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1.
BMC Med Educ ; 22(1): 34, 2022 Jan 12.
Artigo em Inglês | MEDLINE | ID: mdl-35022002

RESUMO

BACKGROUND: In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. METHODS: A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. RESULTS: After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner's level of self-regulated learning, teacher's role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. CONCLUSION: This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.


Assuntos
Currículo , Aprendizagem , Educação em Saúde , Humanos , Motivação , Aprendizagem Baseada em Problemas , Estudantes
2.
BMC Med Educ ; 22(1): 13, 2022 Jan 03.
Artigo em Inglês | MEDLINE | ID: mdl-34980083

RESUMO

BACKGROUND: Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students' acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. METHODS: The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled 'Systematic reviews in medical education: a practical approach: AMEE guide 94' as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. RESULTS: We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. CONCLUSIONS: The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.


Assuntos
Educação Interprofissional , Relações Interprofissionais , Currículo , Ocupações em Saúde , Humanos , Aprendizagem Baseada em Problemas
3.
BMC Med Educ ; 22(1): 5, 2022 Jan 03.
Artigo em Inglês | MEDLINE | ID: mdl-34980086

RESUMO

BACKGROUND: Simulation has been widely used in the teaching of pre-licensed nursing students and has shown positive results. However, there is limited evidence regarding the application of a comprehensive nursing course with simulation for Associated Degree in Nursing (ADN)-prepared nurses with different work experience times. Therefore, this study aimed to evaluate the satisfaction, self-confidence, and perceptions of scenario simulation among Chinese nurses in a comprehensive nursing skills course in an RN-BSN program. METHODS: A single-group post-test approach was used in the current study. Participants that completed a comprehensive nursing skills course with simulation in an RN-BSN program were enrolled. RESULTS: The mean satisfaction, self-confidence, educational practice, and simulation designs scores were rated highly. Self-confidence (p = 0.002), active learning (p = 0.020), collaboration (p = 0.030), support (p = 0.008), and problem-solving (p = 0.007) were significantly higher among students with more work experience compared to those with less experience. Then, four themes were analyzed: enthusiasm for learning, ability to experience different feelings during role-play, hybrid teaching format, and simulation fidelity. CONCLUSIONS: Results demonstrated that a comprehensive nursing skills course with simulation might improve Chinese ADN-prepared nurses' satisfaction and self-confidence in learning. Nurses with work experience gave a high rate to the scenario simulation, demonstrating that simulation can be widely applicable for students with different characteristics. Finally, the teaching strategy in the present study can be applied to more RN-BSN programs.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , China , Escolaridade , Humanos , Aprendizagem Baseada em Problemas
4.
BMC Med Educ ; 22(1): 12, 2022 Jan 03.
Artigo em Inglês | MEDLINE | ID: mdl-34980098

RESUMO

BACKGROUND: Currently, there is little experiential learning in general practice (GP) during UK undergraduate and postgraduate pharmacy education and training. AIM: To apply educational theories to explore pharmacy stakeholders' perceptions of placements in general practice and contribute to the development of a model of experiential learning for pharmacy. METHODS: Qualitative, semi-structured interviews, conducted as part of two studies exploring experiential learning in general practice, with learners and their GP based supervisors. Interviews explored experiences of learning and practice, and what aided or hindered this. An abductive approach to analysis combined inductive coding with deductive, theory-driven interpretation using Lave and Wenger's concept of "Communities of Practice". RESULTS: Forty-four interviews were conducted, with learners and placement supervisors. Participants valued placements for providing authentic patient-facing learning experiences in the workplace, facilitated through legitimate peripheral participation by supervisors and supported by the use of pre- and de-briefing. Learners benefitted from support from their supervisor(s) and other staff during their day-to-day learning (informal learning), whilst also having protected time with their supervisors to discuss learning needs or go through workplace-based assessments (formal learning). Lack of clarity regarding which and how competencies should be assessed / demonstrated in general practice challenged monitoring progress from peripheral to full participation. Findings suggest that GP placements provide opportunities for learning about the patient journey between care settings; to work effectively with multidisciplinary teams; and consolidation and application of consultation / communication skills learning. CONCLUSIONS: The learning culture of GP supports learners' development, providing time and opportunities for meaningful and authentic workplace learning, with healthcare professionals acting as supervisors and mentors. These findings can usefully inform implementation of meaningful learning opportunities in primary and secondary care for those involved in pharmacy education and training.


Assuntos
Medicina Geral , Farmácias , Farmácia , Medicina de Família e Comunidade , Medicina Geral/educação , Humanos , Aprendizagem Baseada em Problemas , Pesquisa Qualitativa
5.
J Prof Nurs ; 38: 40-44, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-35042588

RESUMO

Nurse educators must be prepared to adopt innovative, evidence-based teaching approaches that, like the flipped learning method, improve student learning outcomes and better prepare the nursing workforce of the future. The purpose of this paper is to provide a comprehensive plan and resources for faculty to transition a graduate nursing course from traditional lecture-based teaching to flipped learning. The flipped learning approach was fully implemented with 24 graduate nursing students in a primary care family nurse practitioner course. The process of transitioning from traditional lecture-based teaching to flipped learning is presented, including a detailed explanation of how flipped learning class sessions were facilitated. Nurse practitioner students who participated in the flipped learning course found that this method fostered engagement with the course content and improved students' confidence in their ability to apply knowledge and skills in clinical practice. The flipped learning method has the potential to increase active learning and student engagement, integration of classroom and clinical knowledge, and application of knowledge from the classroom to nursing practice.


Assuntos
Educação de Pós-Graduação em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Currículo , Humanos , Aprendizagem Baseada em Problemas
6.
Nurse Educ Today ; 108: 105215, 2022 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34798477

RESUMO

BACKGROUND: As healthcare continues to shift from hospitals to community settings, it is vital to prepare nursing students for community-based care, including home health. DESIGN AND OBJECTIVES: This exploratory descriptive qualitative study examined students' experiences with a home health escape room and their perceptions of how the experience affected their learning. METHODS: To escape the simulated apartment residence, student teams solved three challenges related to fall risks, food insecurity, and polypharmacy. Sixteen baccalaureate nursing students participated in focus groups and thematic analysis was conducted. RESULTS: Four themes emerged: Being in the home and taking it all in; Elements that maximized thinking; Practicing and reflecting on teamwork; and Using lessons learned. CONCLUSIONS: Simulated escape rooms offer a unique way to provide experiential learning to prepare students for home health clinical experiences.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Grupos Focais , Humanos , Aprendizagem Baseada em Problemas , Pesquisa Qualitativa
7.
Curr Probl Diagn Radiol ; 51(1): 1-5, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-33451901

RESUMO

Advances in technology have allowed radiology educators to use numerous innovative teaching tools and methods in their pedagogy. Commonly used methods such as audience response systems, flipped classroom techniques, active learning methods, and electronic media are explicated. Finally, the appropriate use of these techniques to fully optimize the educational experience is discussed.


Assuntos
Aprendizagem Baseada em Problemas , Radiologia , Humanos , Radiologia/educação
8.
J Clin Nurs ; 31(1-2): 111-120, 2022 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34056783

RESUMO

AIMS: To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability. BACKGROUND/LITERATURE: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses. DESIGN: Descriptive, cross-sectional, correlational, multi-site study. METHOD: The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n = 176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory. RESULTS: Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four-stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean = 26.22; p = .0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p = .0149). CONCLUSION: The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies. RELEVANCE TO CLINICAL PRACTICE: Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs.


Assuntos
Estudantes de Enfermagem , Cognição , Estudos Transversais , Humanos , Aprendizagem Baseada em Problemas , Reprodutibilidade dos Testes
9.
Pediatr Phys Ther ; 34(1): 63-71, 2022 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-34958335

RESUMO

PURPOSE: The purpose of this study was to conduct an in-depth investigation of physical therapist educators' challenges to and facilitators of the use of experiential learning (EL) with children. Although EL with children has been called an essential component of doctor of physical therapy (DPT) education, variability in the amount of EL used among DPT programs indicates that educators may experience different challenges and facilitators of the use of EL. METHODS: Eighteen pediatric DPT educators participated in a semistructured interview. Researchers used thematic analysis to qualitatively analyze interview transcripts. RESULTS: Three themes emerged: (1) stakeholder considerations, (2) pedagogical considerations, and (3) logistical considerations. CONCLUSIONS: This research illustrates challenges and facilitators to the use of EL with children. How these challenges and facilitators are perceived by DPT educators has implications for faculty and program directors, particularly as they consider the use of EL with children in DPT programs nationally.


Assuntos
Fisioterapeutas , Criança , Docentes , Humanos , Modalidades de Fisioterapia , Aprendizagem Baseada em Problemas
10.
Med Educ Online ; 27(1): 2016243, 2022 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34958286

RESUMO

Social accountability is a powerful concept. It is applied to medical education to encourage future doctors to take action to address health inequalities and overlooked health needs of disadvantaged populations. Problem-based learning (PBL) provides an ideal setting to teach medical students about these topics. The objective of this study is to explore how well the components of social accountability are covered in a pre-clinical PBL medical curriculum and to determine the usefulness of an adapted validated social accountability framework. We identified Irish health needs and social issues through a literature review. The retrieved documents were aligned to four values (relevance, equity, cost-effectiveness and quality) from a validated social accountability inventory, to generate a map of social accountability values present in the Irish health system and population. We then used the adapted validated social accountability inventory to evaluate the content of the PBL medical curriculum at an Irish medical school. We identified 45 documents, which upon analysis lead to the identification of health and social issues related to social accountability. 66 pre-clinical PBL cases included demographic, health and psychosocial issues similar to the local population. Analysing along the four social accountability values, the PBL cases demonstrated room for improvement in the equity and relevance domains. Topics for expansion are Traveller health, LGBTI health, alcohol use, climate change and more. Medical educators can use the paper as an example of how to apply this methodology to evaluate PBL cases. Adapting and applying a validated framework is a useful pedagogical exercise to understand established societal values related to social accountability to inform a medical curriculum. We identified opportunities to improve the PBL cases to depict emerging global and social issues.


Assuntos
Educação Médica , Aprendizagem Baseada em Problemas , Currículo , Humanos , Faculdades de Medicina , Responsabilidade Social
11.
PLoS One ; 16(12): e0261706, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34941920

RESUMO

Studies have demonstrated students' resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that students' perceptions of active learning approaches are not always positive. What remains underexplored is whether students' perceptions of active learning improve with effective instructor facilitation and whether there exists differential perceptions between racially minoritized students and represented students. Here, we estimate students' perceptions of effective instructor facilitation as the mediator in the relationship between active learning and perceptions of learning and perceived utility for class activities (task value). Then, we examine differences by racial identification. We collected classroom observation data to empirically categorize courses as active learning or lecture-based and surveyed 4,257 college students across 25 STEM classrooms at a research-intensive university. We first examined the relationship between active learning on student perceptions and found a negative relationship between active learning and perceptions of learning and task value for both racially minoritized students and represented students. Next, we assessed whether students' perceptions of instructor effectiveness in facilitating group activities mediate these negative relationships. We found that, on average, students of all races were more likely to positively perceive instructor facilitation in active learning classes relative to lectures. In turn, the positive perceptions of instructor facilitation partially suppressed the negative relationship between active learning and perceptions of learning and task value. These results demonstrate that effective instructor facilitation can influence both students' self-assessment of learning and perceived utility of the learning activities, and underscores the importance of developing pedagogical competence among college instructors.


Assuntos
Avaliação Educacional , Percepção , Aprendizagem Baseada em Problemas , Estudantes , Universidades , Adolescente , Adulto , Feminino , Humanos , Masculino
12.
PLoS One ; 16(12): e0261828, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34941959

RESUMO

BACKGROUND: Clinical clerkship programme in medical schools were developed to provide students with direct interactions with patients and observe clinical teachers in practice. However, professional dilemmas are prone to occur due to the nature of experiential learning. Several studies across different cultures showed that medical students responded differently towards professional dilemma. AIMS: This study aims to explore how medical students respond to professional dilemmas occurred during their clinical clerkships and to what extent culture influences the responses. METHOD: A qualitative descriptive approach was used in this study. We conducted four focus group discussions with final year medical students who were selected using maximum variety sampling method. Thematic analysis was conducted following the transcription of the focus groups. RESULTS: We identified the impact of dilemmas on students' emotions and concerns, students' responses towards professional dilemmas, and factors affecting responses to dilemmas in clinical clerkship, which confirmed that cultures played roles in how students responded towards professional dilemmas. CONCLUSION: This study has identified that culture, to some extent, influenced the way students responded to professional dilemmas. Therefore, it is paramount to develop a conducive and culturally sensitive educational environment and students' ability to learn from professional dilemma experienced in the workplace for developing their professional identity.


Assuntos
Emoções , Aprendizagem Baseada em Problemas , Faculdades de Medicina , Estudantes de Medicina , Feminino , Humanos , Masculino
13.
Stud Health Technol Inform ; 284: 59-61, 2021 Dec 15.
Artigo em Inglês | MEDLINE | ID: mdl-34920471

RESUMO

Medication errors occur during clinical learning for nursing students. This study aimed to develop learning cases to prevent medication errors using analysis of data from an incident reporting system. This study utilized an action research approach to develop learning cases. These learning cases were implemented with problem-based learning (PBL) method and self-learning materials strategies. The results showed that repeated occurrences of medication errors and near misses were reduced after implementing the new teaching strategy.


Assuntos
Estudantes de Enfermagem , Pesquisa sobre Serviços de Saúde , Humanos , Erros de Medicação/prevenção & controle , Aprendizagem Baseada em Problemas , Gestão de Riscos
14.
BMC Fam Pract ; 22(1): 245, 2021 12 13.
Artigo em Inglês | MEDLINE | ID: mdl-34903171

RESUMO

BACKGROUND: Although the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students' subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students' perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC). METHODS: Thirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions. RESULTS: The research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction. CONCLUSIONS: Students will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.


Assuntos
Estudantes de Enfermagem , Currículo , Grupos Focais , Humanos , Aprendizagem , Aprendizagem Baseada em Problemas , Pesquisa Qualitativa
15.
Enferm. foco (Brasília) ; 12(3): 552-559, dez. 2021.
Artigo em Português | LILACS, BDENF - Enfermagem | ID: biblio-1352832

RESUMO

Objetivo: Compreender as representações sociais do uso de mapas conceituais em grupo tutorial de estudantes de enfermagem. Método: Pesquisa qualitativa, feita a partir da análise do Discurso do Sujeito Coletivo de 26 estudantes de uma universidade pública no Centro-Oeste do Brasil. Resultados: Emergiram duas categorias provenientes da análise do discurso: 1) Mapa Conceitual: ferramenta facilitadora de organização da aprendizagem e 2) Mapa Conceitual: ferramenta que provoca tensão e desfavorece o aprendizado. Conclusões: O mapa conceitual facilita o auto estudo e a aprendizagem, pois possibilita a sintetização do conhecimento e a organização do raciocínio. Quanto à sua utilização coletiva, observou-se falhas em relação ao tempo gasto na elaboração e na necessidade de encontrar palavras de ligação. (AU)


Objective: To understand the social representations of the use of concept maps in a tutorial group of nursing students. Methods: Qualitative research, based on the Collective Subject Discourse analysis of 26 students from a public university in the Midwest of Brazil. Results: Two categories emerged from the discourse analysis: 1) Concept Map: a facilitating tool for learning organization and 2) Concept Map: a tool that causes tension and disadvantages learning. Conclusion: The concept map facilitates self-study and learning, as it enables the synthesis of knowledge and the organization of reasoning. Regarding their collective use, there were flaws in the time spent in elaboration and in the need to find linking words. (AU)


Objetivo: Comprender las representaciones sociales del uso de mapas conceptuales en un grupo tutorial de estudiantes de enfermería. Métodos: Investigación cualitativa, basada en el análisis del discurso del sujeto colectivo de 26 estudiantes de una universidad pública en el medio oeste de Brasil. Resultados: Del análisis del discurso surgieron dos categorías: 1) Mapa conceptual: una herramienta facilitadora para la organización del aprendizaje y 2) Mapa conceptual: una herramienta que causa tensión y desventajas del aprendizaje. Conclusion: El mapa conceptual facilita el autoaprendizaje y el aprendizaje, ya que permite la síntesis del conocimiento y la organización del razonamiento. Con respecto a su uso colectivo, hubo fallas en el tiempo dedicado a la elaboración y en la necesidad de encontrar palabras de enlace. (AU)


Assuntos
Aprendizagem Baseada em Problemas , Ensino , Enfermagem , Tutoria , Aprendizagem
16.
J Nurs Educ ; 60(11): 642-645, 2021 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-34723737

RESUMO

BACKGROUND: Lack of experiential learning in nurse educator (NE) programs may result in students completing didactic coursework with limited or no opportunities to supervise nursing students in a clinical environment. During the coronavirus disease 2019 pandemic, one organization transformed an educational challenge into an opportunity for NE students. METHOD: Programmatic evaluation, using a 10-item Likert scale evaluation tool, was used to obtain feedback from 15 NE students regarding their perceived value of an experiential learning activity. RESULTS: Aggregate mean evaluation scores ranged from 2.7 to 4.3. An aggregate mean of 4.3 was attributed by the NE students to the possibility of spending additional clinical hours providing oversight to nursing students participating in this process. CONCLUSION: Applied experiential learning may enhance the quality of NE students' educational experience, provide needed opportunity for developing critical expertise as a NE, and create a window of opportunity for future application of NE students' experiential learning. [J Nurs Educ. 2021;60(11):642-645.].


Assuntos
COVID-19 , Estudantes de Enfermagem , Docentes de Enfermagem , Humanos , Aprendizagem Baseada em Problemas , SARS-CoV-2
17.
J Nurs Educ ; 60(11): 629-632, 2021 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-34723740

RESUMO

BACKGROUND: Educators face the ongoing difficulty of managing finite class time and limited instructor-student interactions to balance discourse and active learning. Complicating this is the growing expectation to incorporate technology into nursing curriculum. This study explored the differences of the traditional classroom lecture (TL) with the flipped classroom (FC) format and the effects on higher-order thinking. METHOD: A content analysis was performed on previous work. Concept maps were used to evaluate data from transcripts of undergraduate nursing students' case study discussions in either a TL or FC format. RESULTS: FC groups had a more complex concept map morphology and identified more subcategories and links. They exhibited a greater number of higher-order thinking concepts compared with the TL groups. The emergence of discussion tangents across both the FC and the TL groups was unexpected. CONCLUSION: The FC approach enhances student learning and aids in the development of higher-order thinking. [J Nurs Educ. 2021;60(11):629-632.].


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Currículo , Humanos , Aprendizagem Baseada em Problemas
18.
Rev Med Chil ; 149(7): 989-996, 2021 Jul.
Artigo em Espanhol | MEDLINE | ID: mdl-34751300

RESUMO

BACKGROUND: The flipped classroom is an active method where information in delivered before class and the time allocated for it is dedicated to achieving more complex learning objectives. Diverse resources are used in each phase of the methodology. However, Web 2.0 or "Social Web" tools allow greater personal and remote interaction. AIM: To describe the perception about flipped classroom methodology implemented using web 2.0 tools in 48 medical students from the University Mayor. MATERIAL AND METHODS: The students were invited to view four video-classes available on Edpuzzl. During the activity, questions about the topic were inserted to promote understanding, research, and teamwork, then the topic was discussed using Case-Based Learning through the Quizizz program. A survey composed of 12 closed items and an open question was applied to analyze the perceptions of students. Data were analyzed using the SPSS and Atlas-Ti programs. RESULTS: A high satisfaction rate was observed about the way in which the content, discussion and communication of the information was presented. The methodology encouraged the development of generic competences, but it was not always positively perceived. CONCLUSIONS: The flipped classroom methodology developed with Edpuzzle was very well evaluated by students. This teaching method may be particularly useful in the epidemiological context of COVID-19 and other situations which require distant learning.


Assuntos
COVID-19 , Educação à Distância , Mídias Sociais , Estudantes de Medicina , Currículo , Humanos , Aprendizagem Baseada em Problemas , SARS-CoV-2
19.
J Biomech Eng ; 143(12)2021 12 01.
Artigo em Inglês | MEDLINE | ID: mdl-34729587

RESUMO

Biofluids comprises a core topical domain for modern biomedical engineering education. Like other biomedical topic areas, biofluids education must address highly interdisciplinary and applied topics. Concept/problem-based active learning approaches can provide effective avenues to teach such diverse and applied topics. However, with the heterogeneity within biofluids topics across cellular, physiological, and/or extra-organismal scales, it is important to develop active learning content that enables students to explore concepts with appropriate context. This challenge is further complicated by the need to administer such content remotely (due to the Covid-19 pandemic). Here, we outline our design process and implementation experience for simulation-based active learning modules for a newly developed physiological biofluids course. We share the overall design approach, with two example cases of simulation-based concept exploration: (a) arterial Windkessel effects and lumped parameter hemodynamic analysis; and (b) curvature-induced helical flow in human aorta illustrated using four-dimensional (4D) flow magnetic resonance imaging (MRI). Evidence from student survey ratings, student comments and feedback, and monitoring student performance for course deliverables indicate positive student response toward these modules, and efficacy of the modules in enabling student learning. Based on our design and implementation experience, we argue that simulation-based approaches can enable active learning of biofluids through remote and online learning modalities.


Assuntos
Pandemias , Aprendizagem Baseada em Problemas , Estudantes
20.
Comput Methods Programs Biomed ; 212: 106464, 2021 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-34736166

RESUMO

BACKGROUND AND OBJECTIVE: Recognizing different tissue components is one of the most fundamental and essential works in digital pathology. Current methods are often based on convolutional neural networks (CNNs), which need numerous annotated samples for training. Creating large-scale histopathological datasets is labor-intensive, where interactive data annotation is a potential solution. METHODS: We propose DELR (Deep Embedding-based Logistic Regression) to enable rapid model training and inference for histopathological image analysis. DELR utilizes a pretrained CNN to encode images as compact embeddings with low computational cost. The embeddings are then used to train a Logistic Regression model efficiently. We implemented DELR in an active learning framework, and validated it on three histopathological problems (binary, 4-category, and 8-category classification challenge for lung, breast, and colorectal cancer, respectively). We also investigated the influence of active learning strategy and type of the encoder. RESULTS: On all the three datasets, DELR can achieve an area under curve (AUC) metric higher than 0.95 with only 100 image patches per class. Although its AUC is slightly lower than a fine-tuned CNN counterpart, DELR can be 536, 316, and 1481 times faster after pre-encoding. Moreover, DELR is proved to be compatible with a variety of active learning strategies and encoders. CONCLUSIONS: DELR can achieve comparable accuracy to CNN with rapid running speed. These advantages make it a potential solution for real-time interactive data annotation.


Assuntos
Redes Neurais de Computação , Aprendizagem Baseada em Problemas , Área Sob a Curva , Processamento de Imagem Assistida por Computador , Modelos Logísticos
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