Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 3.696
Filtrar
1.
Rev. Hosp. Ital. B. Aires (2004) ; 40(3): 132-139, sept. 2020. ilus, tab
Artigo em Espanhol | LILACS | ID: biblio-1129139

RESUMO

Introducción: en 2014, tras más de 10 años de comenzada la Carrera de Medicina en el Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), en la comunidad educativa se comenzó a plantear la necesidad de realizar un cambio curricular con el objetivo de lograr la enseñanza de habilidades complejas en forma integrada para generar un aprendizaje significativo y un mayor desarrollo de competencias. El cambio curricular comenzó a implementarse en 2018. Propósitos: describir la experiencia de diseño de las actividades de enseñanza en un currículo integrado. Desarrollo: para el diseño de las actividades de cada módulo (de un cuatrimestre de duración) se conformaron grupos planificadores multidisciplinarios. El objetivo principal de la planificación fue que los estudiantes comenzaran a desarrollar las habilidades necesarias para poder llevar adelante las actividades profesionales (EPAs: Entrustable Professional Activities) al final de la carrera. Los escenarios donde transcurren las actividades del Ciclo Inicial son las sesiones de aprendizaje basado en problemas, los laboratorios para el desarrollo de habilidades, las charlas plenarias y la atención primaria orientada a la comunidad. Fueron definidas EPAs para desarrollarse en el Ciclo Inicial, que guiaron la planificación en diálogo con los contenidos seleccionados para el cuatrimestre. Para poder realizar un diseño integrado se estableció la relación de cada actividad con las de los módulos precedentes, retomando y complejizando los contenidos para que el diseño fuera espiralado. Conclusiones: el mayor desafío de esta experiencia radicó en que debimos sumergirnos en un nuevo paradigma. El principal logro como grupo planificador fue hacer propia esta nueva forma de enseñanza: basada en el alumno, en problemas, integrada, espiralada. Evaluaremos los resultados tras su implementación y rediseñaremos las actividades, de ser necesario. (AU)


Introduction: in 2014, after 10 years of the establishment of the School of Medicine at the Instituto Universitario Hospital Italiano de Buenos Aires (IUHIBA), the educational community identified the need to make a curricular change to teach complex skills in an integrated way to generate meaningful learning and further development of skills. The new curriculum was implemented in 2018. Purposes: to describe our experience in designing teaching activities for an integrated curriculum. Development: multidisciplinary planning groups were formed to design the activities of each four-month module. The main objective was for students to develop the skills necessary to carry out professional activities (EPAs: Entrustable Professional Activities) by the time of graduation. The "Initial Cycle" activities took place in four scenarios: (i) problem-based learning; (ii) skills lab (iii) forum discussions; and (iv) communityoriented education. The EPAs that would be acquired in the Initial Cycle were selected. Those EPAs, together with the contents selected for the semester guided the planning groups. To ensure an integrated design, the relationships of each module with the preceding one were established. We adopted a spiral design where we returned to the same topics at a deeper level and with more complexity. Conclusions: the greatest challenge was that this experience involved a paradigm change. Our main achievement was to adopt a new form of teaching that was student and problem based, within an integrated and spiral curriculum. We plan to evaluate the results after implementation and redesign the activities, if necessary. (AU)


Assuntos
Humanos , Ensino/educação , Aprendizagem Baseada em Problemas/métodos , Argentina , Atenção Primária à Saúde , Faculdades de Medicina/tendências , Estudantes de Medicina , Ensino/tendências , Universidades/tendências , Técnicas de Planejamento , Competência Clínica , Aprendizagem Baseada em Problemas/tendências , Currículo/tendências , Capacitação Profissional
3.
Curationis ; 43(1): e1-e8, 2020 Jun 15.
Artigo em Inglês | MEDLINE | ID: mdl-32633991

RESUMO

BACKGROUND: Lesotho has been experiencing health challenges as indicated by its high maternal mortality ratio of 620 per 100 000 live births for the year 2010, which has been linked to its limited human resources. OBJECTIVES: The knowledge and skills of final-year student nurse-midwives related to the active management of the third stage of labour were determined. METHOD: A quantitative, descriptive survey design was used to conduct this study with 99 final-year midwifery students at four nursing schools in Lesotho using stratified sampling. The structured questionnaire collected data on the knowledge and self-reported competency. Subsequently, the controlled cord traction marks, extracted from the objective structured clinical examination (OSCE), were compared to the self-reported competency of these midwifery students using R software version 3.4.0. RESULTS: The mean score for knowledge and the OSCE was 73.8% (n = 99) and 77.2% (n = 99), respectively. The majority of respondents (95.2%, n = 99) rated themselves highly in terms of the active management of the third stage of labour competency. There was no correlation between the self-reported competency and knowledge (r = 0.08, p = 0.4402), and self-reported competency and OSCE scores (r = -0.004, p = 0.01). CONCLUSION: The high mean scores for the knowledge and the OSCE indicate that the theoretical component of the curriculum on the active management of the third stage of labour was effective in equipping final-year midwifery students with knowledge and skills to carry out this competency.


Assuntos
Competência Clínica/normas , Terceira Fase do Trabalho de Parto/fisiologia , Tocologia/educação , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Competência Clínica/estatística & dados numéricos , Currículo/tendências , Feminino , Humanos , Tocologia/estatística & dados numéricos , Gravidez , África do Sul , Inquéritos e Questionários
6.
Pediatr Clin North Am ; 67(4): 735-757, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32650870

RESUMO

Doctors need to acquire telehealth consultation skills to thrive in the increasingly pressurized health system of delivering high-quality, high-volume health care with a shrinking health care workforce. Telehealth consultations require the same degree of thoroughness and careful clinical judgment as face-to-face consultations. The distinct differences between telehealth and face-to-face consultations warrant training in telehealth, which should be incorporated into core curricula of medical schools and continuing medical education. We describe competency-based training for telehealth piloted with medical residents. The use of competency-based training for telehealth operationalized as an entrustable professional activity will facilitate high-quality, safe, and effective telehealth consultations.


Assuntos
Competência Clínica , Encaminhamento e Consulta/normas , Telemedicina , Currículo/tendências , Educação Médica/tendências , Humanos , Garantia da Qualidade dos Cuidados de Saúde , Estados Unidos
8.
PLoS One ; 15(6): e0233400, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32502213

RESUMO

The teaching of professional roles in medical education is an interdisciplinary concern. However, surgeons require specific standards of professionalism for certain context-based situations. In addition to communication, studies require collaboration, leadership, error-/conflict-management, patient-safety and decision-making as essential competencies for surgeons. Standards for corresponding competencies are defined in special chapters of the German National Competency-based Learning Objectives for Undergraduate Medical Education (NKLM; chapter 8, 10). The current study asks whether these chapters are adequately taught in surgical curricula. Eight German faculties contributed to analysing mapping data considering surgical courses of undergraduate programs. All faculties used the MERlin mapping platform and agreed on procedures for data collection and processing. Sub-competency and objective coverage, as well as the achievement of the competency level were mapped. Overall counts of explicit citations were used for analysis. Collaboration within the medical team is a strongly represented topic. In contrast, interprofessional cooperation, particularly in healthcare sector issues is less represented. Patient safety and dealing with errors and complications is most emphasized for the Manager/Leader, while time management, career planning and leadership are not addressed. Overall, the involvement of surgery in teaching the competencies of the Collaborator and Manager/Leader is currently low. However, there are indications of a curricular development towards explicit teaching of these roles in surgery. Moreover, implicitly taught roles are numerous, which indicates a beginning awareness of professional roles.


Assuntos
Competência Clínica/normas , Educação de Graduação em Medicina/métodos , Ensino/normas , Currículo/tendências , Educação de Graduação em Medicina/tendências , Docentes de Medicina/psicologia , Docentes de Medicina/tendências , Alemanha , Humanos , Liderança , Aprendizagem , Segurança do Paciente , Comportamento Social , Cirurgiões/psicologia
9.
Sheng Wu Gong Cheng Xue Bao ; 36(6): 1241-1248, 2020 Jun 25.
Artigo em Chinês | MEDLINE | ID: mdl-32597074

RESUMO

The opening and sharing of large-scale life science equipment in universities is expanding. We must find ways to improve the role of large-scale equipment in cultivating students' practical and innovative abilities, to tap the potential of equipment, then to support scientific research and speed up scientific research output. We established a set of large-scale equipment training and practice teaching system including 15 topics and covering a wide range of technologies. In practice, we constantly innovated personalized courses. According to the differences of students' major and scientific research needs, we classified teaching content and set up parallel classes. Each class had the individualized teaching content and students could select from a menu of courses. In addition, we built up a cloud classroom teaching platform, online and offline teaching method supplemented each other. The teaching system have produced certain effect.


Assuntos
Disciplinas das Ciências Biológicas , Currículo , Universidades , Disciplinas das Ciências Biológicas/educação , Disciplinas das Ciências Biológicas/instrumentação , Currículo/normas , Currículo/tendências , Humanos , Estudantes
10.
Rural Remote Health ; 20(2): 6038, 2020 05.
Artigo em Inglês | MEDLINE | ID: covidwho-431287

RESUMO

Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/organização & administração , Educação Médica Continuada/organização & administração , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas/organização & administração , Competência Clínica , Currículo/tendências , Humanos , Serviços de Saúde Rural/organização & administração
11.
Med Educ Online ; 25(1): 1770562, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: covidwho-343396

RESUMO

The coronavirus disease (COVID-19) pandemic is causing wide-spread interruptions in medical education. With little warning, clinical rotations were cancelled and medical students were sent home. While pre-clinical students transitioned to online curricula, clinical students were left without discreet educational goals. Simultaneously, medical doctors were scrambling to maintain competence in the face of rapidly evolving COVID-19 information. Here, we describe an education program that integrates medical students into interdisciplinary teams to review emerging COVID-19 research that directly answers questions sent in by medical doctors.


Assuntos
Educação Médica/organização & administração , Educação Médica/tendências , Pandemias/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Betacoronavirus , Infecções por Coronavirus , Currículo/tendências , Humanos , Pneumonia Viral
12.
PLoS Comput Biol ; 16(5): e1007695, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32379822

RESUMO

With increasing demand for training in data science, extracurricular or "ad hoc" education efforts have emerged to help individuals acquire relevant skills and expertise. Although extracurricular efforts already exist for many computationally intensive disciplines, their support of data science education has significantly helped in coping with the speed of innovation in data science practice and formal curricula. While the proliferation of ad hoc efforts is an indication of their popularity, less has been documented about the needs that they are designed to meet, the limitations that they face, and practical suggestions for holding successful efforts. To holistically understand the role of different ad hoc formats for data science, we surveyed organizers of ad hoc data science education efforts to understand how organizers perceived the events to have gone-including areas of strength and areas requiring growth. We also gathered recommendations from these past events for future organizers. Our results suggest that the perceived benefits of ad hoc efforts go beyond developing technical skills and may provide continued benefit in conjunction with formal curricula, which warrants further investigation. As increasing numbers of researchers from computational fields with a history of complex data become involved with ad hoc efforts to share their skills, the lessons learned that we extract from the surveys will provide concrete suggestions for the practitioner-leaders interested in creating, improving, and sustaining future efforts.


Assuntos
Ciência de Dados/educação , Currículo/tendências , Ciência de Dados/métodos , Humanos , Inquéritos e Questionários
13.
Rural Remote Health ; 20(2): 6038, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32466654

RESUMO

Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/organização & administração , Educação Médica Continuada/organização & administração , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas/organização & administração , Competência Clínica , Currículo/tendências , Humanos , Serviços de Saúde Rural/organização & administração
14.
Med Educ Online ; 25(1): 1770562, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32441229

RESUMO

The coronavirus disease (COVID-19) pandemic is causing wide-spread interruptions in medical education. With little warning, clinical rotations were cancelled and medical students were sent home. While pre-clinical students transitioned to online curricula, clinical students were left without discreet educational goals. Simultaneously, medical doctors were scrambling to maintain competence in the face of rapidly evolving COVID-19 information. Here, we describe an education program that integrates medical students into interdisciplinary teams to review emerging COVID-19 research that directly answers questions sent in by medical doctors.


Assuntos
Educação Médica/organização & administração , Educação Médica/tendências , Pandemias/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Betacoronavirus , Infecções por Coronavirus , Currículo/tendências , Humanos , Pneumonia Viral
15.
PLoS One ; 15(4): e0230851, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32240212

RESUMO

BACKGROUND: Recent advances in 3D printing technology, and biomaterials are revolutionizing medicine. The beneficiaries of this technology are primarily patients, but also students of medical faculties. Taking into account that not all students have full, direct access to the latest advances in additive technologies, we surveyed their opinion on 3D printing and education in this area. The research aimed to determine what knowledge about the use of 3D printing technology in medicine, do students of medical faculties have. METHODS: The research was carried out in the form of a questionnaire among 430 students of the Medical University of Silesia in Katowice (Poland) representing various fields of medicine and health sciences. The questions included in the survey analyzed the knowledge of the respondents for 3D printing technology and the opportunities it creates in medicine. RESULTS: The results indicate that students do have knowledge about 3D printing obtained mainly from the internet. They would be happy to deepen their knowledge at specialized courses in this field. Students appreciated the value of 3D printing in order to obtain accurate anatomical models, helpful in learning. However, they do not consider the possibility of complete abandonment of human cadavers in the anatomy classes. Their knowledge includes basic information about current applications of 3D printing in medicine, but not in all areas. However, they have no ethical doubts regarding the use of 3D printing in any form. The vast majority of students deemed it necessary to incorporate information regarding 3D printing technology into the curriculum of different medical majors. CONCLUSION: This research is the first of its kind, which allows for probing students' knowledge about the additive technologies in medicine. Medical education should be extended to include issues related to the use of 3D printing for medical applications.


Assuntos
Impressão Tridimensional/tendências , Estudantes de Medicina/psicologia , Atitude , Currículo/tendências , Educação Médica/métodos , Feminino , Humanos , Aprendizagem , Masculino , Modelos Anatômicos , Polônia , Inquéritos e Questionários , Tecnologia/métodos , Tecnologia/tendências , Adulto Jovem
16.
Acad Med ; 95(5): 744-750, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32345884

RESUMO

PROBLEM: Global connectivity and awareness have significantly increased over the past 3 decades, yet medical education remains mostly unchanged in its delivery-local didactic teaching, supplemented with hands-on clinical experiences. APPROACH: Beginning in 2016, the authors leveraged the livestreaming capabilities of Facebook and YouTube to create a platform called pathCast to broadcast pathology lectures to an international community of medical professionals. An interactive pathology curriculum was designed to address challenging topics across various subspecialties. Expert pathologists were invited to deliver 60-minute lectures using digital or glass slides or traditional slide decks. Remote (online) attendees interacted with lecturers in real time using the broadcasts' chat interface. Facebook's and YouTube's analytics were evaluated to assess the performance of all lectures. OUTCOMES: From June 2016 to December 4, 2019, 53 speakers delivered 87 lectures representing 18 pathology subspecialties in 9 different languages (with 78 [89.7%] in English only) and from various geographic regions. The lectures hosted on the Facebook channel have garnered 8,333 followers and 52,171 views for a total of 386,200 minutes of watch time, and the lectures hosted on the YouTube channel have accumulated 5,891 subscribers and 292,735 views for a total of 50,674 hours of watch time. The lectures have been viewed by users from 1,093 unique cities across 124 countries. NEXT STEPS: The authors will continue to develop the curriculum to further disseminate pathology education on a global scale.


Assuntos
Currículo/tendências , Educação de Graduação em Medicina/métodos , Mídias Sociais/instrumentação , Educação de Graduação em Medicina/tendências , Humanos , Mídias Sociais/tendências , Ensino
18.
GMS J Med Educ ; 37(1): Doc4, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32270018

RESUMO

Introduction: Interprofessional collaboration (IPC) in everyday clinical practice is a prerequisite for good patient care but currently this is not sufficiently anchored in the education of health care professionals. Project description: A course on child protection in the interprofessional and international domain was established at the Medical School, University of Freiburg. In this course, students of medicine, nursing science and social work acquire skills for successful interprofessional cooperation. Its participants learn across professional and national borders, not only with but also from and about each other. In this way, they deepen their insights into international IPC through a key topic that is relevant to many disciplines. The course is run as a one-day campus day. This paper presents the course setup and evaluation results. Methods: The evaluation was carried out online and in writing in a before and after format using the Freiburg Questionnaire for Interprofessional Learning Evaluation (FILE) in addition to oral feedback. Learning objectives for IPC and child protection were formulated and the participants were asked about their subjective achievements. Results: From summer semester (SuSe) 2017 to SuSe 2018, 39 participants took part in the course. It was rated as m=1.5 (using German school grades where 1=very good, 6=unsatisfactory). In 18 of the 26 FILE items, participants report a self-assessed increase in knowledge or skills/abilities. This growth in learning coincides with the learning objectives set. Discussion & conclusion: From the perspective of the participants, the course teaches interprofessional competencies in an international setting and is seen as an informative course offer. The continuation or expansion of such courses as a supplement to purely single-country interprofessional courses is desirable.


Assuntos
Serviços de Proteção Infantil/métodos , Internacionalidade , Ensino/normas , Adulto , Serviços de Proteção Infantil/tendências , Currículo/tendências , Feminino , Alemanha , Humanos , Masculino , Pessoa de Meia-Idade , Inquéritos e Questionários , Suíça , Ensino/estatística & dados numéricos
19.
GMS J Med Educ ; 37(1): Doc5, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32270019

RESUMO

Introduction: The curricular implementation of events (or programs) for science-related training in human medicine has been on the agenda of the medical faculties since the publication of the Federal-State Working Group [1]. The Medical Faculty of the University of Cologne developed and established a systematic, longitudinal science curriculum together with the start of the model curriculum in human medicine in 2003. Here, we investigate the questions of whether the described (para-) curricular elements are accepted by students and lecturers and how they are evaluated, especially by students. In addition, we investigate whether selected parameters can be used to demonstrate changes in the students' scientific activities. Project description: The program "Research and Medical Studies" (RaMS) consists of several components: these elements of the mandatory curricular (Scientific Projects, SP) and optional components (Research in Medical Studies (RiMS), Research Track (RT), Research Fair Cologne (RFC)) are described here. Results were recorded at various levels: Likert Scale evaluation of the event's elements were collected as satisfaction parameters from the studentsProcess data on participation in the voluntary events were collected and evaluated as absolute and relational figures (WS 12/13-SS 17). Data on the outcome of the RaMS program were collected: Type of scientific projects in the academic years 2011/12-2014/15), number and type of available projects offered at the RFC (in the years 2011-18) and number of student research funding applications in a comparison of the periods 2010-13 vs. 2014-17). Results: The students' acceptance of mandatory and paracurricular courses of the RaMS program is pleasingly high, which is not surprising, at least in the case of the voluntary courses. The participation of students in RiMS, RT and RFC is satisfactory for voluntary courses. In the case of the RT, with certified participation of approximately 47% of all registrations (corresponding to 10% of the total cohort), this is comparable to similar programs. It can be shown that the number of experimental science projects has more than doubled over time in parallel with the development of RaMS. The average number of provided projects according to the RFC is 42 (which corresponds to a placement rate of approx. 1:4). The number of successful student applications for a research support grant during the period the measures were implemented has doubled. Discussion and conclusion: The RaMS program shows a route for the implementation of the SP required by the next licensing regulations in medical education, which was initially supported and expanded solitarily, later by further elements (RiMS), also in the sense of a science-based career development (RT, RFC). The student acceptance and the measured success, in the form of successful participation in the Research Track, increased choice of experimental projects, significant increase of submitted as well as approved research grants and the high project placement rate of the Research Fair, encourage the further development of the program, which is indicated in the conclusion.


Assuntos
Avaliação de Programas e Projetos de Saúde/métodos , Pesquisa/educação , Currículo/normas , Currículo/tendências , Educação Médica/métodos , Educação Médica/tendências , Avaliação Educacional/métodos , Alemanha , Humanos , Pesquisa/tendências
20.
GMS J Med Educ ; 37(1): Doc8, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32270022

RESUMO

Background: Problem-based learning (PBL) is an essential element of the curriculum of the Medical University of Vienna (MUV) and is performed in an eight steps model with: clarifying, defining, analysing, shifting & sorting, identifying learning objectives, going to learn and coming back to talk and feedback. With an annual intake of up to 740 students the MUV has to recruit PBL tutors from various academic backgrounds including undergraduate near-peer students. Therefore, we were interested to see whether a tutor's academic background had an influence on the resulting PBL sessions as reflected by the percentage of learning objectives (LOs) which were actually achieved in relation to the intended LOs. Methods: For each PBL session "intended learning objectives" (ILOs) were defined. ILOs were communicated to all tutors by means of PBL session guides in order to provide homogenous learning opportunities to all students. However, it was not mandatory to reach all ILOs. The PBL coordination regarded a range of two thirds to three quarters of ILOs as a desirable goal. For analysis we retrieved data concerning ILOs, characteristics of tutors and PBL groups from the institution's PBL quality assurance system. Results: From 2012-2014, 216 PBL groups were facilitated by 106 tutors with different academic backgrounds. On average, 70.8% (95% CI: 69.2-72.5%) of the ILOs were achieved; MUV clinicians reached 74.3% (70.8-77.8%), MUV non-clinicians 74.2% (71.7-76.6%), external faculty (clinicians and non-clinicians) 68.6% (64.4-72.8%), and near-peer students 64.7% (61.8-67.7%). Statistically significant differences were found between near-peer students and MUV clinicians (p<.001) as well as MUV non-clinicians (p<.001). Conclusions: ILOs were reached within a satisfactory range. However, groups taught by near-peer students reached significantly fewer ILOs than groups taught by MUV faculty tutors. This finding raises the question whether tutor training for near-peer students should be intensified. Also, further research is needed to explore the group dynamics of student-led PBL groups.


Assuntos
Aprendizagem Baseada em Problemas/normas , Capacitação de Professores/classificação , Análise de Variância , Currículo/normas , Currículo/tendências , Educação de Graduação em Medicina/métodos , Retroalimentação , Humanos , Grupo Associado , Aprendizagem Baseada em Problemas/estatística & dados numéricos , Suíça , Capacitação de Professores/estatística & dados numéricos
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA