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1.
Adv Physiol Educ ; 45(1): 84-88, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33529145

RESUMO

Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students' perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.


Assuntos
Educação a Distância/normas , Educação Médica/normas , Avaliação Educacional/normas , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Educação a Distância/métodos , Educação Médica/métodos , Avaliação Educacional/métodos , Estudos de Viabilidade , Feminino , Humanos , Masculino , Reprodutibilidade dos Testes
2.
BMC Med Educ ; 21(1): 86, 2021 Feb 02.
Artigo em Inglês | MEDLINE | ID: mdl-33530962

RESUMO

BACKGROUND: The use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments. METHODS: We conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years. RESULTS: Very few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t438.38 = 5.94, p = 0.001; d = 0.56), whereas candidate performance was equivalent across both forms for Year 5 students. CONCLUSIONS: Remote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible.


Assuntos
Desempenho Acadêmico , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Avaliação Educacional/métodos , Ansiedade , Comportamento do Consumidor , Avaliação Educacional/normas , Humanos , Pandemias , Estudantes/psicologia , Reino Unido/epidemiologia
4.
Front Public Health ; 8: 609599, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33330345

RESUMO

In the wake of COVID-19, there is an urgent need for a diverse public health work force to address problems presented or exacerbated by the global pandemic. Educational programs that create our work force both train and shape the makeup of access through graduate applications. The Graduate Record Exam has a number of standing issues, with additional barriers created by the pandemic. We trace the GRE waiver movement over several years, focusing on the gradual adoption in CEPH accredited programs and the rapid expansion of temporary waivers as a response to testing access. Going forward, we need to consider gaps in waivers during the pandemic and how this data can be used to shape our future use of the GRE.


Assuntos
Educação Médica/estatística & dados numéricos , Educação Médica/normas , Avaliação Educacional/estatística & dados numéricos , Avaliação Educacional/normas , Saúde Pública/educação , Critérios de Admissão Escolar/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Estudantes de Medicina , Estados Unidos , Adulto Jovem
5.
GMS J Med Educ ; 37(7): Doc87, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364366

RESUMO

Objective: Primary outcome of this retrospective study was the comparison of state examination results under simulated treatment conditions in times of Covid-19 versus patient treatment under non-pandemic conditions. Additionally, correlation analysis was performed between students' self- and examiners' assessment of the treatment results. Methods: Within 4 hours, 22 examinees each had to place a multi-surface adhesive anterior and posterior restoration, performed an endodontic treatment on a maxillary premolar and a periodontal debridement of one quadrant. All treatments were performed on a model fixed in a phantom head. Compliance with the prescribed hygiene and social distancing guidelines and self-assessment of the practical performance was part of the practical examination as well. One examiner per examination part evaluated anonymously the final results. The historical control was based on the exam results of a cohort from 2019. Mean values (standard deviation), non-parametric correlations (Spearman's Rho) and group comparisons (Mann-Whitney) were calculated for statistical analysis. Results: Examination results under simulated treatment conditions were significantly worse (p<0.05) than in the cohort that took their state exam in patients, with exception of the endodontic partial exam. The overall scores in restorative dentistry and periodontology of both groups, which include a structured theoretical examination, did not differ. The majority of the candidates rated their performance worse than the examiners, and there was no correlation between self- and third-party assessment. Conclusion: In the comparison of two years, a simulated practical examination without patients in restorative dentistry, endodontics and periodontology resulted in matchable results compared with an examination on patients. Equal conditions for the candidates resulting in better comparability and avoidance of ethical dilemmas of patient treatment under examination conditions could also be arguments towards a state examination under phantom conditions in the future.


Assuntos
/epidemiologia , Educação em Odontologia/organização & administração , Educação a Distância/organização & administração , Avaliação Educacional/estatística & dados numéricos , Odontólogos/educação , Educação em Odontologia/normas , Educação a Distância/normas , Avaliação Educacional/normas , Endodontia/educação , Humanos , Modelos Anatômicos , Pandemias , Autoavaliação , Estudantes de Odontologia
7.
Obstet Gynecol ; 136(5): 942-949, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-33030877

RESUMO

OBJECTIVE: To use the Messick validity framework for a simulation-based assessment of vaginal hysterectomy skills. METHODS: Video recordings of physicians at different levels of training and experience performing vaginal hysterectomy on a high-fidelity vaginal surgery model were objectively assessed using a modified 10-item Vaginal Surgical Skills Index, a one-item global scale of overall performance, and a pass-fail criterion. Participants included obstetrics and gynecology trainees and faculty from five institutions. Video recordings were independently assessed by expert surgeons blinded to the identities of the study participants. RESULTS: Fifty surgeons (11 faculty, 39 trainees) were assessed. Experience level correlated strongly with both the modified Vaginal Surgical Skills Index and global scale score, with more experienced participants receiving higher scores (Pearson r=0.81, P<.001; Pearson r=0.74, P<.001). Likewise, surgical experience was also moderately correlated with the modified Vaginal Surgical Skills Index and global scale score (Pearson r=0.55, P<.001; Pearson r=0.58, P<.001). The internal consistency of the modified Vaginal Surgical Skills Index was excellent (Cronbach's alpha=0.97). Interrater reliability of the modified Vaginal Surgical Skills Index and global scale score, as measured by the intraclass correlation coefficient, was moderate to good (0.49-0.95; 0.50-0.87). Using the receiver operating characteristic curve and the pass-fail criterion, a modified Vaginal Surgical Skills Index cutoff score of 27 was found to most accurately (area under the curve 0.951, 95% CI 0.917-0.983) differentiate competent from noncompetent surgeons. CONCLUSION: We demonstrated validity evidence for using a high-fidelity vaginal surgery model with the modified Vaginal Surgical Skills Index or global scale score to assess vaginal hysterectomy skills.


Assuntos
Competência Clínica/estatística & dados numéricos , Avaliação Educacional/normas , Histerectomia Vaginal/educação , Treinamento por Simulação , Cirurgiões/estatística & dados numéricos , Adulto , Feminino , Ginecologia/educação , Humanos , Masculino , Obstetrícia/educação , Reprodutibilidade dos Testes , Cirurgiões/educação
8.
Med Educ Online ; 25(1): 1826861, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33000704

RESUMO

BACKGROUND: Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student learning environment and improve tutor assessment experience. OBJECTIVE: The aim of this study was to introduce the application of a comprehensive high-stakes online exam to final-year dental students during the COVID-19 pandemic and evaluate its effectiveness. DESIGN: A high-stakes exam was introduced and implemented online to the final-year dental students prior to their graduation. The exam consisted of four components: MEQs, MCQs, OSCE and an oral exam. The exam and invigilation were conducted using Blackboard and MS Teams programs. Stakeholders' views of the exam were obtained using two tailored surveys, one for students and another for faculty; both included closed- and open-ended questions. RESULTS: The exam was run successfully without untoward events. Both students and staff were satisfied with the online exam with the latter being more satisfied than the former. Students with previous experience in online learning system were more satisfied with the online exam compared with those with less experience (p < 0.05). The main issues raised by students' satisfaction with the exam were: inadequacy of time for the MEQ part, prevention of back tracking in the MCQ part and minor technological issues, whereas those raised by faculty members were increased time required to complete the exam setup and grading compared to the paper-based exam and minor technological issues. CONCLUSIONS: A newly introduced, multi-format, online high-stakes exam was implemented successfully to final-year dental students with minor technological issues and good satisfaction by students and staff alike.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Odontologia/métodos , Educação a Distância/métodos , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Betacoronavirus , Educação em Odontologia/normas , Educação a Distância/normas , Avaliação Educacional/normas , Humanos , Pandemias
10.
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
11.
Intern Med J ; 50(9): 1150-1153, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32666691

RESUMO

The COVID-19 pandemic has had a profound effect on society and higher education in Australia. In just a few weeks, entire courses have been re-structured and are now delivered online. The need to adapt rapidly has prompted many innovative changes that will ultimately have long-term benefits for medical education in Australia and New Zealand.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , Pneumonia Viral/epidemiologia , Austrália/epidemiologia , Betacoronavirus , Comportamento Cooperativo , Educação Médica/normas , Avaliação Educacional/métodos , Avaliação Educacional/normas , Humanos , Nova Zelândia/epidemiologia , Pandemias , Avaliação de Programas e Projetos de Saúde
12.
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
15.
Med Educ Online ; 25(1): 1785680, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32594865

RESUMO

Online teaching for medical students is not an unusual tool used in medical education. Alongside clinical placements, medical students are familiar with online teaching platforms from various members of the faculty. However, the new and necessary method of examining medical students from their own home during the Covid-19 Pandemic is a novel approach. It is vital that medical students continue to be examined, as this establishes the attainment of the curriculum learning outcomes.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , Avaliação Educacional/normas , Pneumonia Viral/epidemiologia , Faculdades de Medicina/organização & administração , Betacoronavirus , Currículo , Educação a Distância/normas , Educação Médica/normas , Humanos , Internet , Aprendizagem , Pandemias , Ensino
16.
Educ. med. (Ed. impr.) ; 21(3): 168-176, mayo-jun. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-195104

RESUMO

INTRODUCCIÓN: El proceso de la investigación en un pilar fundamental dentro de la formación de posgrado en el área de la medicina, ya que conlleva a que el médico residente desarrolle competencias que le permitan aplicar la medicina basada en la evidencia, incrementar la investigación en ciencias básicas y clínicas y generar nuevo conocimiento. MATERIALES Y MÉTODOS: Se presenta un estudio de tipo descriptivo con corte transversal en el que se evaluó la producción científica de los egresados de los posgrados clínico-quirúrgicos de la Universidad Surcolombiana. Se realizó análisis descriptivo de tipo univariado además de un análisis bivariado mediante cálculo de la razón de prevalencias y usando chi cuadrado y prueba exacta de Fisher. RESULTADOS: El total de publicaciones fue de 161, Cirugía general es la especialidad con el mayor número de publicaciones (n=79), el artículo en revista es el tipo de publicación con mayor frecuencia (86%). La media de publicación por egresado es de 0,76 y se observó una asociación entre la vinculación docente y las publicaciones (p = 0,0024). CONCLUSIONES: La producción científica de los egresados de los posgrados clínico-quirúrgicos de la Facultad de Salud de la Universidad Surcolombiana tiene un comportamiento diverso entre los diferentes programas. Con base en los resultados se evidencia la necesidad del fortalecimiento, fomento de la investigación y el apoyo para la publicación en los posgrados clínico-quirúrgicos


BACKGROUND: Research is fundamental in the post-graduate areas of medicine, since it helps the resident doctors to develop aptitudes that will allow them to use evidence based medicine, as well as to increase research in basic and clinics sciences, and to generate new knowledge. METHODS: A descriptive, cross-sectional study was carried out to assess the scientific production of graduated physicians from clinical-surgical specialisations of the Universidad Surcolombiana. A univariate descriptive analysis and bivariate analysis was performed, as well as the calculation of the prevalence ratio, using Chi-squared and the Fisher exact test. RESULTS: The total number of publications was 161, with general surgery being the specialisation with the highest number of publications (n = 79), with an article being the most frequent type of publication (86%). The mean of publication by graduated physicians was 0.76, and a relationship was observed between teaching links and publication (p = .0024). CONCLUSIONS: Scientific production by graduate physicians from clinical-surgical specialisations of the health faculty of the Universidad Surcolombiana varies between different courses. Based on the results obtained, there is evidence for the need of strengthening and promoting research, as well as support to publish in the clinical-surgical specialisations


Assuntos
Humanos , Educação de Pós-Graduação em Medicina/normas , Avaliação Educacional/normas , Competência Clínica , Medicina Baseada em Evidências , Pesquisa Científica e Desenvolvimento Tecnológico , Medicina , Especialização/normas , Estudos Transversais , Pesquisa Biomédica/educação , Pesquisa Biomédica/estatística & dados numéricos , Colômbia
17.
Educ. med. (Ed. impr.) ; 21(3): 187-192, mayo-jun. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-195106

RESUMO

OBJETIVO: Describir la evaluación de un curso de docencia en el campo clínico para residentes según los niveles 1, 2 y 3 del modelo de evaluación de programas educacionales de Kirkpatrick. MATERIAL Y MÉTODOS: Se implementó un curso para capacitar a residentes en docencia. El curso fue evaluado mediante: una encuesta de satisfacción global, desempeño docente y calidad (Kirkpatrick 1-Reacción); un examen de conocimientos y encuesta de actitudes hacia la docencia realizados antes y después del curso (Kirkpatrick 2-Aprendizaje) y una encuesta realizada 3 meses después del curso sobre la aplicación de lo aprendido (Kirkpatrick 3-Conducta). RESULTADOS: Kirkpatrick 1: De los 19 residentes que llevaron el curso, el 100% manifestó estar satisfecho con el curso y el desempeño docente; el 100% recomendaría los docentes a otros residentes. Kirkpatrick 2: Las calificaciones en el examen de conocimientos antes y después del curso fueron 8,7 (DE 2,7) y 15,5 (DE 3,4), p < 0,0005. Dieciocho (94%) de los residentes consideró estar preparado para ser docente después del curso. Kirkpatrick 3: 3 meses después del curso, 18 (94,7%) de los residentes habían realizado sesiones de docencia en grupo pequeño, mejorado el clima de aprendizaje y promovido el autoaprendizaje. Diecisiete (89,5%) impartían clases y realizaban feedback con residentes de años inferiores e internos. CONCLUSIONES: El curso de docencia en el campo clínico para residentes fue factible de implementar, tuvo un alto grado de satisfacción entre los residentes, la mayoría reportó haber perfeccionado sus habilidades docentes y aplicó lo aprendido 3 meses después de haber llevado el curso


OBJETIVE: To describe the evaluation of a clinical teaching course for residents according to Kirkpatrick educational program evaluation model. MATERIAL AND METHODS: A clinical teaching course for residents was implemented. The course was evaluated by: a questionnaire of global satisfaction, teaching performance and quality (Kirkpatrick 1- Reaction); a knowledge test and a questionnaire of attitudes toward teaching, both of them carried out before and after the course (Kirkpatrick 2-Learning) and a questionnaire, carried out 3 months after the course, about the application of the concepts (Kirkpatrick 3-Behavior). RESULTS: Kirkpatrick 1: Nineteen residents who took the course (100%) expressed their satisfaction with the course and the teaching performance; 100% would recommend teacher's course to other residents. Kirkpatrick 2: The qualifications in the knowledge test before and after the course were 8.7 (SD 2.7) y 15.5 (SD 3,4), p < 0.0005. Eighteen (94.7%) of residents considered being prepared to be a teacher after the course. Kirkpatrick 3: Three months after the course, eighteen (94.7%) of residents had conducted small group teaching sessions, improved the learning climate and promoted self-learning. Seventeen (89.5%) gave classes and provided feedback to lower year's residents and interns. CONCLUSIONS: The Clinical Teaching Course for Residents was feasible to implement, had a high degree of satisfaction among residents, most of them reported had improved their teaching skills and applied what they have learned three months after taking the course


Assuntos
Humanos , Masculino , Feminino , Adulto , Internato e Residência , Avaliação Educacional/métodos , Ensino , Autoaprendizagem como Assunto , Educação de Pós-Graduação em Medicina/métodos , Avaliação Educacional/normas , Estudos Prospectivos , Inquéritos e Questionários
18.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(3): 117-120, mayo-jun. 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-193877

RESUMO

INTRODUCCIÓN: Los cambios tecnológicos que se han producido y se están produciendo en estas últimas décadas afectan también al método educativo en el ámbito sanitario. Socrative es un gestor de la participación de los estudiantes en el aula en tiempo real. Permite realizar tests, evaluaciones, actividades, etc., y manejar los datos por el docente. Sujetos y métodos. Se ha utilizado esta aplicación en cinco temas diferentes de la asignatura de anatomía patológica del tercer curso del Grado en Medicina, con una participación de 44 alumnos. Se realizó un análisis estadístico básico y una encuesta de satisfacción del método. RESULTADOS: La encuesta de satisfacción mostró que los alumnos son muy receptivos a este tipo de modalidad docente. La valoración global media sobre la experiencia final en el uso de Socrative fue de 8,6 puntos sobre 10. La mayor parte de los alumnos no tenían experiencia previa con este tipo de plataformas de innovación. No obstante, una gran mayoría se mostraron muy receptivos a usarlas como material complementario a las clases. Con respecto al test, la media del porcentaje de aciertos global fue del 79,63%. El tema con más porcentaje de aciertos fue la patología genital masculina (93,17%), y con menor porcentaje de aciertos, patología hepática, biliar y pancreática (66,87%). CONCLUSIÓN: El uso de Socrative fomenta la atención y la asimilación de los conceptos y está muy bien valorada por los alumnos


INTRODUCTION: Technological changes during the last decades has also affected the educational method in the health field. Socrative is a manager of real-time student participation in classrooms. It allows tests, evaluations, activities, etc. and handle the data by the teacher. SUBJECTS AND METHODS: This application has been used in five different themes in the Academic Pathology subject in the third year of Medicine Degree, involving 44 students. A satisfaction survey of the method was done. A basic statistical analysis was performed. RESULTS: Satisfaction survey pointed out that students are very keen to this type of teaching modality. The average overall assessment of the final experience in the use of Socrative was 8.6 points out of 10. Most students have no previous experience with this type of innovation. However, a large majority will be very receptive to using them as complementary material to the classes. With respect to the test, the average of the percentage of global successes was 79.63%. The topic with the highest percentage of successes was male genital pathology (93.17%), while the topic with the lowest percentage of successes was liver, biliary and pancreatic pathology (66.87%). CONCLUSION: The use of Socrative encourages attention, assimilation of concepts and is highly valued by students


Assuntos
Humanos , Patologia/educação , Educação Médica/métodos , Educação Médica/normas , Avaliação Educacional/métodos , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Interface Usuário-Computador , Avaliação Educacional/normas , Inquéritos e Questionários , Satisfação Pessoal , Estudantes de Medicina/estatística & dados numéricos , Educação Baseada em Competências/normas
19.
Med Teach ; 42(7): 830-831, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32432953

RESUMO

Medical schools in the UK have been forced to dramatically restructure teaching and assessment amidst the Coronavirus (COVID-19) pandemic. As part of this, some have opted to assess progression through open book examinations (OBE). I aim to share my thoughts as an unsettled 4th year medical student about to embark on my first set of clinical exams conducted in this format. The difficulties associated with preparing for examinations under such unique and challenging circumstances cannot be underestimated. Working from home, during social distancing, surrounds students with the extra family stresses that we are all facing during this pandemic. This combined with a new, unfamiliar examination format will inevitably lead to students feeling daunted. While some would argue that an OBE may reward good problem solvers, students still require a strong foundation of knowledge. The luxury of reference will not be afforded in all clinical settings thus leading to concerns regarding students skimming over essential learning points. Furthermore, we cannot ignore the increased opportunity for academic misconduct resulting from an open book assessment format. Why are medical schools placing undue stress on students who could instead focus their attention on living compassionately for others during this difficult time?


Assuntos
Infecções por Coronavirus/epidemiologia , Educação Médica/organização & administração , Avaliação Educacional/métodos , Pneumonia Viral/epidemiologia , Estudantes de Medicina/psicologia , Betacoronavirus , Competência Clínica , Educação Médica/normas , Avaliação Educacional/normas , Humanos , Pandemias , Reino Unido/epidemiologia
20.
Med Teach ; 42(7): 762-771, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32401085

RESUMO

Background: The Corona Virus Disease-19 (COVID-19) has been declared a pandemic by the World Health Organization (WHO). We state the consolidated and systematic approach for academic medical centres in response to the evolving pandemic outbreaks for sustaining medical education.Discussion: Academic medical centres need to establish a 'COVID-19 response team' in order to make time-sensitive decisions while managing pandemic threats. Major themes of medical education management include leveraging on remote or decentralised modes of medical education delivery, maintaining the integrity of formative and summative assessments while restructuring patient-contact components, and developing action plans for maintenance of essential activities based on pandemic risk alert levels. These core principles must be applied seamlessly across the various fraternities of academic centres: undergraduate education, residency training, continuous professional development and research. Key decisions from the pandemic response teams that help to minimise major disruptions in medical education and to control disease transmissions include: minimising inter-cluster cross contaminations and plans for segregation within and among cohorts; reshuffling academic calendars; postponing or restructuring assessments.Conclusions: While minimising the transmission of the pandemic outbreak within the healthcare establishments is paramount, medical education and research activities cannot come to a standstill each time there is a threat of one.


Assuntos
Infecções por Coronavirus/epidemiologia , Pneumonia Viral/epidemiologia , Betacoronavirus , Esgotamento Profissional/prevenção & controle , Competência Clínica/normas , Educação Baseada em Competências , Comportamento Cooperativo , Educação Médica , Avaliação Educacional/normas , Humanos , Internato e Residência/organização & administração , Aprendizagem , Saúde Mental , Mentores , Inovação Organizacional , Pandemias , Ensino
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