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2.
Educ. med. (Ed. impr.) ; 21(4): 272-276, jul.-ago. 2020.
Artigo em Espanhol | IBECS | ID: ibc-ET2-6517

RESUMO

La Organización Mundial de la Salud, en fecha 11 de marzo del 2020, declara la situación de pandemia debida a la aparición de un nuevo coronavirus, síndrome respiratorio agudo severo-coronavirus 2 (SARS-CoV-2), que produce la enfermedad infecciosa por coronavirus denominada COVID-19. En Venezuela, la educación universitaria y, particularmente la educación médica por su relación estrecha con la Pandemia, se han visto severamente afectadas. En este artículo se revisa la evidencia disponible y las opiniones con respecto a la educación médica en tiempos de COVID-19. Planteamos una serie de retos que debe afrontar la universidad desde la reflexión y el planteamiento de soluciones en un contexto de incertidumbre y cambios acelerados para el futuro de la educación médica. El panorama para la educación médica en el país y a nivel global es incierto, adverso por ahora, pero el proceso evolutivo no solo ofrece ambientes adversos, sino también la posibilidad de generar procesos adaptativos, con la búsqueda y la implementación de nuevas formas de hacer la docencia, y esto último puede involucrar un giro positivo y necesario para la formación de los nuevos profesionales de la salud


On 11 March 2020 the World Health Organisation declared the Pandemic situation due to a new coronavirus, Severe Acute Respiratory Syndrome -Coronavirus 2 (SARS-CoV-2), which caused the infectious disease due to coronavirus called COVID-19. University education in Venezuela, and particularly medical education, due to its close relationship with the Pandemic, has been severely affected. A review is presented in this article on the available evidence and opinions as regards medical education in the COVID-19 era. A series of challenges are set out which the University may face from the reflection and the establishing of solutions in a context of uncertainty and accelerated changes for the future of Medical Education. The outlook for Medical Education in the country and at world level is uncertain, and although unfavourable at the moment, the evolutionary process not only offers adverse environments, but also the possibility of generating adaptive processes, and the search and implementation of new ways of teaching. This latter, may involve a positive and necessary change for the teaching of new health professionals


Assuntos
Humanos , Infecções por Coronavirus/epidemiologia , Pneumonia Viral/epidemiologia , Educação Médica , Venezuela , Currículo , Avaliação Educacional , Responsabilidade Social
3.
Nurs Educ Perspect ; 41(5): 299-300, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32773579

RESUMO

This article describes the application of the Collective Impact Model as an innovative conceptual framework for developing a pedagogical process for advancing academic success and retention for underrepresented nursing students. A more diverse nursing workforce is critical to promoting health equity and supporting a culture of health by providing access to culturally and linguistically appropriate care. By strategically applying this framework to a complex issue in nursing education, we discuss a process that may lead to increased academic success and NCLEX®RN pass rates for underrepresented students.


Assuntos
Sucesso Acadêmico , Bacharelado em Enfermagem , Educação em Enfermagem , Recursos Humanos de Enfermagem , Estudantes de Enfermagem , Avaliação Educacional , Humanos , Licenciamento em Enfermagem
4.
J Med Life ; 13(2): 183-186, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32742511

RESUMO

Clinical reasoning is the cornerstone of medical practice, and achieving this competence depends on a large number of factors. Internal medicine departments provide junior doctors with plentiful and varied patients, offering a comprehensive basis for learning clinical reasoning. In order to evaluate the usefulness of an early rotation at internal medicine departments, we compared, via script concordance tests, the evolution of residents' clinical reasoning after an initial internal medicine rotation compared to rotations through other medical specialties. Twenty-two residents were tested after six months of their internal medicine rotation and compared to twenty-five residents that had the first rotation in another specialty (control). We showed a significant difference in the improvement of the script concordance tests scores (p=0.015) between the beginning and the end of their first rotation between the internal medicine and the control groups, and this implies the lower improvement of clinical reasoning skills and spontaneous learning slope of the junior doctors in other departments.


Assuntos
Medicina Interna/educação , Internato e Residência , Aprendizagem , Competência Clínica , Avaliação Educacional , Humanos
7.
Hu Li Za Zhi ; 67(4): 61-71, 2020 Aug.
Artigo em Chinês | MEDLINE | ID: mdl-32748380

RESUMO

BACKGROUND: After graduation, new nurses provide care directly to clients in the health and social care sectors. Nurses with higher levels of health and social care competences have been shown to provide better quality of care. The skills competitions organized and held by the Ministry of Labor follow international standards and address the general roles and functions of care providers worldwide. Using the results of these skills competitions to confirm the health and social care competences of nursing students important for nursing education. PURPOSE: This study was designed to assess the performance of nursing students in the skills competition and to identify the strengths and weaknesses of these students with regard to related competences in the context of current global standards. METHODS: This was a retrospective research study. Data were collected from the results of skills competitions using the Scenario-based Objective Structured Clinical Examination method. Descriptive statistics were used to analysis the data. RESULTS: The mean score for health and social care competence was 67.9 ± 12.9. The score for the home care dimension (65.1 ± 14.1) was the lowest dimension score. The most two improved of the six competence dimensions were problem solving/innovation and creativity (53.7 ± 3.9) and evaluating response to care (55.9 ± 4.0). The lowest health and social care item scores were practicing the five moments of hand hygiene (42.7%) and encouraging patient to discuss health problems (43.1%). CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The results showed that the competence level of the students was moderate. Nursing educators should develop appropriate education approaches for teaching and evaluation and improve the health and social care competences of nursing students.


Assuntos
Competência Clínica/estatística & dados numéricos , Avaliação Educacional/métodos , Estudantes de Enfermagem , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Estudos Retrospectivos
8.
Pediatrics ; 146(2)2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32727825

RESUMO

OBJECTIVES: The American Board of Pediatrics (ABP) and the Pediatric Hospital Medicine (PHM) subboard developed a content outline to serve as a blueprint for the inaugural certification examination through practice analysis. The systematic approach of practice analyses process is described in the study. METHODS: A diverse, representative panel of 12 pediatric hospitalists developed the draft content outline using multiple resources (publications, textbooks, PHM Core Competencies, PHM fellow's curriculum, etc). The panel categorized practice knowledge into 13 domains and 202 subdomains. By using the ABP database self-defined practicing pediatric hospitalists were identified. Participants rated the frequency and criticality of content domains and subdomains along with providing open-ended comments. RESULTS: In total, 1449 (12.1%) generalists in the ABP database self-identified as pediatric hospitalists, and 800 full-time pediatric hospitalists responded. The content domains that were rated as highly critical and frequently required in practice were weighted more heavily (ie, the percentage of examination questions associated with a domain) than the less critical and less frequently rated. Both community and noncommunity pediatric hospitalists rated domains similarly (P = .943). Subdomain and preliminary weights were rated with similar means and SDs in the majority of topics. CONCLUSIONS: There was concordance in the rating of domain and universal tasks among both community and noncommunity hospitalists. The areas of significant differences, although minor, could be explained by difference in practice settings. The practice analysis approach was structured, engaged the PHM community, reflected the breadth and depth of knowledge required for PHM practice, and used an iterative process to refine the final product.


Assuntos
Certificação , Currículo , Medicina Hospitalar/educação , Médicos Hospitalares/educação , Hospitais Pediátricos , Pediatria/educação , Competência Clínica , Currículo/normas , Avaliação Educacional/normas , Hospitais Comunitários , Humanos
9.
PLoS One ; 15(7): e0235681, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32634821

RESUMO

INTRODUCTION: In the current international context, entrepreneurship education claims a privileged place within educational systems, given that it contributes decisively to innovation and to the set of competences demanded in the new knowledge-based economy. The state of the research in this line highlights the existing formative deficiencies at these basic education levels, despite the fact that numerous initiatives of fostering business culture have already been developed. Among the currently existing gaps, conspicuous by its absence is the lack of instruments capable of efficiently measure the basic business knowledge, needed to progressively constitute a consistent business identity stands out. In this sense, we set ourselves the construction and validation of a basic business knowledge scale for the Secondary Education stage. METHODS: This study was implemented in two phases. In the first phase, the dimensions and components of the Basic Business Knowledge Scale were identified via a systematic review of the literature following the PRISMA-P protocol and a qualitative study. In the second phase, the scale was developed and validated. On the one hand, a content validation was conducted through interviews of experts and students, studying the content validity (the Content Validity Ratio and the Content Validity Index) and the face validity (Think-aloud protocols). On the other hand, the construct validity was analyzed through an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA). Then, the reliability was calculated with the Cronbach Alpha and the test stability with a test-retest. The convergent validity has been validated by the average variance extracted (AVE) and the discriminant validity between constructs was established through the AVE estimated for each construct with the squared interconstruct correlations associated with that factor. The sample was made up of 1440 students (679 girls and 761 boys) from age 11 to 17 (M = 14.6, SD = 1.597). RESULTS: The EFA and the CFA showed evidence of a first-order three-factor structure (Knowledge in Business Management (KBM), Legal Knowledge (LK) and Strategic Knowledge (SK)), and a second-order factor, Basic Business Knowledge. In the construct validity two items were eliminated due to their factor loadings being lower than .40. The results of the fit indices contributed acceptable values regarding the proposed model. The three subscales and the scale as a whole revealed a satisfactory internal consistency with Cronbach alphas over .75. The intraclass correlation coefficient (ICC) was above .90, showing an appropriate stability. The convergent validity offers values over .80 in the composite reliability (CR) and the average variance extracted (AVE) is greater than .50. Moreover, in the divergent validity, the values of the square root of the AVE are greater than the correlations with the other constructs. Finally, the Basic Business Knowledge Scale has 18 items. CONCLUSIONS: We find evidence concerning the validity and reliability of the Basic Business Knowledge Scale, tested with Spanish Secondary Education students within the compulsory stage of teaching. We believe that this Scale can contribute to a better understanding of the formation of indispensable basic culture to establish a genuine business spirit.


Assuntos
Testes de Aptidão , Comércio/economia , Avaliação Educacional/métodos , Escolaridade , Estudantes , Adolescente , Criança , Feminino , Humanos , Masculino
10.
Am J Occup Ther ; 74(4): 7404205080p1-7404205080p11, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32602447

RESUMO

IMPORTANCE: Students with dysgraphia often receive test accommodations to enhance their handwriting legibility or speed. However, these accommodations are seldom individualized to ensure that they actually improve the performance of a specific student. Therefore, a need exists for an evidence-based protocol (henceforth, the Protocol) for selecting individually tailored test accommodations for students with dysgraphia. OBJECTIVE: To establish the Protocol's content validity, interrater reliability, and preliminary outcomes through a pilot study. DESIGN: Descriptive and exploratory design. SETTING: Research laboratory at a large university in central Israel. PARTICIPANTS: The sample consisted of 25 students (mean age = 24.9 yr, standard deviation = 2.1), of whom 88.0% were male. Inclusion criteria included a previous diagnosis of a specific learning disability and handwriting difficulties. Exclusion criteria were a physical condition or medication intake that may have affected students' handwriting or typing ability. RESULTS: The Protocol was found to have face validity and high interrater reliability (κ = .80). Its initial use showed that the most suitable accommodations for students with dysgraphia varied and were not always intuitive (e.g., extended time was not always the best accommodation for students with slow handwriting). CONCLUSIONS AND RELEVANCE: The Protocol appears to be a promising tool to assist occupational therapists in selecting the most appropriate accommodations for students with dysgraphia in a systematic manner. However, additional studies are required to further support these results. WHAT THIS ARTICLE ADDS: This study indicates that the selection of the most appropriate accommodation for students with dysgraphia is not always intuitive. It describes a Protocol that enables occupational therapists to select accommodations that are tailored to students' writing abilities, following a systematic process, while considering the students' writing performance with and without accommodations.


Assuntos
Agrafia , Avaliação Educacional/normas , Escrita Manual , Estudantes , Feminino , Humanos , Israel , Masculino , Projetos Piloto , Reprodutibilidade dos Testes
11.
Z Gastroenterol ; 58(7): 659-663, 2020 Jul.
Artigo em Alemão | MEDLINE | ID: mdl-32659828

RESUMO

The principles of evidence-based medicine and the "choosing wisley" initiatives create a foundation for patient-centred medicine, which can prevent an overuse or undertreatment for patients. In order to achieve nationwide implementation in Germany, it makes sense to anchor the necessary skills, in particular scientific skills, more firmly in medical studies and to test them in the state exams. With the "Masterplan Medizinstudium 2020", undergraduate medical education should focus more on the teaching and learning of skills and abilities, instead of on the strong tradition of imparting facts and knowledge. Innovative examination formats which are based on the "choosing wisley" recommendations of the DGVS, such as key feature cases and OSCE examinations, as well as examinations on patients in the future, are integral to the M4 state examination included in the current draft of Medical Licensing Regulations (ÄApprO) and will help with the nationwide implementation of these recommendations.


Assuntos
Educação de Graduação em Medicina/normas , Competência Clínica , Avaliação Educacional , Alemanha , Humanos
12.
Tokai J Exp Clin Med ; 45(2): 63-68, 2020 Jul 20.
Artigo em Inglês | MEDLINE | ID: mdl-32602103

RESUMO

OBJECTIVE: This study aimed to assess the effectiveness of Kampo-sommelier practice, an active learning program on crude drugs used in Kampo formulations. METHODS: The participants were fourth-year Tokai University School of Medicine students as of 2017. Eighteen small teams attended a 20-minute Kampo-sommelier practice session and were provided 10 kinds of crude drugs (Licorice, Cinnamon, Ginger, etc.) in three forms, original, cut, and powdered, while blinded to the drugs. Each team was asked to distinguish each drug in terms of form, scent, flavor, and color with reference to described characteristics. The ability to match the names of the drugs with their descriptions was assessed in the participants one month later, and also in human science "A" and medicine "B" students, without prior education, and pharmacy "C" students, with professional education. RESULTS: The 117 participants received an average score of 6.2 ± 2.4 (mean ± S.D.) out of 10, which was significantly higher than 3.4 ± 1.8 in 97 "A" students and 3.1 ± 2.4 in 85 "B" students and lower than 8.4 ± 2.1 in 135 "C" students (p < 0.05 for all). CONCLUSIONS: The effectiveness of this team-based learning approach is suggested by the significantly higher scores of the participants.


Assuntos
Educação Médica/métodos , Medicina Kampo , Estudantes de Medicina , Avaliação Educacional , Humanos
13.
PLoS One ; 15(7): e0235170, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32614843

RESUMO

Massive Open Online Courses (MOOCs) are used to support professional learning at scale in many countries. The present study examined a MOOC named Flipped Classrooms that was specially designed for in-service teachers in China. This MOOC was offered for seven consecutive iterations across three years and allowed teachers to re-take this course in connection with their teaching practice. Overall, 16% of all 105,370 learners enrolled in at least two iterations of the MOOC. To understand their learning motivations, their learning engagement within the MOOC, and the connections they forged between the MOOC and their teaching, we conducted a mixed-methods study using multiple data sources including course registration records, course entry surveys, learning performance data, click logs, and semi-structured interviews. Results indicated that teacher-learners re-took the MOOC for various reasons such as refreshing domain understanding, improving grades, and addressing practical problems. Click log analysis found MOOC re-takers with different performance trajectories demonstrated distinct learning patterns across iterations. Qualitative analysis of the interview data revealed additional insights into learning within the MOOC and connections forged by the re-takers between the MOOC and their teaching practice. This study contributes fresh insights into the MOOC literature by investigating MOOC re-takers and sheds light on the promise of using MOOC to support networked professional learning. Implications for future MOOCs and teacher learning opportunities are discussed.


Assuntos
Educação a Distância , Educação Profissionalizante , Pessoal de Educação/educação , Adulto , China , Educação a Distância/métodos , Educação Profissionalizante/métodos , Avaliação Educacional , Feminino , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Motivação , Rede Social , Adulto Jovem
14.
PLoS One ; 15(7): e0235685, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32678838

RESUMO

INTRODUCTION: House Officer (HO) Preparatory Courses in Malaysia are designed to prepare medical graduates to work as a HO. The courses are designed to address the issues related to lack of confidence and readiness to work, which could lead to stress and HO dropping out of work. The modules focus on how to prepare medical graduates into the real-life working scenario. Hence, we determined the effectiveness of a HO Preparatory Course on the level of confidence and readiness to work among medical graduates. METHODOLOGY: A quasi-experimental study was conducted at three time-points (pre-intervention, post-intervention and one-month after working as a HO) on the level of confidence and readiness of medical graduates. The intervention was the Medicorp module, which included information and training needed for the HO such as common clinical cases in the wards, case referrals, experience sharing and hands on clinical training. We recruited eligible participants undergoing the course between April-November 2018. The adapted IMU Student Competency Survey was used to measure the confidence and readiness levels, which were scored from a Likert scale of 1-5. The higher score indicated higher levels of confidence or readiness. RESULTS: A total of 239 participants were recruited at baseline (90% response rate). They were mostly female (77.8%), Malays (79.1%), single (90.0%), graduated overseas (73.6%), in 2018 (65.3%). The mean (SE) confidence scores significantly increased from 2.18 (1.00) pre-course to 3.50 (0.75) immediately after course and 3.79 (0.92) after one-month of work (p <0.001, η2 = 0.710). The mean (SE) readiness scores at pre-course, immediately and one-month post work were 2.36 (1.03), 3.46(0.78) and 3.70(0.90), respectively (p< 0.001, η2 = 0.612). CONCLUSION: The HO Preparatory Course module was effective in increasing levels of confidence and readiness for medical graduates, most of whom are overseas graduates; namely Egypt, Russia and Indonesia.


Assuntos
Pessoal de Saúde/psicologia , Autoimagem , Adulto , Atitude do Pessoal de Saúde , Avaliação Educacional , Feminino , Humanos , Internato e Residência , Malásia , Masculino , Ensaios Clínicos Controlados não Aleatórios como Assunto , Inquéritos e Questionários , Adulto Jovem
15.
J Laryngol Otol ; 134(7): 597-602, 2020 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-32669151

RESUMO

OBJECTIVE: To perform a validation assessment of a novel porcine ex vivo model for otoplasty training. METHODS: A total of nine otolaryngology trainees performed a standard approach otoplasty on a porcine ear. They completed a series of tasks including posterior skin incision, anterior scoring, Mustardé suture placement and concha-mastoid suture placement. Trainees completed a post-task questionnaire assessing face validity, global content validity and task-specific content validity. RESULTS: Trainees' median scores for the porcine model were: 4 for face validity (interquartile range, 3-4), 5 for global content validity (interquartile range, 4-5) and 4 for task-specific content validity (interquartile range, 4-4). CONCLUSION: This study is the first to formally validate the ex vivo porcine auricular model as a useful tool for training in otoplasty. The model should be incorporated into simulation training for otoplasty in order to improve learning, enable acquisition of specific surgical skills and improve operative outcomes.


Assuntos
Pavilhão Auricular/cirurgia , Otolaringologia/educação , Procedimentos Cirúrgicos Reconstrutivos/educação , Treinamento por Simulação , Animais , Avaliação Educacional , Otolaringologia/métodos , Estudos Prospectivos , Procedimentos Cirúrgicos Reconstrutivos/métodos , Treinamento por Simulação/métodos , Inquéritos e Questionários , Suínos
16.
Surgery ; 168(2): 222-225, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32600881

RESUMO

BACKGROUND: The coronavirus disease 2019 pandemic has negatively affected the training of general surgery chief residents during the last trimester of their residency. Our goal was to evaluate the educational concerns of graduating general surgery chief residents during the coronavirus disease 2019 pandemic. METHODS: An anonymous web-based survey was distributed between March 31 and April 7, 2020 to all current general surgery chief residents from 6 academic medical centers in Boston, Massachusetts. Interviews were also conducted with attending surgeons from participating institutions. RESULTS: A total of 24 of 39 general surgery chief residents participated in our survey (61.5% response rate). General surgery chief residents were most concerned about the potential delay in the date of board examinations, followed by not feeling adequately prepared for the board examinations and a possible delay in the graduation date. Whereas not having enough cases to feel ready for fellowship or job and not achieving a sufficient number of cases to meet the requirements for graduation were only moderately concerning to chief residents, attending surgeons stressed a greater importance on the loss of the operative experience as nearly all (93.3%) of them suggested a personalized approach for additional general surgery training during fellowship or job onboarding. CONCLUSION: In addition to the dramatic impact on public health, the coronavirus disease 2019 outbreak has also caused unprecedented changes to surgical education. Therefore, creative interventions are needed to help general surgery chief residents successfully transition into the next phase of their surgical career.


Assuntos
Betacoronavirus , Competência Clínica , Infecções por Coronavirus/epidemiologia , Educação de Pós-Graduação em Medicina , Internato e Residência , Pneumonia Viral/epidemiologia , Cirurgiões , Centros Médicos Acadêmicos , Adulto , Atitude do Pessoal de Saúde , Boston/epidemiologia , Avaliação Educacional , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pandemias , Conselhos de Especialidade Profissional , Inquéritos e Questionários
17.
BMJ Glob Health ; 5(7)2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32699155

RESUMO

School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.


Assuntos
Infecções por Coronavirus/epidemiologia , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Telefone , Adolescente , Betacoronavirus , Botsuana/epidemiologia , Criança , Humanos , Pandemias , Reprodutibilidade dos Testes
18.
J Contin Educ Nurs ; 51(8): 349-351, 2020 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-32722810

RESUMO

From staffing and supply shortages to furloughs and layoffs, few expected-let alone had a plan for managing-the COVID-19 pandemic. The crisis allowed nursing professional development to demonstrate its value like never before. This article explores the impact of the pandemic on nursing professional development practice at the micro (unit), meso (organization), and macro (national) levels of our specialty. [J Contin Educ Nurs. 2020;51(8):349-351.].


Assuntos
Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/enfermagem , Educação Continuada em Enfermagem/organização & administração , Pneumonia Viral/epidemiologia , Pneumonia Viral/enfermagem , Prática Profissional , Desenvolvimento de Pessoal/organização & administração , Betacoronavirus , Competência Clínica , Avaliação Educacional , Humanos , Determinação de Necessidades de Cuidados de Saúde , Inovação Organizacional , Pandemias
20.
In Vivo ; 34(3 Suppl): 1603-1611, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: covidwho-528419

RESUMO

The aim of this systematic review was to identify the challenges imposed on medical and surgical education by the COVID-19 pandemic, and the proposed innovations enabling the continuation of medical student and resident training. A systematic review on the MEDLINE and EMBASE databases was performed on April 18th, 2020, and yielded 1288 articles. Sixty-one of the included manuscripts were synthesized in a qualitative description focused on two major axes, "challenges" and "innovative solutions", and two minor axes, "mental health" and "medical students in the frontlines". Shortage of personal protective equipment, suspension of clinical clerkships and observerships and reduction in elective surgical cases unavoidably affect medical and surgical education. Interesting solutions involving the use of virtual learning, videoconferencing, social media and telemedicine could effectively tackle the sudden cease in medical education. Furthermore, trainee's mental health should be safeguarded, and medical students can be involved in the COVID-19 clinical treatment if needed.


Assuntos
Infecções por Coronavirus , Educação Médica/organização & administração , Cirurgia Geral/educação , Medicina Interna/educação , Pandemias , Pneumonia Viral , Estudantes de Medicina/psicologia , Infecções por Coronavirus/prevenção & controle , Educação a Distância , Avaliação Educacional , Mão de Obra em Saúde/estatística & dados numéricos , Humanos , Internato e Residência , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Equipamentos de Proteção/provisão & distribução , Treinamento por Simulação , Mídias Sociais , Telemedicina , Realidade Virtual , Carga de Trabalho
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