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1.
Texto & contexto enferm ; 29: e20180441, Jan.-Dec. 2020. tab
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-1059132

RESUMO

ABSTRACT Objective: To analyze the limitations, strategies, importance and obstacles in mental health education in undergraduate nursing, focused on the role of nurses in Primary Health Care. Method: An exploratory descriptive study conducted with 103 professors in the mental health area of Bachelor/Postgraduate nursing courses from 89 public Higher Education Institutions in the five regions of Brazil. Results: Only 23.3% (24) of the professors teach mental health classes only in primary health care. Of the sample, the limitations to teaching in primary care education are few class hours (46.6%), faculty to expand teaching beyond specialty settings (38.8%), and prioritization of other scenarios (48.5%). When teaching, the strategies used are home visits (43.7%), educational actions (34.0%) and active search for mental health cases (29.1%). The professors consider them important to support mental health actions (58.3%); and the barriers are the lack of articulation between the Collective Health and Health disciplines to conduct teaching (87.5%). Conclusion: It is suggested that the institutions, courses and professors make the commitment and focus efforts to overcome the gaps, which hinder the nurse's education process regarding primary knowledge in mental health, so that they can offer care to patients in psychological distress in the context of the community, as well as strengthen national mental health policy.


RESUMEN Objetivo: analizar limitaciones, estrategias, importancia y obstáculos en el ejercicio de la enseñanza de salud mental en la carrera de grado de Enfermería, para el desempeño de los enfermeros en la Atención Primaria de la Salud. Método: estudio descriptivo y exploratorio realizado con 103 docentes del área de salud mental de las carreras de Licenciatura/Post-grado en Enfermería de 89 Instituciones de Enseñanza Superior públicas de las cinco regiones de Brasil. Resultados: solamente el 23,3% (24) de los docentes se desempeñan en la enseñanza de salud mental apenas en la atención primaria de la salud. A partir de la muestra, las limitaciones para dictar clases en la atención primaria son la escasa carga horaria (46,6%), la poca cantidad de docentes para expandir la enseñanza fuera de los ámbitos de la especialidad (38,8%) y la priorización de otros ámbitos (48,5%). Cuando se realiza, las estrategias utilizadas son la visita domiciliaria (43,7%), acciones educativas (34,0%) y búsqueda activa de casos de salud mental (58,3%) y, como obstáculo, se erige la falta de articulación entre las asignaturas de Salud Colectiva y Salud para ejercer la docencia (87,5%). Conclusión: se sugiere que las instituciones, las carreras universitarias y los docentes asuman el compromiso y centren sus esfuerzos en superar las deficiencias que dificultan el proceso de formación de los enfermeros sobre los conocimientos primarios en salud mental, para que dichos profesionales puedan ofrecer atención a personas que padecen enfermedades psíquicas en el contexto de la comunidad, además de fortalecer la política nacional de salud mental.


RESUMO Objetivo: analisar limitações, estratégias, importância e entraves na condução do ensino de saúde mental na graduação em Enfermagem para a atuação do enfermeiro na Atenção Primária à Saúde. Método: estudo descritivo exploratório, realizado com 103 docentes da área de saúde mental de cursos de bacharelado/licenciatura em enfermagem de 89 Instituições de Ensino Superior públicas das cinco regiões do Brasil. Resultados: somente (24) 23,3% dos docentes conduzem o ensino de saúde mental apenas na atenção primária à saúde. Da amostra, as limitações para conduzir o ensino na atenção primária são pouca carga horária (46,6%), docentes para expandir o ensino além dos cenários de especialidade (38,8%), e priorização de outros cenários (48,5%). Quando conduzido, as estratégias utilizadas são visita domiciliar (43,7%), ações educativas (34,0%), busca ativa de casos de saúde mental (29,1%). Os docentes consideram importante para subsidiar ações em saúde mental (58,3%), e como entrave, a falta de articulação entre as disciplinas de Saúde Coletiva e Saúde para conduzir o ensino (87,5%). Conclusão: sugere-se que as instituições, cursos e docentes assumam o compromisso e centrem esforços para superar as lacunas, que dificultam o processo formativo do enfermeiro sobre conhecimentos primários em saúde mental, para que estes consigam ofertar cuidado para a sujeito em sofrimento psíquico no contexto da comunidade bem como fortalecer a política nacional de saúde mental.


Assuntos
Humanos , Adulto , Pessoa de Meia-Idade , Instituições Acadêmicas , Saúde Mental , Enfermagem , Currículo , Atenção Primária à Saúde , Conhecimento , Educação em Enfermagem , Bacharelado em Enfermagem , Docentes
2.
J Dent Hyg ; 94(5): 22-29, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33008946

RESUMO

Purpose: The growing geriatric population has unique and often complex oral health care needs. The purpose of this study was to explore the perceptions regarding direct access dental hygienists (DH) regarding the geriatric curriculum needed in dental hygiene education programs to prepare DHs to provide direct access care for geriatric populations.Methods: Purposive and network sampling strategies were used to recruit eligible direct access DHs from across the United States for this qualitative study. Semi-structured telephone interviews were conducted until was met. Demographic data were analyzed using descriptive statistics. Open coding techniques were used to identify themes.Results: Ten direct access DHs agreed to participate. Nine themes emerged from the data analysis: combining didactic and hands-on experience, how direct access differs from traditional practice, importance of a standardized course in entry-level programs, need for a specialty course in geriatrics, understanding the geriatric patient, understanding direct access settings, modifications to treatment modalities, process of care, and interprofessional knowledge. Participants indicated that entry-level dental hygiene students should be exposed to hands-on clinical rotations, have a standardized aging and geriatrics course, and potentially incorporate geriatrics as a specialty tract within dental hygiene programs.Conclusion: Geriatrics may not be covered in sufficient depth to prepare entry-level dental hygiene students for work with these populations in direct access settings. Findings from this study may be used to support improvements in geriatric curriculum for entry-level dental hygiene programs. Future research is needed to determine necessary focus and most effective way to disseminate this curricular content.


Assuntos
Higienistas Dentários , Higiene Bucal , Idoso , Currículo , Humanos , Saúde Bucal , Estudantes , Estados Unidos
3.
Ned Tijdschr Tandheelkd ; 127(9): 473-480, 2020 Sep.
Artigo em Holandês | MEDLINE | ID: mdl-33011752

RESUMO

The practical training in dental schools in the Netherlands is largely organised within the walls of the educational institution, while many other medical educational programmes provide practical training to a large extent in the professional environment. The external practical internship is a form of practical learning with which positive experience has been gained in foreign dental schools, both by students and dentist-supervisors. The Dutch dental schools have a joint plan to set up practical internships in dental practices for master's students in the final year of their education. The aim of such an internship is that students in the last phase of their programme learn to apply the acquired knowledge and skills in an actual professional environment. This includes both clinical and dental treatment and the ability to organise oral health care for patients and everything that comes with it. This article describes the outline of this programme.


Assuntos
Internato e Residência , Currículo , Educação em Odontologia , Educação Continuada em Odontologia , Humanos , Países Baixos , Paladar
4.
J Nurs Educ ; 59(10): 570-576, 2020 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-33002163

RESUMO

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância/organização & administração , Educação em Enfermagem/organização & administração , Relações Interprofissionais , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Telemedicina/organização & administração , Adulto , Infecções por Coronavirus/epidemiologia , Currículo , Feminino , Humanos , Masculino , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pneumonia Viral/epidemiologia , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Estados Unidos/epidemiologia , Adulto Jovem
5.
BMC Med Educ ; 20(1): 341, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33008392

RESUMO

BACKGROUND: As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning. METHODS: This cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator. RESULTS: A total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students. CONCLUSION: With advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.


Assuntos
Betacoronavirus , Medicina Clínica/educação , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação de Pós-Graduação em Medicina/organização & administração , Pneumonia Viral/epidemiologia , Adulto , Instrução por Computador , Estudos Transversais , Currículo , Feminino , Humanos , Jordânia , Masculino , Pandemias , Inquéritos e Questionários , Adulto Jovem
6.
Can J Surg ; 63(5): E418-E421, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33009901

RESUMO

SUMMARY: The Canadian Network for International Surgery (CNIS) hosted a workshop in May of 2020 with a goal of critically evaluating Trauma Team Training courses. The workshop was held virtually because of the coronavirus disease 2019 (COVID-19) pandemic. Twenty-three participants attended from 8 countries: Canada, Guyana, Kenya, Nigeria, Switzerland, Tanzania, Uganda and the United States. More participants were able to attend the virtual meeting than the traditional in-person meetings. Web-based videoconference software was used, participants presented prerecorded PowerPoint videos, and questions were raised using a written chat. The review proved successful, with discussions and recommendations for improvements surrounding course quality, lecture content, skills sessions, curriculum variations and clinical practical scenarios. The CNIS's successful experience conducting an online curriculum review involving international participants may prove useful to others proceeding with collaborative projects during the COVID-19 pandemic.


Assuntos
Congressos como Assunto/organização & administração , Infecções por Coronavirus/prevenção & controle , Currículo , Cirurgia Geral/educação , Cooperação Internacional , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Betacoronavirus/patogenicidade , Canadá/epidemiologia , Congressos como Assunto/normas , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/transmissão , Infecções por Coronavirus/virologia , Cirurgia Geral/métodos , Guiana/epidemiologia , Humanos , Controle de Infecções/organização & administração , Controle de Infecções/normas , Quênia/epidemiologia , Nigéria/epidemiologia , Pneumonia Viral/epidemiologia , Pneumonia Viral/transmissão , Pneumonia Viral/virologia , Suíça/epidemiologia , Tanzânia/epidemiologia , Uganda/epidemiologia , Estados Unidos/epidemiologia , Comunicação por Videoconferência/organização & administração , Comunicação por Videoconferência/normas , Ferimentos e Lesões/cirurgia
7.
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
9.
J Dent Educ ; 84(10): 1091-1098, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33063364

RESUMO

INTRODUCTION: A grant-funded faculty development program, From Practice to Preceptor (FP2P), sought to recruit and train diverse general and pediatric dentists to become dental faculty from 2012-2018. This study is an evaluation of this completed initiative and offers an initial review of long-term outcomes of the program. METHODS: Over 5 entering cohorts, 133 practitioners applied to the program and 45 were accepted. A 2-year training program used classroom and hands-on training to prepare practitioners for the occupational demands of academia. Program participants were offered pre- and post-surveys to evaluate their perceived preparedness in faculty competencies identified by the program. Participants were also sent an alumni survey, and employment was tracked by the host institution. RESULTS: Most (43 of 45) participants completed the program. Pre- and post-survey results were received from 24 of 30 (80%) participants in Cohorts 2, 3, and 5, and used for this analysis. The results suggest the program participants' perception of their ability to work effectively as faculty members in administrative, teaching, and clinical arenas increased. Over half of the program completers obtained employment as dental faculty. A majority of (19/26, 73%) program completers who responded to the alumni survey indicated the skills and knowledge gained in the program were useful to their current employment. CONCLUSION: The FP2P program evaluation results indicate a long-term faculty training program may be a useful methodology for recruiting and training current dentists to work in academic dentistry.


Assuntos
Docentes de Odontologia , Desenvolvimento de Pessoal , Criança , Estudos de Coortes , Currículo , Humanos , Avaliação de Programas e Projetos de Saúde
10.
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
11.
Surg Clin North Am ; 100(5): 849-859, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32882167

RESUMO

Over the last 2 decades, rural locations have realized a steady decrease in surgical access and direct care. Owing to societal expectations for equal general and subspecialty surgical care in urban or rural areas, the ability to attract, train, and hold onto the rural surgeon has come into question. Our current general surgery training curriculum has been reevaluated as to its relevance for rural surgery and several alternatives to the traditional surgical training model have been proposed. The authors discuss and evaluate current and proposed methods for surgical training curriculums and methods for rural surgeon retention through continuing education models.


Assuntos
Cirurgia Geral/educação , Serviços de Saúde Rural , Currículo , Internato e Residência , Estados Unidos
12.
Surg Clin North Am ; 100(5): 869-877, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-32882169

RESUMO

Rural hospitals are closing at an increasing rate. From 2010 to 2014, 47 rural hospitals closed, affecting 1.5 million people. The presence of surgeons is critical to keeping these hospitals open; to provide initial trauma care, cancer screening, and care to populations that cannot easily travel; and to provide solid general surgery procedures to almost 60 million Americans. Actions to provide surgeons trained for rural practice include exposure of surgery to students in high school (and earlier), recruitment of rural students into medical school, rural rotations in medical school, rural tracts within surgical residencies, and programs to support and retain rural surgeons.


Assuntos
Cirurgia Geral/estatística & dados numéricos , Fechamento de Instituições de Saúde/estatística & dados numéricos , Hospitais Rurais/estatística & dados numéricos , Serviços de Saúde Rural , Recursos Humanos , Currículo , Cirurgia Geral/educação , Estados Unidos
13.
J Nurs Educ ; 59(9): 514-517, 2020 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-32865585

RESUMO

BACKGROUND: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. METHOD: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. RESULTS: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. CONCLUSION: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [J Nurs Educ. 2020;59(9):514-517.].


Assuntos
Prática Avançada de Enfermagem/educação , Currículo , Educação a Distância/organização & administração , Bolsas de Estudo/organização & administração , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle
14.
J Nurs Educ ; 59(9): 522-525, 2020 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-32865587

RESUMO

BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived. METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection. RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences. CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.].


Assuntos
Currículo , Educação a Distância/organização & administração , Bacharelado em Enfermagem/organização & administração , Treinamento por Simulação/organização & administração , Infecções por Coronavirus/epidemiologia , Difusão de Inovações , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pandemias , Pneumonia Viral/epidemiologia , Estudantes de Enfermagem/psicologia
15.
Praxis (Bern 1994) ; 109(11): 853-858, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873161

RESUMO

Bachelor of Human Medicine at the ETH Zurich. A Contribution to the Training of Tomorrow's Physicians Abstract. With ever-changing lifestyles and an increasingly older but also more dynamic society, the maintenance and health as well as the improvement of treatment play a central role. At the same time, developments in bioinformatics, molecular biosciences and imaging techniques are revolutionizing medicine. In order to fully exploit the new possibilities, for example in medical technology or personalised medicine, doctors with a sound knowledge in several disciplines will be needed in the future. In-depth knowledge in the medical, technical and biological sciences will become indispensable. This is where the new Bachelor of Human Medicine at the Swiss Federal Institute of Technology (ETH) Zurich has been in place since autumn 2017, combining medical with technical and scientific aspects of human health. In addition to traditional medical content, it also covers topics from the bioinformatics and medical technology sectors. The continuation of the studies takes place at one of the partner universities in Basel, Lugano or Zurich.


Assuntos
Medicina , Médicos , Currículo , Humanos , Suíça
16.
Praxis (Bern 1994) ; 109(11): 834-840, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873162

RESUMO

Reflections on Trends in the Undergraduate Curricula of Human Medicine at the Universities in Switzerland Abstract. Reflections on current trends and progressions in the undergraduate curricula of Human Medicine of the universities in Switzerland. Both updated modern learning objectives and the politically intended higher number of graduated swiss physicians will make an impact on clinical skills training and offers opportunities in focusing as well as in coordinating the curricula.


Assuntos
Currículo , Educação de Graduação em Medicina , Medicina , Competência Clínica , Humanos , Suíça , Universidades
17.
Praxis (Bern 1994) ; 109(11): 866-870, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873166

RESUMO

Update Medical Studies 2020: Bern Abstract. The education of the young Bernese medical students is problem-based as well as practice-oriented. The didactical concept of the Bachelor Studies is a guided self-study accompanied by concept lectures and interactive tutorials. The clinical skills are taught in a highly structured way, beginning with e-learning, seminars and Bedside Teaching. The Master Studies are based on evidence-based clinical education. The well-structured internships are the heart of the Bernese Master Studies; they enable the early inclusion of the students in the medical practice of the various healthcare disciplines. The communication trainings as well as the sonography courses are examples for the innovative development of the Bernese curriculum. The rotations in GP practices give an insight into the primary healthcare.


Assuntos
Educação de Graduação em Medicina , Educação Médica , Estudantes de Medicina , Competência Clínica , Comunicação , Currículo , Humanos , Suíça
18.
Praxis (Bern 1994) ; 109(11): 843-846, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873170

RESUMO

Studying Human Medicine at the University of Zurich Abstract. We compile the most important published information on studying human medicine at the Medical Faculty of the University of Zurich (as of 8.6.2020), with a brief overview of the 'Education Network' (www.medunet.ch) of the six participating locations with the Universities of Zurich, Basel, St. Gallen, Lucerne, the Università della Svizzera italiana and the ETH Zurich. Within the educational network, the Universities of Lucerne and St. Gallen offer the so-called 'Lucerne Track' and 'St. Gallen Track' for 40 medical students each as a joint Master's program with the University of Zurich. The two partners present their curriculum in separate articles. Finally, information on the current curriculum revision is provided under the label ZH Med4, which stands for the main focus areas of digitization, research, networking and primary care.


Assuntos
Educação Médica , Medicina , Estudantes de Medicina , Currículo , Humanos , Complexo Mediador , Atenção Primária à Saúde , Suíça , Universidades
19.
Praxis (Bern 1994) ; 109(11): 871-878, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873171

RESUMO

Studying Human Medicine at the University of Geneva: An Up-to-Date, Integrated Curriculum Abstract. The curriculum of human medicine at the Faculty of Medicine of the University of Geneva has been thoroughly renovated in 1995. It offers an integrated program allowing for a constant adaptation of the content to the explosion of biomedical knowledge and the changes in society. It uses active, student-centred learning methods. In line with the Bologna process since 2006, it has been accredited several times, most recently in 2019. It evolved to strengthen the importance of primary care and to introduce interprofessional training, in particular through its simulation centre. Through early and continuous clinical immersion, students acquire their practical skills in an integrated manner. These conditions are conducive to the introduction of new concepts, such as the Entrustable Professional Activities (EPAs) conveyed by the recent national competence framework PROFILES.


Assuntos
Currículo , Medicina , Competência Clínica , Humanos , Atenção Primária à Saúde , Suíça
20.
Praxis (Bern 1994) ; 109(11): 847-852, 2020 Sep.
Artigo em Alemão | MEDLINE | ID: mdl-32873174

RESUMO

Joint Medical Master University of Lucerne and University of Zurich Abstract. The medical education in Switzerland is changing. On the one hand, the new, competence-based catalogue of learning objectives PROFILES has to be implemented. On the other hand, new training locations and cooperations have been created within the context of the special program 'Increasing the number of degrees in human medicine'. One of these cooperations is the Joint Medical Master of the Universities of Lucerne and Zurich. Since 2017, students have had the opportunity to complete their Bachelor's degree at the University of Zurich in the 'Lucerne Track'. In the subsequent joint Master's program (start fall semester 2020), the approximately 40 students are primarily enrolled at the University of Lucerne, which together with its partner institutions in the health care region of Central Switzerland offers about two thirds of the courses. At the University of Lucerne, which has a strong emphasis on social and human sciences, the Department of Medicine is part of the Department of Health Sciences and Medicine and focuses on a holistic, interdisciplinary understanding of health, illness and human functioning. In the training of medical students, the Joint Medical Master primarily offers interactive, practice-oriented courses in small groups, based on the new catalogue of learning objectives, and uses innovative didactic concepts and digital learning programs. The Lucerne curriculum focuses on interprofessional education, especially with health science students, as well as basic medical care and the interface between in- and outpatient care, respectively. In the last year of the course, which is currently in its final development phase, the topics of emergency medicine and patient safety will be a particular focus. Due to the manageable cohort size, the Joint Medical Master in Lucerne offers a family environment and a close exchange between students and lecturers. The students are involved in the further development of the curriculum as well as in the evaluation of the courses, and the lecturers are prepared as well as possible for their teaching duties by continuing medical education events. In the medium term, the University of Lucerne would also like to focus more on the continuum of pre- and postgraduate training, and to network nationally and internationally in the medical education landscape.


Assuntos
Educação Médica , Estudantes de Medicina , Currículo , Humanos , Suíça
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