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1.
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
2.
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
3.
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
4.
Korean J Med Educ ; 32(3): 175-183, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32894921

RESUMO

Medical schools have been slowly adopting online learning into pedagogical methods for more than a decade. While some medical educators are reluctant to accept these changes, the ongoing coronavirus disease 2019 (COVID-19) pandemic poses a threat to the delivery of traditional medical education, which has accelerated the inevitable implementation of online learning. This sudden change may be a new challenge to medical educators who are new to this territory. Therefore, this review aims to provide foundational concepts of online learning and practical guidelines in the context of medical education. The authors first identify three foundational concepts, which are transactional distance, presence, and independent learners. In online learning, transactional distance, determined by dialogue and structure, becomes more important than physical distance. Furthermore, effective and successful online learning requires the achievement and accommodation of cognitive, social, and teaching presences. It is also crucial to recognize learners not as passive recipients of information predefined by a teacher, but as active, capable, and independent individuals. The authors, then, discuss the practical guidelines for designing an effective online curriculum. Five online pedagogical guidelines are laid out in this review: design structures and flows to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/facilitate interactions, promote practice opportunities, and promote a learning community. By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic.


Assuntos
Educação a Distância/métodos , Educação Médica/métodos , Aprendizagem Baseada em Problemas/métodos , Humanos
5.
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
6.
PLoS One ; 15(8): e0238226, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32866197

RESUMO

Virtual patients are an active learning pedagogical tool which simulate clinical scenarios in a three-dimensional environment. Their use in pharmacy education is under-researched in comparison to other healthcare professions. In the United Kingdom, pre-registration training refers to a year of workplace based training which pharmacy graduates must complete prior to professional registration as pharmacists. This study aimed to evaluate pre-registration pharmacists' perceptions on the integration, usefulness and enjoyment of completing virtual patient simulations or non-interactive case studies as part of their training. Pre-registration trainees completed three virtual patient simulations or three non-interactive case studies on the topics of: emergency hormonal contraception, renal function and childhood illnesses. Telephone interviews were conducted with twenty pre-registration pharmacists, exploring their perspectives on the use of the virtual patient or non-interactive case studies. Data was analysed using the five-stage framework approach. Four main themes emerged from the data: case study design; usefulness of the case studies as a training tool; support in pre-registration training; utility of the learning tools. Trainees also identified technical issues they had experienced while completing the virtual patient simulations, specifically with keyword recognition. Pre-registration trainees who used the virtual patients provided comments relating to the novelty, realism and enjoyment in completing them. Trainees in both groups reported developing knowledge and skills from completing the case studies; those who used the virtual patient commented on the development of communication skills and an increase in confidence for practice and those who used the non-interactive cases focused on knowledge acquisition and numeracy. Participants were enthusiastic about virtual patients as a novel training tool which provided an opportunity for learners to practice realistic scenarios in a safe environment. Virtual patients offer the potential to 'bridge the gap' in pharmacist pre-registration sector-related training variation, promote learning through reflection on doing and increase overall preparedness for practice.


Assuntos
Educação em Farmácia/métodos , Aprendizagem Baseada em Problemas/métodos , Atitude do Pessoal de Saúde , Competência Clínica , Feminino , Humanos , Masculino , Simulação de Paciente , Farmacêuticos , Pesquisa Qualitativa , Reino Unido
7.
Obstet Gynecol ; 136(4): 830-834, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32826520

RESUMO

As hospitals and medical schools confronted coronavirus disease 2019 (COVID-19), medical students were essentially restricted from all clinical work in an effort to prioritize their safety and the safety of others. One downstream effect of this decision was that students were designated as nonessential, in contrast to other members of health care teams. As we acclimate to our new clinical environment and medical students return to the frontlines of health care, we advocate for medical students to be reconsidered as physicians-in-training who bring valuable skills to patient care and to maintain their status as valued team members despite surges in COVID-19 or future pandemics. In addition to the contributions students provide to medical teams, they also serve to benefit from the formative experiences of caring for patients during a pandemic rather than being relegated to the sidelines. In this commentary, we discuss factors that led to students' being excluded from this pandemic despite being required at the bedside during prior U.S. public health crises this past century, and we review educational principles that support maintaining students in clinical environments during this and future pandemics.


Assuntos
Infecções por Coronavirus , Educação Médica , Controle de Infecções/métodos , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas/métodos , Segurança , Estudantes de Medicina/psicologia , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação Médica/organização & administração , Educação Médica/tendências , Humanos , Modelos Educacionais , Inovação Organizacional , Pandemias/prevenção & controle , Equipe de Assistência ao Paciente , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle
8.
PLoS One ; 15(8): e0236940, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32756582

RESUMO

BACKGROUND: Moving towards a horizontal and vertical integrated curriculum, Work-Station Learning Activities (WSLA) were designed and implemented as a new learning instrument. Here, we aim to evaluate whether and how this specific learning model affects academic performance. To better understand how it is received by medical students, a mixed methods research study was conducted. METHODS: In the quantitative strand, two cohorts of first year students were compared: academic year 2015-2016 n = 320 with no exposure to WSLA, and academic year 2016-2017 n = 336 with WSLA. Learning objectives at different levels of Bloom's taxonomy were identified and performance evaluated from multiple-choice questions. In the qualitative strand, a total of six students were purposely selected considering academic performance and motivation, and submitted to semistructured interviews. RESULTS: Performance at both cohorts for learning objectives at lower levels of Bloom's taxonomy was similar (38.8 vs. 39.0%; p = 0.955). In contrast, students in the WSLA group outperformed significantly those not exposed for learning objectives involving upper levels (68.5 vs. 54.2%; p <0.001). A multivariate analysis confirmed that the probability of mastering the second (more complex) objective is 1.64 times higher in students with WSLA methodology (OR 95% CI, 1.15-2.34; p = 0.007) than with traditional methodology. In the interviews, students perceived the clinical scenario of WSLA as a motivator and recognized this methodology as a more constructive framework for understanding of complicated concepts. CONCLUSIONS: In summary, our mixed methods research supports WSLA as a strategy that promotes deep learning and has a positive impact on academic performance for learning objectives involving higher order thinking skills in medical curricula.


Assuntos
Aprendizagem Baseada em Problemas/métodos , Estudos de Coortes , Currículo , Feminino , Humanos , Masculino , Universidades , Adulto Jovem
9.
Arq. ciências saúde UNIPAR ; 24(2): 125-129, maio-ago. 2020.
Artigo em Português | LILACS | ID: biblio-1116382

RESUMO

As Diretrizes Curriculares Nacionais para a graduação em Medicina no Brasil destacam que os profissionais de saúde devem estar aptos para realizar ações de promoção, prevenção, reabilitação e proteção em saúde, nas quais a Vigilância em Saúde desempenha papel fundamental. Nesse contexto, este relato de experiência aborda uma estratégia ativa de ensino que visa, por meio de um júri simulado, aplicar conceitos de Vigilância em Saúde (Epidemiológica, Sanitária e Ambiental); fomentar a discussão técnica sobre sua atuação; e discutir vigilância, risco e mitigação do risco em situações de desastres. A atividade foi realizada dentro da disciplina de Saúde Coletiva com participação de 60 discentes do quinto período do curso de medicina e 2 docentes, duração de 4 horas e teve como situação problema o rompimento da barragem do município de Mariana em 2015 e os danos à saúde da população dessa área. Para melhor organização do júri simulado e para assegurar a participação ativa do maior número de discentes nas discussões, os alunos foram divididos nas seguintes funções: júri popular, escrivães, acusação, defesa, testemunhas e peritos. Além disso, as arguições deveriam ser respaldas por literatura científica e aplicar os conceitos epidemiológicos, sanitários e ambientais na situação proposta. Assim, este júri simulado busca aprimorar o processo de ensino-aprendizagem em Vigilância em Saúde por meio de uma atividade prática sobre sua atuação, que ressalte a participação do médico nessa esfera da saúde pública.


The National Curricular Guidelines for medical graduation in Brazil emphasizes that physicians should be able to develop health promotion, prevention, rehabilitation, and protective actions in which Health Surveillance plays a pivotal role. Thereby, this experience report addresses an active teaching strategy that aims, through a simulated jury, at applying the concepts of Health Surveillance (Epidemiological, Sanitary, and Environmental); promoting the technical discussion about its roles; and discussing health surveillance, risk, and risk mitigation in disaster situations. The activity is part of the Public Health discipline, and it was developed with 60 medical students from the fifth period and 2 teachers. The jury lasted 4 hours and the topic was the rupture of a tailing dam in the city of Mariana in 2015, addressing the damages to the health of the population. For better organization of the simulated jury and to ensure the participation of the largest number of students, they were divided into the following roles: popular jury, clerks, prosecution, defense, witnesses, and criminal investigators. In addition, the arguments should be supported by scientific literature and should also apply epidemiological, health and environmental concepts. Thus, this simulated jury sought to improve the teaching-learning process in Health Surveillance with a practical activity about its duties and highlight the importance and the role of physicians in this public health area.


Assuntos
Humanos , Masculino , Feminino , Aprendizagem Baseada em Problemas/métodos , Desastres/estatística & dados numéricos , Educação Médica/métodos , Colapso Estrutural/prevenção & controle , Vigilância em Saúde Pública/métodos , Treinamento por Simulação/legislação & jurisprudência , Estudantes de Medicina/classificação , Ensino/educação , Vigilância Sanitária/normas , Brasil/epidemiologia , Monitoramento Ambiental/métodos , Cidades/epidemiologia , Poluição Ambiental/análise , Saúde da População/história , Aprendizagem/ética
10.
Ann Biol Clin (Paris) ; 78(4): 446-448, 2020 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-32627731

RESUMO

Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor - like asking questions during and after class - which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students - which is essential in pedagogy - and ensure a qualitative pedagogical continuity.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Educação a Distância/métodos , Educação Médica Continuada/métodos , Pneumonia Viral/epidemiologia , Treinamento por Simulação , Software , Betacoronavirus , Serviços de Laboratório Clínico/organização & administração , Instrução por Computador/normas , Infecções por Coronavirus/prevenção & controle , Surtos de Doenças , Educação a Distância/organização & administração , Educação a Distância/normas , Educação Médica Continuada/organização & administração , Humanos , Internet/organização & administração , Internet/normas , Aprendizagem , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/organização & administração , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas , Estudantes de Medicina/psicologia , Estudantes de Medicina/estatística & dados numéricos , Gravação em Vídeo/métodos , Gravação em Vídeo/normas
11.
Rev Assoc Med Bras (1992) ; 66(3): 257-262, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32520142

RESUMO

OBJECTIVE: The present study aims to compare medical students' quality of life (QoL) at two Brazilian institutions with different pedagogical conceptions. METHODS: We studied students during the first four years of medical school at two institutions (one using active methodologies and small groups and the other using traditional lectures and large groups). We used a demographic questionnaire and the WHOQOL-BREF. RESULTS: 820 medical students were included. No significant differences in quality of life were found in general, nor while evaluating the course phase, except for the physical WHOQOL, which was lower for 2nd-year students at the institution with traditional lectures, even when adjusted for gender. CONCLUSION: Our findings revealed that, despite having very distinct pedagogical conceptions and characteristics, there were no significant differences in medical students' QoL scores between both institutions. These results are surprising and differ from our initial hypothesis, which expected better QoL for those using more active and student-centered methods.


Assuntos
Aprendizagem Baseada em Problemas/métodos , Qualidade de Vida , Estudantes de Medicina/psicologia , Adulto , Brasil , Feminino , Humanos , Masculino , Faculdades de Medicina , Inquéritos e Questionários , Adulto Jovem
13.
Neuron ; 106(6): 895-898, 2020 06 17.
Artigo em Inglês | MEDLINE | ID: mdl-32553206

RESUMO

With social distancing and uncertainty about the complete re-opening of laboratories and campuses, there is a pressing need for a more flexible educational experience. Seizing this opportunity to integrate active learning into adaptive curricula can fast-forward neuroscience education at every level.


Assuntos
Educação a Distância/métodos , Neurociências/educação , Aprendizagem Baseada em Problemas/métodos , Currículo , Humanos
14.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: covidwho-431288

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
15.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32471311

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
16.
Medicine (Baltimore) ; 99(16): e19687, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32311943

RESUMO

BACKGROUND: Problem-based learning (PBL) combined lecture based learning (LBL) has been a trend adopted as a new medical pedagogical approach in Chinese medical teaching. This study aims to evaluate the impacts of hybrid PBL and LBL pedagogy compared with LBL teaching method on the learning achievements of clinical curriculum for Chinese medicine students. METHODS: Randomized controlled trials (RCTs) were identified through a systematic literature search of electronic databases and article references up to June 2019. PubMed, EBSCO, Web of Science, Cochrane Library, Wanfang Database, CNKI, and China Biology Medicine database (CBM) were searched. End points included knowledge scores, skill scores, medical writing scores, comprehensive ability scores and teaching satisfaction. RESULTS: Totally 20 randomized controlled studies were finally included and all Chinese literatures, involving 1817 patients. Compared with traditional LBL pedagogy, hybrid PBL and LBL pedagogy significantly increased the clinical theoretical knowledge assessment score (RR = 4.84, 95% CI: 2.92∼6.76, P < .00001), clinical skills assessment score (RR = 1.60, 95% CI: 1.39∼1.81, P < .00001), comprehensive ability score (RR = 9.13, 95% CI: 8.42∼9.84, P < .00001) and teaching satisfaction (RR = 2.58, 95% CI: 1.84∼3.62, P < .00001), The meta-regression results showed that expertise-level of students and course type were the factors that caused heterogeneity. CONCLUSIONS: Hybrid PBL and LBL pedagogy integrates the advantages of conventional teaching methods and novel teaching methods, remarkably improves the teaching efficacy, demonstrates easy acceptance by students, and meets the demand of modern medical education, so it is an effective approach to cultivate the medical talents with an ability of innovative thinking and can be advocated and popularized as a teaching means.


Assuntos
Educação Médica/métodos , Aprendizagem Baseada em Problemas/métodos , China , Competência Clínica , Humanos , Aprendizagem , Ensaios Clínicos Controlados Aleatórios como Assunto , Estudantes de Medicina/psicologia
17.
Med Educ Online ; 25(1): 1742965, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32197574

RESUMO

This study investigated the impact of empathy training on medical students using a project-based learning approach on the development of their empathic abilities. Study participants were Year 2 students in the six-year medical program, to whom a one credit-hour course on empathic communication was offered over a semester. In this course, students worked on collaborative team projects in which they were asked to interview a person and to report the empathy that they shared with the interviewee. Development in student empathy was measured using the Interpersonal Reactivity Index inventory in a pre- and post-test format over the semester and their reflective reports were qualitatively analyzed to identify emerging themes on the lessons they learned from the project experience. A total of 45 students completed the questionnaires (a 97.8% response rate). Students' overall empathy scores did not change over time (t = 1.943, p = .06). Still, students with lower empathy in the pre-test improved significantly in their empathy scores (t = 3.44, p < .01). Students reported that the empathy project was beneficial in improving their understanding of empathy and enhancing their empathic communication skills. This study shows the project-based learning approach was effective in developing medical student empathy especially for those with lower empathy.


Assuntos
Empatia , Aprendizagem Baseada em Problemas/métodos , Estudantes de Medicina/psicologia , Comunicação , Comportamento Cooperativo , Feminino , Processos Grupais , Humanos , Aprendizagem , Masculino , Adulto Jovem
18.
Work ; 65(2): 265-269, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32007971

RESUMO

Experiential and situational learning assert that learning is an ongoing process, in which the learner develops skills with in a supportive context. Consumer governance within health care settings allows consumers the opportunity to learn skills within a supportive space, and informs agencies regarding the consumer experience.


Assuntos
Centros Comunitários de Saúde/organização & administração , Defesa do Consumidor , Pessoas em Situação de Rua , Aprendizagem Baseada em Problemas/métodos , Feminino , Humanos , Liderança , Masculino
19.
Acad Med ; 95(7): 980-983, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32079958

RESUMO

Public trust in physicians has declined over the last 50 years. Future physicians will need to mend the patient-physician trust relationship. In conjunction with the American Medical Association's Accelerating Change in Medical Education initiative, the Mayo Clinic Alix School of Medicine implemented the Science of Health Care Delivery (SHCD) curriculum-a 4-year curriculum that emphasizes interdisciplinary training across population-centered care; person-centered care; team-based care; high-value care; leadership; and health policy, economics, and technology-in 2015. In this medical student perspective, the authors highlight how the SHCD curriculum has the potential to address issues that have eroded patient-physician trust. The curriculum reaches this aim through didactic and/or experiential teachings in health equity, cultural humility and competence, shared decision making, patient advocacy, and safety and quality of care. It is the authors' hope that novel medical education programs such as the SHCD curriculum will allow the nation's future physicians to own their role in rebuilding and fostering public trust in physicians and the health care system.


Assuntos
Educação Médica/métodos , Relações Médico-Paciente/ética , Estudantes de Medicina/psicologia , Confiança/psicologia , Diversidade Cultural , Currículo/tendências , Tomada de Decisão Compartilhada , Assistência à Saúde/normas , Política de Saúde/legislação & jurisprudência , Humanos , Liderança , Competência Mental , Defesa do Paciente/educação , Assistência Centrada no Paciente/normas , Médicos , Aprendizagem Baseada em Problemas/métodos , Qualidade da Assistência à Saúde , Estudantes de Medicina/estatística & dados numéricos
20.
Acad Med ; 95(6): 872-878, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-31972678

RESUMO

Many medical schools that have implemented team-based learning (TBL) have also incorporated an electronic learning architecture, commonly referred to as a learning management system (LMS), to support the instructional process. However, one LMS feature that is often overlooked is the LMS's ability to record data that can be used for further analysis. In this article, the authors present a case study illustrating how one medical school used data that are routinely collected via the school's LMS to make informed decisions. The case study started with one instructor's observation that some teams in one of the undergraduate medical education learning modules appeared to be struggling during one of the team activities; that is, some teams seemed unable to explain or justify their responses to items on the team readiness assurance test (tRAT). Following this observation, the authors conducted 4 analyses. Their analyses demonstrate how LMS-generated and recorded data can be used in a systematic manner to investigate issues in the real educational environment. The first analysis identified a team that performed significantly poorer on the tRAT. A subsequent analysis investigated whether the weaker team's poorer performance was consistent over a whole module. Findings revealed that the weaker team performed poorer on the majority of the TBL sessions. Further investigation using LMS data showed that the weaker performance was due to the lack of preparation of one individual team member (rather than a collective poor tRAT performance). Using the findings obtained from this case study, the authors hope to convey how LMS data are powerful and may form the basis of evidence-based educational decision making.


Assuntos
Educação de Graduação em Medicina/métodos , Aprendizagem Baseada em Problemas/métodos , Faculdades de Medicina/organização & administração , Estudantes de Medicina , Avaliação Educacional , Humanos
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