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4.
Curr Urol Rep ; 20(12): 86, 2019 Nov 28.
Artigo em Inglês | MEDLINE | ID: mdl-31781872

RESUMO

PURPOSE OF REVIEW: To summarize the advancements and offerings of the American Urological Association's (AUA) Medical Student Education Committee (MSEC). RECENT FINDINGS: The AUA MSEC is focused on advocating for urologic education in medical schools by promoting core principles and practices in urology. The origins of the MSEC go back to 2008. With comprehensive support from the AUA Office of Education, the MSEC continues to refine and expand the resources available for medical students through the AUA Medical Student Curriculum website. The AUA Medical Student Curriculum website offers a repository of resources for medical students. This information is meant to serve as a foundational curriculum for undergraduate medical student education in urology.


Assuntos
Currículo/normas , Educação de Graduação em Medicina/normas , Urologia/educação , Educação de Graduação em Medicina/economia , Humanos , Estudantes de Medicina , Estados Unidos , Urologia/normas
5.
Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi ; 31(4): 431-433, 2019 Aug 08.
Artigo em Chinês | MEDLINE | ID: mdl-31612682

RESUMO

To achieve the combination of ideological and political education curriculum and curriculum ideological and political education, the ideological and political education was integrated into the teaching of medical basic course Human Parasitology. Based on improving the cultivation of the teaching team, insisting on morality education and education-directed professional curriculum teaching, the pathway of integrating curriculum ideological and political education into medical science education was explored. Through putting the ideological and political elements contained throughout the professional curriculum teaching process, establishing new teaching patterns of integrating ideological and political education into the curriculum, and strengthening the collaboration between professional institutions and universities, we aimed to build Human Parasitology as a gold ideological and political education curriculum.


Assuntos
Currículo , Educação Médica , Parasitologia , Currículo/normas , Currículo/tendências , Educação Médica/normas , Educação Médica/tendências , Humanos , Parasitologia/educação , Ensino , Universidades
6.
Chiropr Man Therap ; 27: 56, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31528335

RESUMO

Background: This is the second article reporting on a study that sought the views of people with extensive experience in Councils on Chiropractic Education (CCEs) on research that has raised concerns about variability in accreditation standards and processes for chiropractic programs (CPs) and chiropractic practice in general. Methods: This qualitative study employed in-depth semi-structured interviews that consisted of open-ended questions asking experts about their thoughts and views on a range of issues surrounding accreditation, graduate competency standards and processes. The interviews were audio-recorded, and transcribed verbatim in June and July of 2018. The transcripts were reviewed to develop codes and themes. The study followed the COREQ guidelines for qualitative studies. Results: The interviews revealed that these CCE experts were able to discern positive and negative elements of the accreditation standards and processes. They were, in general, satisfied with CCEs accreditation standards, graduating competencies, and site inspection processes. Most respondents believed that it was not possible to implement an identical set of international accreditation standards because of cultural and jurisdictional differences. This was thought more likely to be achieved if based on the notion of equivalence. Also, they expressed positive views toward an evidence-based CP curriculum and an outcomes-based assessment of student learning. However, they expressed concerns that an evidence-based approach may result in the overlooking of the clinician's experience. Diverse views were found on the presence of vitalism in CPs. These ranged from thinking vitalism should only be taught in an historical context, it was only a minority who held this view and therefore an insignificant issue. Finally, that CCEs should not regulate these personal beliefs, as this was potentially censorship. The notable absence was that the participants omitted any mention of the implications for patient safety, values and outcomes. Conclusions: Expert opinions lead us to conclude that CCEs should embrace and pursue the widely accepted mainstream healthcare standards of an evidence-based approach and place the interests of the patient above that of the profession. Recommendations are made to this end with the intent of improving CCE standards and processes of accreditation.


Assuntos
Acreditação/normas , Quiroprática/educação , Quiroprática/normas , Educação Médica/normas , Acreditação/organização & administração , Quiroprática/organização & administração , Currículo/normas , Educação Médica/organização & administração , Prova Pericial , Feminino , Humanos , Masculino , Pesquisa Qualitativa
7.
South Med J ; 112(9): 487-490, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31485588

RESUMO

OBJECTIVES: Our hypothesis was that pediatric residents and medical students who participated in a structured forensic evidence collection course would have improved knowledge of prepubertal evidence collection practices and pubertal genital anatomy. METHODS: The course curriculum included a forensic evidence collection video created by the sexual assault nurse examiner directors. After watching the video, the participants simulated forensic evidence collection using forensic evidence collection kits and chain of evidence protocols in a hybrid simulation setting under the supervision of a pediatric sexual assault nurse examiner. The participants completed a multiple-choice test and a fill-in-the-blank anatomical diagram test before and after the course. RESULTS: Of an eligible 48 participants, 42 completed the course; therefore, our participant response rate was 87.5%. There was significant improvement in knowledge, with an average pretest score of 62% ± 20% and the average posttest score of 86% ± 9% (P < 0.001). Qualitative evaluations were overwhelmingly positive, with consistent scoring of 6/6 in a 6-point agree scale. Learning themes, which emerged from open-ended questions on the evaluations, included knowledge gained on evidence collection processes (n = 26), how to appropriately interact with abused patients (n = 8), hands-on nature of the experience and the benefits of walking through the examination (n = 7), and pubertal genital anatomy knowledge (n = 3). Participants suggested that more instruction on anatomy would be helpful. CONCLUSIONS: We found that pediatric residents' and medical students' knowledge of pediatric sexual abuse may be improved with a short simulation course focusing on forensic evidence collection.


Assuntos
Maus-Tratos Infantis/diagnóstico , Competência Clínica , Simulação por Computador , Currículo/normas , Educação de Pós-Graduação em Medicina/métodos , Medicina Legal/educação , Pediatria/educação , Criança , Humanos , Internato e Residência/métodos
8.
J Dent Educ ; 83(8): 865-877, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31371427

RESUMO

With increasing recognition of the important relationship between oral and systemic health, non-dental health professions schools and programs are now teaching their students about oral health in various ways. This study built on surveys of medical schools, primary care residency and fellowship programs, and other health professions programs conducted by the authors in 2017, which found some had made significant progress in integrating oral health into primary care training, while others lagged behind. The aim of the current study was to better understand the characteristics and climate of oral health education in non-dental health professions schools by conducting interviews with leaders of programs who had self-identified in the surveys as having a robust oral health curriculum. Hour-long interviews were conducted between October 2017 and March 2018 with 31 program directors or deans of medical specialty and allied health professions programs using a semi-structured interview guide. These interviewees were from 13 health disciplines. The coding of interview transcripts identified seven major themes: motivations to develop an oral health curriculum; rationale for curriculum topics covered; best aspects of the curriculum; evaluation and assessment strategies; relationships with dental providers and residents and dental hygienists; barriers and challenges; and advice and lessons learned. The interviewees reported a strong belief that oral health is an important health topic. Key elements that interviewees identified as helping them build robust oral health programs in their primary care curricula were the following: having an oral health champion; having some funding; building relationships with dental professionals; using local, state, and national resources; using curricular materials from existing sources; incorporating skills-based sessions; taking an IPE approach; and making oral health part of what the program already does. These findings should be useful for primary care schools and programs that are beginning to add oral health to their curricula and those seeking to improve their existing oral health education for their students.


Assuntos
Saúde Bucal/educação , Atenção Primária à Saúde , Avaliação de Programas e Projetos de Saúde , Faculdades de Odontologia/normas , Faculdades de Medicina/normas , Adulto , Currículo/normas , Higienistas Dentários/educação , Educação em Odontologia , Ocupações em Saúde , Humanos , Internato e Residência , Pessoa de Meia-Idade , Desenvolvimento de Programas , Pesquisa Qualitativa , Inquéritos e Questionários , Estados Unidos , Adulto Jovem
9.
Presse Med ; 48(7-8 Pt 1): 780-787, 2019.
Artigo em Francês | MEDLINE | ID: mdl-31383383

RESUMO

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.


Assuntos
Cuidados Críticos/métodos , Educação Médica/métodos , Relações Interprofissionais , Equipe de Assistência ao Paciente , Treinamento por Simulação , Competência Clínica , Cuidados Críticos/normas , Currículo/normas , Educação Médica/normas , Avaliação Educacional/métodos , Humanos , Ciência da Implementação , Equipe de Assistência ao Paciente/organização & administração , Equipe de Assistência ao Paciente/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas
11.
Nurs Outlook ; 67(6): 747-759, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31421862

RESUMO

BACKGROUND: With the rapid growth in online education programs in nursing, quality of education through this modality is becoming of greater importance. PURPOSE: This paper aims to explore current recommendations and standards for quality in online nursing education offered by nursing regulatory, accrediting, and licensing organizations. METHOD: Individual interviews were conducted with the leaders from four accrediting, licensing and certifying organizations in nursing about their perspectives on quality standards for online education. FINDINGS: The following themes emerged from the qualitative interviews: Theme 1- Standards are not specific to online education; Theme 2-This is not up to us - Professional organizations can offer recommendations but not responsible for regulations; and Theme 3- Each institution has responsibility to provide support and evaluate the quality of online education. DISCUSSION: Schools of nursing should continue to incorporate current standards for quality in online education as the methods of delivery continue to evolve in this highly technologically-oriented world.


Assuntos
Acreditação/normas , Currículo/normas , Educação a Distância/normas , Bacharelado em Enfermagem/normas , Guias como Assunto , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos , Adulto Jovem
12.
Rev Bras Enferm ; 72(4): 1071-1077, 2019 Aug 19.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31432967

RESUMO

OBJECTIVE: To describe how undergraduate courses in Nursing are using the problem-based learning (PBL). METHOD: Integrative literature review, from searches in the databases Education Resources Information Center (ERIC), Latin American and Caribbean Health Sciences Literature (Lilacs), and PubMed, from 2010 to 2015. 36 articles were analyzed. RESULTS: A teaching method used in all continents, the PBL enables improvement of the critical thinking, autonomy, motivation for learning, active search attitude, ability to work in teams, and problem-solving. Difficulties and challenges relate to the training of students and teachers to understand the principles of the method. FINAL CONSIDERATIONS: The benefits of PBL coincide with the needs of nursing training, but its applicability demands constant review in seeking to develop the skills necessary for this training.


Assuntos
Currículo/normas , Educação em Enfermagem/métodos , Aprendizagem Baseada em Problemas/métodos , Currículo/tendências , Educação em Enfermagem/tendências , Humanos , Aprendizagem Baseada em Problemas/tendências , Avaliação de Programas e Projetos de Saúde/métodos
13.
Matern Child Health J ; 23(9): 1159-1166, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31267340

RESUMO

Background Learning to identify and address social determinants of health (SDH) is a crucial component of pediatric residency training. A virtual tour of an impoverished neighborhood previously demonstrated efficacy in increasing residents' self-assessed knowledge and competence, but its impact on performance has not yet been reported. Online simulated cases are emerging as feasible assessment tools to measure trainees' skills across various healthcare settings. We developed online simulated cases to evaluate residents' retention of the virtual tour's key SDH-related learning objectives 1 month after completing this curriculum. Methods Three online simulated cases with interpolated open-ended questions were created to assess residents' ability to identify SDH, recommend appropriate resources, and display empathy. Scoring rubrics to objectively evaluate responses were developed and borderline scores were decided by a team of educators. Results 19 residents participated. Mean scores for all cases exceeded pre-established borderline scores (statistically significant in two of the three cases). More than 90% of residents identified relevant SDH in the primary care and emergency department cases. Ninety-five percent of residents recommended appropriate resources in all cases, and 89% displayed empathy. Discussion Residents' performance in online simulated cases demonstrated retention and application of the virtual tour's learning objectives, including recognizing SDH, offering appropriate resources, and displaying empathy, which supports the long-term effectiveness of the virtual tour curriculum to train pediatricians about SDH. Online simulated cases provided a standardized and cost-effective way to measure residents' skills related to curricular uptake, suggesting that this assessment approach may be adapted to evaluate other educational interventions.


Assuntos
Currículo/normas , Simulação de Paciente , Pediatria/educação , Determinantes Sociais da Saúde , Adulto , Currículo/estatística & dados numéricos , Educação de Pós-Graduação em Medicina/métodos , Feminino , Humanos , Internato e Residência/métodos , Internato e Residência/normas , Internato e Residência/estatística & dados numéricos , Aprendizagem , Masculino , Pediatria/métodos , Pediatria/normas , Características de Residência/estatística & dados numéricos
15.
Fam Med ; 51(7): 555-558, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31287900

RESUMO

After 3 decades in private practice, I joined the faculty of a nearby residency program. Like most family medicine residencies, it follows a curriculum that my physician father would have recognized: heavy emphasis on inpatient medicine; short shrift to continuity care. Despite a changing marketplace, there is still a disconnect between how we train graduates (for full spectrum care) and where they end up (in ambulatory practices). Is our identity disappearing? I contend that the primary and indispensable duty of a residency program is to model professional values and prepare residents to live and work in sustainable communities. Though the scope of practice will vary, family physicians still pride themselves in putting the needs of their patients at its center.


Assuntos
Docentes de Medicina/psicologia , Medicina de Família e Comunidade/educação , Internato e Residência , Currículo/normas , Educação de Pós-Graduação em Medicina , Humanos , Médicos de Família/normas , Inquéritos e Questionários
16.
Med Sci (Paris) ; 35(6-7): 558-561, 2019.
Artigo em Francês | MEDLINE | ID: mdl-31274087

RESUMO

Since 2016, the national framework for doctoral studies in France states that doctoral schools from the French universities should ensure that every doctoral student receives a training in research ethics and integrity. The doctoral schools can organize the training at their convenience. We have conducted a study among all French doctoral schools about the modalities of this training in 2018. Our inquiry shows that the doctoral schools are well engaged in this effort of training on the whole territory, and are on the verge of reinforcing it. Overall, our inquiry shows a general awareness by the doctoral schools of the importance of these topics for tomorrow research.


Assuntos
Currículo , Educação de Pós-Graduação/métodos , Ética Profissional/educação , Ética em Pesquisa/educação , Currículo/normas , Educação de Pós-Graduação/história , Educação de Pós-Graduação/normas , Ética Profissional/história , Ética em Pesquisa/história , França , História do Século XXI , Humanos , Estudantes/psicologia
17.
BMC Res Notes ; 12(1): 388, 2019 Jul 10.
Artigo em Inglês | MEDLINE | ID: mdl-31292006

RESUMO

OBJECTIVES: This study is designed to evaluate the effect of a workshop about new teaching and learning methods on the response, knowledge, and behavior of healthcare staff working a large city healthcare center. RESULTS: Kirkpatrick's program evaluation model showed that the workshop on new teaching and learning methods significantly improved the healthcare staff's satisfaction about the teaching environment of workshops, their knowledge about new teaching and learning methods and their behavior in performing workshops for teaching people. It is recommended that this teaching and learning methods workshop should be considered in educational programs for healthcare staff. Trial registration Trial registration number: IRCT20180619040150N1 approved by Iranian Registry of Clinical Trials at 2018-07-27.


Assuntos
Currículo/normas , Pessoal de Saúde/educação , Aprendizagem , Modelos Educacionais , Ensino , Feminino , Humanos , Irã (Geográfico) , Masculino , Pessoa de Meia-Idade , Avaliação de Programas e Projetos de Saúde/métodos
18.
PLoS Biol ; 17(7): e3000359, 2019 07.
Artigo em Inglês | MEDLINE | ID: mdl-31318869

RESUMO

Our first two experiments on adapting a high-structure course model to an essentially open-enrollment university produced negative or null results. Our third experiment, however, proved more successful: performance improved for all students, and a large achievement gap that impacted underrepresented minority students under traditional lecturing closed. Although the successful design included preclass preparation videos, intensive active learning in class, and weekly practice exams, student self-report data indicated that total study time decreased. Faculty who have the grit to experiment and persevere in making evidence-driven changes to their teaching can reduce the inequalities induced by economic and educational disadvantage.


Assuntos
Logro , Currículo/normas , Avaliação Educacional/métodos , Aprendizagem Baseada em Problemas/métodos , Estudantes/psicologia , Universidades , Empatia , Docentes/psicologia , Docentes/estatística & dados numéricos , Humanos , Estudantes/estatística & dados numéricos
19.
Nurse Educ Today ; 81: 39-48, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31323505

RESUMO

BACKGROUND: Nurse educators are required to equip students with adequate theoretical and practical knowledge to provide effective nursing care. Limited studies have explored educators' challenges while teaching students. Existing studies are limited because of small sample, overreliance on qualitative approaches, and unreliable instruments that have not been tested. OBJECTIVES: To explore nurse educators' perspectives about their clinical and academic teaching, to develop a questionnaire to determine educators' challenges, and to develop a comprehensive understanding of educators' challenges. DESIGN: A sequential exploratory mixed-methods study. SETTINGS: Twelve nursing institutions in five cities of Pakistan. PARTICIPANTS: A purposive sample of 12 educators for interviews and 112 for the survey. METHODS: Semi-structured interviews and survey for data collection and expert consultations for questionnaire development. Thematic analysis for qualitative analysis, descriptive analysis for quantitative, and joint display tables for mixed methods. RESULTS: Educators experience workload and time constraints and struggle to effectively teach students due to inadequate student-educator ratio; underdeveloped curriculum; inadequate resources; inadequate clinical teaching settings for skills, simulation labs; inadequate professional development opportunities; lack of autonomous decision making; lack of educational, management, and research support from the regulatory bodies; and lack of educational research. CONCLUSIONS: Nurse educators' issues and challenges are persistent and require support from regulatory bodies and educational authorities. There is a need to develop policies to improve teaching and learning conditions for educators, provide them with the opportunities to enhance their own learning, and opportunities to collaborate with other educators in order to better prepare student nurses.


Assuntos
Docentes de Enfermagem/psicologia , Pesquisa em Educação de Enfermagem , Estudantes de Enfermagem , Inquéritos e Questionários , Ensino/psicologia , Adulto , Currículo/normas , Bacharelado em Enfermagem , Feminino , Recursos em Saúde/economia , Humanos , Masculino , Paquistão , Desenvolvimento de Pessoal , Carga de Trabalho/psicologia
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