highlighting the tech-based pedagogy, counselling, motivation, and ethics, as well as the assessment and modification. Learning experiences shared by pilot medical schools and customized properly are instructive to ensure a successful transition to e-learning.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , China , Docentes de Medicina/educação , Docentes de Medicina/organização & administração , Humanos , Pandemias , Aprendizagem Baseada em Problemas , Desenvolvimento de Pessoal/organização & administração , Ensino
3.
Clin Anat ; 34(1): 108-114, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-32681805

RESUMO

The coronavirus disease 2019 (COVID-19) pandemic has had enormous effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way to learn anatomy since the 17th century. As it is difficult to predict future access to cadavers for students or in-person classes, anatomy educators are encouraged to revisit all possible teaching methods in order to develop innovations. Here, we review anatomy education methods to apply to current and future education.


Assuntos
Anatomia/educação , Cadáver , Dissecação , Educação a Distância , Invenções , Impressão Tridimensional , Realidade Virtual , Educação Médica/métodos , Humanos , Plastinação , Aprendizagem Baseada em Problemas , Mídias Sociais , Ensino , Materiais de Ensino , Gravação em Vídeo
4.
Texto & contexto enferm ; 29: e20180362, Jan.-Dec. 2020. tab, graf
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-1059141

RESUMO

ABSTRACT Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.


RESUMEN Objetivo: evaluar la efectividad del Modelo de Enseñanza Activa para el Pensamiento Crítico en un curso de primeros auxilios para estudiantes universitarios de enfermería. Método: ensayo clínico, aleatorizado, ciego simple y paralelo, realizado en la Universidad Federal de Viçosa (Brasil) en noviembre de 2016, con 102 estudiantes universitarios de enfermería, divididos en un grupo y uno de control. En el grupo experimental se utilizó la metodología del Problem Based Learning asociada al Modelo de Enseñanza Activa para el Pensamiento Crítico y, en el grupo de control, se utilizó solamente la metodología del Problem Based Learning. Para evaluar la diferencia del nivel de conocimiento medio entre los grupos se aplicó una prueba con 25 preguntas, antes y después de la intervención educativa. Para identificar el efecto de los factores de medida de las pruebas se utilizó el análisis de varianzas. Resultado; se observó un efecto de interacción significativo (F1,100=11,138; p=0,001), lo que indica que el grupo experimental presentó una mejoría en la media de las notas entre antes y después de la prueba, con una magnitud elevada (d=1,10). Conclusión: el modelo de enseñanza fue efectivo, lo que quedó demostrado por el desempeño del grupo experimental, que presentó resultados significativamente mayores en términos de conocimiento. Registro Brasileño de Ensayos Clínicos, número U1111-1176-5343.


RESUMO Objetivo: avaliar a efetividade do Modelo de Ensino Ativo para o Pensamento Crítico em um curso de primeiros socorros para estudantes de graduação em enfermagem. Método: ensaio clínico, randomizado, unicego e paralelo, realizado na Universidade Federal de Viçosa (Brasil). Em novembro de 2016, com 102 estudantes de graduação em enfermagem divididos em grupo experimental e grupo controle. No grupo experimental, foi utilizada a metodologia do Problem Based Learning associada ao Modelo do Ensino Ativo para o Pensamento Crítico e, no grupo controle, foi utilizada apenas a metodologia do Problem Based Learning. Para avaliar a diferença do nível de conhecimento médio dos grupos, foi aplicado teste com 25 questões, antes da intervenção educativa e após. Para identificar o efeito dos fatores de medida nos testes, foi utilizado análise de variância. Resultado: foi observado efeito de interação significativo (F1,100=11,138; p=0,001), indicando que o grupo experimental apresentou melhora na média das notas entre o pré e pós-teste, com elevada magnitude (d=1,10). Conclusão: o modelo de ensino foi efetivo, sendo demonstrado pelo desempenho do grupo experimental, que apresentou resultados significativamente maiores em termos de conhecimento. Registro Brasileiro de Ensaios Clínicos número U1111-1176-5343.


Assuntos
Humanos , Adulto Jovem , Estudantes de Enfermagem , Enfermagem , Aprendizagem Baseada em Problemas , Educação em Enfermagem , Primeiros Socorros , Estudantes , Ensino , Ensaio Clínico
5.
Recurso educacional aberto em Português | CVSP - Regional | ID: oer-3924

RESUMO

O conteúdo da aula é baseado em treinamento prático a partir de um simulador como proceder na monitoração de um aparelho de ventilação pulmonar. No conteúdo são avaliados a pressão de Platô e Complacência.


Assuntos
Respiração Artificial , Treinamento com Simulação de Alta Fidelidade , Suporte Ventilatório Interativo , Coronavirus , Aprendizagem Baseada em Problemas
6.
Sheng Wu Gong Cheng Xue Bao ; 36(9): 1939-1946, 2020 Sep 25.
Artigo em Chinês | MEDLINE | ID: mdl-33164469

RESUMO

New engineering program requires training models that conform acceptable time span and principles of engineering education. Considering the program "Principles of chemical engineering" and the limitations of traditional teaching methods, we integrated problem-based learning method and flipped classroom teaching model to reform the course. Through a three-stage systematic teaching design including knowledge learning before class, knowledge internalization in class, and consolidation and expansion after class, we effectively stimulated students' interest and enthusiasm in learning, cultivated students' independent learning ability and engineering thinking, and achieved good teaching effect. It can provide reference for the construction of "Principles of chemical engineering" course and training of engineering talents in agricultural colleges.


Assuntos
Engenharia Química , Aprendizagem Baseada em Problemas , Bioengenharia , Humanos , Estudantes
7.
Biochem Mol Biol Educ ; 48(6): 678-684, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-33137848

RESUMO

Over the last few decades, there has been a shift in the classroom from lecture-based to active learning settings with the argument that students retain more information when they are involved in the learning process. This correlation is even stronger when the active learning setting incorporates a real-world or personal connection. Using active learning activities that develop students' ability to comprehend primary scientific literature is particularly important in the field of immunology, due to the rapid expansion of information in the field, which has been further accelerated due to the COVID-19 pandemic. By nature, immunology is interdisciplinary, requiring an integrated knowledge of concepts from several scientific disciplines to understand complex immune processes. Engaging undergraduate students through the use of primary literature can improve scientific literacy, develop critical thinking, and enhance understanding of complex topics. To explore this, we utilized a group learning activity in an introductory immunology course that incorporated both a coronavirus-related review and COVID-19 clinical research article. We found that this learning activity significantly enhanced student confidence in key scientific literacy skills: reading scientific literature, clearly explaining relevant points, and describing conclusions generated from the data. Moreover, all students reported that they enjoyed the activity and that it helped them understand more about the current COVID-19 pandemic in the context of the immune response.


Assuntos
Alergia e Imunologia/educação , Educação a Distância/métodos , Alfabetização , Pandemias , Aprendizagem Baseada em Problemas/métodos , Autoimagem , Estudantes/psicologia , Alabama , Humanos , Autoavaliação , Universidades/organização & administração , Adulto Jovem
8.
Medicine (Baltimore) ; 99(46): e23096, 2020 Nov 13.
Artigo em Inglês | MEDLINE | ID: mdl-33181674

RESUMO

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.


Assuntos
Anatomia/educação , Redes de Comunicação de Computadores , Educação a Distância/métodos , Educação de Graduação em Medicina , Aprendizagem Baseada em Problemas/métodos , Ensino/tendências , Adulto , Currículo/tendências , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/organização & administração , Escolaridade , Feminino , Humanos , Masculino , Modelos Educacionais , Inquéritos e Questionários , Materiais de Ensino
9.
J Vet Med Educ ; 47(5): 555-569, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33231520

RESUMO

Local peer observation of teaching is considered an important mechanism for instructors to improve the quality and effectiveness of their teaching, but there is an absence of uniformity to establish a best practice for this process in veterinary curricula. The Regional Teaching Academy (RTA) of the Consortium of Western Colleges of Veterinary Medicine is comprised of educational advocates from five western veterinary colleges with a common goal of enhancing the quality and effectiveness of education in veterinary medical curricula. Members of the RTA recognized this deficit in best practices for local peer observation (LPO) and formed a working group called "Local Peer Observation of Teaching." The goal was to meet a critical need for the enhancement of individual teaching skills by using a scholarly approach to develop robust methods for peer observation of teaching. Two rubric-based instruments were developed: one for large-group/didactic settings, and the second for small-group/clinical settings. Each is accompanied by pre- and post-observation worksheets which are considered instrumental to success. Results of a qualitative survey of instrument users' experiences are shared. Both observers and observees view the experiential learning from faculty peer colleagues very positively and the meaningful feedback is appreciated and incorporated by observees. Suggestions for implementation of the peer observation process are discussed, considering strengths and challenges. The purpose of this article is to describe in depth, the development process and output of the efforts of the Local Peer Observation of Teaching working group as a potential best practice guideline for peer observation.


Assuntos
Educação em Veterinária , Animais , Currículo , Docentes , Humanos , Grupo Associado , Aprendizagem Baseada em Problemas , Ensino
10.
BMC Med Educ ; 20(1): 465, 2020 Nov 25.
Artigo em Inglês | MEDLINE | ID: mdl-33239001

RESUMO

BACKGROUND: Ghana is challenged with shortage of critical human resources for health particularly nurses and midwives in rural hard-to-reach communities. This shortage potentially hinders efforts towards attaining universal access to basic healthcare. More importantly, poor quality of pre-service training for health trainees has the potential to worsen this predicament. There is therefore the need to leverage emerging digital innovations like e-learning to complement existing efforts. This study was conducted several months before the outbreak of COVID-19 to investigate the preparedness, acceptability and feasibility e-learning innovation for nursing and midwifery trainees. METHODS: The study is a cross-sectional descriptive survey involving nursing and midwifery students (n = 233) in one of Ghana's public universities, located in the Volta region of Ghana. Simple random sampling technique was used to collect responses from eligible respondents using a structured questionnaire. Descriptive statistical analysis was done using STATA software (version 12.0). RESULTS: It was found that nearly 100% of respondents owned smartphones that were used mostly for learning purposes including sharing of academic information. Over 70% of respondents particularly used social media, social networking applications and internet searches for learning purposes. Health trainees were however constrained by low bandwidth and lack of seamless internet connectivity within their learning environments to maximize the full benefits of these e-learning opportunities. CONCLUSION: Respondents were predominantly prepared for an e-learning pilot project. These feability findings suggest e-learning is a huge potential that can be used to augment existing approaches for pre-service training of health trainees in Ghana, when implementation threats are sufficiently addressed. Compelling findings of this study are therefore timely to inform evidence-based policy decisions on innovative digitial solutions for pre-service training of health workforce even as the world adapts to the "new normal" situation induced by COVID-19.


Assuntos
Instrução por Computador/estatística & dados numéricos , Bacharelado em Enfermagem/métodos , Tocologia/educação , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Estudos Transversais , Estudos de Viabilidade , Feminino , Gana , Humanos , Projetos Piloto , Aprendizagem Baseada em Problemas/estatística & dados numéricos , Adulto Jovem
11.
Artigo em Inglês | MEDLINE | ID: mdl-33121028

RESUMO

Due to the coronavirus disease (COVID-19) pandemic, there are many restrictions in effect in clinical nursing practice. Since effective educational strategies are required to enhance nursing students' competency in clinical practice, this study sought to evaluate the effectiveness of simulation problem-based learning (S-PBL). A quasi-experimental control group pretest-post-test design was used. Nursing students were allocated randomly to the control group (n = 31) and the experimental group (n = 47). Students in the control group participated in a traditional maternity clinical practicum for a week, while students in the experimental group participated S-PBL for a week. The students in the experimental group were trained in small groups using a childbirth patient simulator (Gaumard® Noelle® S554.100, Miami, USA) based on a standardized scenario related to obstetric care. The students' learning attitude, metacognition, and critical thinking were then measured via a self-reported questionnaire. Compared with the control group, the pre-post difference in learning attitude and critical thinking increased significantly (p < 0.01) in the experimental group. S-PBL was found to be an effective strategy for improving nursing students' learning transfer. Thus, S-PBL that reflects various clinical situations is recommended to improve the training in maternal health nursing.


Assuntos
Educação Baseada em Competências/métodos , Metacognição , Aprendizagem Baseada em Problemas/métodos , Treinamento por Simulação/métodos , Estudantes de Enfermagem/psicologia , Pensamento , Betacoronavirus , Competência Clínica , Infecções por Coronavirus/epidemiologia , Bacharelado em Enfermagem/métodos , Avaliação Educacional , Feminino , Humanos , Pandemias , Pneumonia Viral/epidemiologia , Preceptoria , Gravidez
13.
Biochem Mol Biol Educ ; 48(6): 655-656, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-33053605

RESUMO

A biochemistry class was transformed to implement student-centered, active-learning pedagogies to help improve competencies associated with the scientific method. In responding to the COVID-19 pandemic, the course content switched from the biochemistry of nucleic acids to the science of the newly discovered virus, SARS-CoV-2. This provided a unique opportunity to model authentic science inquiry through cycles of questioning, investigating, assessing, and critical thinking on a rapidly evolving, interdisciplinary topic. This learning experience helped enhance science literacy, supported self-directed learning and curiosity, and emphasized the importance of evaluating information sources to recognize misinformation.


Assuntos
Bioquímica/educação , Pandemias , Aprendizagem Baseada em Problemas/métodos , /epidemiologia , Currículo , Humanos , /genética , Estudantes , Pensamento
14.
Trends Hear ; 24: 2331216520952992, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33073723

RESUMO

Time-efficient hearing tests are important in both clinical practice and research studies. This particularly applies to notched-noise tests, which are rarely done in clinical practice because of the time required. Auditory-filter shapes derived from notched-noise data may be useful for diagnosis of the cause of hearing loss and for fitting of hearing aids, especially if measured over a wide range of center frequencies. To reduce the testing time, we applied Bayesian active learning (BAL) to the notched-noise test, picking the most informative stimulus parameters for each trial based on nine Gaussian Processes. A total of 11 hearing-impaired subjects were tested. In 20 to 30 min, the test provided estimates of signal threshold as a continuous function of frequency from 500 to 4000 Hz for nine notch widths and for notches placed both symmetrically and asymmetrically around the signal frequency. The thresholds were found to be consistent with those obtained using a 2-up/1-down forced-choice procedure at a single center frequency. In particular, differences in threshold between the methods did not vary with notch width. An independent second run of the BAL test for one notch width showed that it is reliable. The data derived from the BAL test were used to estimate auditory-filter width and asymmetry and detection efficiency for center frequencies from 500 to 4000 Hz. The results agreed with expectations for cochlear hearing losses that were derived from the audiogram and a hearing model.


Assuntos
Mascaramento Perceptivo , Aprendizagem Baseada em Problemas , Limiar Auditivo , Teorema de Bayes , Humanos , Ruído/efeitos adversos
15.
Yakugaku Zasshi ; 140(10): 1275-1284, 2020.
Artigo em Japonês | MEDLINE | ID: mdl-32999206

RESUMO

In April 2018, as part of their fifth-year pre-clinical education curriculum, pharmacy students at Setsunan University attended a lecture presented by hepatitis B patients and their lawyer entitled "Lecture by Hepatitis B Patients". This lecture was intended to help the students to understand the circumstances and difficulties encountered by hepatitis B patients on a daily basis. For this study, we conducted questionnaire surveys of the pharmacy students before and after the lecture. The survey items pertained to students' knowledge about hepatitis B (e.g., its spread and infection possibility in daily life). Students' responses before and after the lecture varied depending on the survey topic. Hepatitis B knowledge acquired by the students in their junior year increased after the lecture; moreover, attitudes to hepatitis B patients and understanding of the difficulties and prejudice that they experienced showed a significant change. For example, responses to the items, "Feel sympathy for patients suffering from discrimination and prejudice" and "Hard to work…" were much more sympathetic after the lecture; additionally, students were less likely to "Fear infection when near patients" and more likely "… to associate with patients". Thus, the "Lecture by Hepatitis B Patients" had a significant impact on the pharmacy students' perceptions of these patients, allowing them to cultivate greater empathy. From an educational standpoint, it is of the utmost importance for pharmacy/medical students to develop their humanity as members of healthcare teams. Educational real-world experiences, such as the "Lecture by Hepatitis B Patients", provide opportunities for this development.


Assuntos
Atividades Cotidianas , Educação em Farmácia/métodos , Empatia , Hepatite B/psicologia , Participação do Paciente/métodos , Pacientes/psicologia , Aprendizagem Baseada em Problemas/métodos , Relações Profissional-Paciente , Estudantes de Farmácia/psicologia , Atitude Frente a Saúde , Currículo , Humanos , Conhecimento , Inquéritos e Questionários
16.
Medicine (Baltimore) ; 99(40): e21668, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33019384

RESUMO

BACKGROUND: One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability. METHODS: A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers. RESULTS: The results of this study will be published in a peer-reviewed journal. CONCLUSION: This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method. ETHICS AND DISSEMINATION: Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies. INPLASY REGISTRATION NUMBER: INPLASY202070017.


Assuntos
Educação Médica/métodos , Educação em Enfermagem/métodos , Currículo , Educação Médica/normas , Educação em Enfermagem/normas , Humanos , Metanálise em Rede , Aprendizagem Baseada em Problemas/métodos , Revisões Sistemáticas como Assunto , Pensamento
17.
Medicine (Baltimore) ; 99(40): e22430, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33019421

RESUMO

BACKGROUND: With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical. METHODS: Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI). RESULTS: A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61-1.63, P < .001), as well as in cultivating students' practical skills (SMD 2.59, 95% CI 1.69-3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35-2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21-2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31-2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19-1.60, P < .001). CONCLUSION: Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.


Assuntos
Educação Médica/métodos , Radiologia/educação , Humanos , Aprendizagem Baseada em Problemas/métodos
18.
Annu Int Conf IEEE Eng Med Biol Soc ; 2020: 1620-1623, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-33018305

RESUMO

Segmentation is a prerequisite yet challenging task for medical image analysis. In this paper, we introduce a novel deeply supervised active learning approach for finger bones segmentation. The proposed architecture is fine-tuned in an iterative and incremental learning manner. In each step, the deep supervision mechanism guides the learning process of hidden layers and selects samples to be labeled. Extensive experiments demonstrated that our method achieves competitive segmentation results using less labeled samples as compared with full annotation.Clinical relevance- The proposed method only needs a few annotated samples on the finger bones task to achieve comparable results in comparison with full annotation, which can be used to segment finger bones for medical practices, and generalized into other clinical applications.


Assuntos
Falanges dos Dedos da Mão , Falanges dos Dedos da Mão/diagnóstico por imagem , Aprendizagem Baseada em Problemas
20.
Ann Glob Health ; 86(1): 103, 2020 08 19.
Artigo em Inglês | MEDLINE | ID: mdl-32874934

RESUMO

Global health trainees rely on immersive experiences to apply their classroom knowledge in real-world settings. However, during the COVID-19 pandemic travel has come to a halt and short-term experiences are no longer available in their current form. As with didactic material, global health programs have an opportunity to innovate the delivery of applied learning, providing trainees with robust, mentored experiences that promote the acquisition of core global health competencies. We provide a series of practical solutions for remote applied learning including case-based learning, pathfinder pedagogy, virtual reality simulations, and twinning. We further describe the role of these approaches in addressing common criticisms of short-term experiences and their potential for creating new win-win dynamics between institutions and trainees.


Assuntos
Infecções por Coronavirus , Educação a Distância , Saúde Global/educação , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas , Ensino/tendências , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação/organização & administração , Educação a Distância/métodos , Educação a Distância/organização & administração , Humanos , Inovação Organizacional , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/organização & administração
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