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1.
J Oral Maxillofac Surg ; 79(1): 36.e1-36.e13, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33144097

RESUMO

PURPOSE: The Resource-based Relative Value Scale (RBRVS) designates quantitative values to clinical health care services to identify the relative work and cost of these services. Each clinical service translates to relative value units (RVUs). Clinical RVUs describe clinician work effort to guide employed clinician salaries in academic medical centers. The development of an academic RVU (aRVU) system also seems reasonable to establish and assess the quantity and quality of academic effort of members of our specialty that supports resident and student achievement. MATERIALS AND METHODS: The 1998 Association of American Medical Colleges (AAMC) Mission-based Management (MBM) Program was assessed and adapted in creating an aRVU system. This aRVU system is hypothesized to guide oral and maxillofacial surgery faculty in advancing their missions of didactic and interactive teaching, production and dissemination of scholarly activity, performance of basic science and translational research, and participation in administrative service to academic medical centers. RESULTS: A logic model was constructed to create and support the aRVU equation as a proposal for faculty development in oral and maxillofacial surgery. Numerous potential barriers exist to the implementation of this proposal, including those related to legacy and generational issues in academic medical centers. CONCLUSION: The proposed aRVU system provides quantitative metrics for recognition of faculty development in oral and maxillofacial surgery. This system is based on strategic planning and allocation of effort sessions, and therefore, reflects mutually agreed upon faculty/department chair interests and goals. Annual performance evaluations of oral and maxillofacial surgery faculty can be based on aRVU accumulation.


Assuntos
Docentes de Medicina , Cirurgia Bucal , Centros Médicos Acadêmicos , Humanos , Escalas de Valor Relativo , Salários e Benefícios
2.
Med Educ Online ; 26(1): 1854066, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33280546

RESUMO

Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online under the pandemic. We collected 'best practices' reports from 40 medical schools in China that were submitted to the National Centre for Health Professions Education Development. Experts' review-to-summary cycle was used to finalize the best practices in teaching medical students online that can benefit peer institutions most, under the unprecedented circumstances of the COVID-19 outbreak. The 12 tips presented offer-specific strategies to optimize teaching medical students online under COVID-19, specifically highlighting the tech-based pedagogy, counselling, motivation, and ethics, as well as the assessment and modification. Learning experiences shared by pilot medical schools and customized properly are instructive to ensure a successful transition to e-learning.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , China , Docentes de Medicina/educação , Docentes de Medicina/organização & administração , Humanos , Pandemias , Aprendizagem Baseada em Problemas , Desenvolvimento de Pessoal/organização & administração , Ensino
4.
Orthop Clin North Am ; 52(1): 53-59, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33222984

RESUMO

As effective surgeon educators, we must seek continual improvement, to be "better today than I was yesterday." This pursuit of personal and professional development requires self-awareness of a guiding purpose, and grit, the passion and perseverance to achieve long-term goals. Surgical training draws on an apprenticeship model, where progressive transfer of knowledge, responsibility, and autonomy occurs over time as trainees work with experienced surgeons. Educators should model personal responsibility and technical excellence and require both of their trainees. While training programs shift towards competency-based learning, educators must remember that we shape learners with the "hidden curriculum" and not just the facts we teach them.


Assuntos
Competência Clínica , Docentes de Medicina/psicologia , Internato e Residência , Ortopedia/educação , Papel Profissional , Atitude do Pessoal de Saúde , Educação Baseada em Competências , Currículo , Retroalimentação , Objetivos , Humanos , Liderança , Cirurgiões Ortopédicos/psicologia
5.
Orthop Clin North Am ; 52(1): 61-68, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33222985

RESUMO

Professional identity formation (PIF) of medical students encompasses how students learn to think, do, and act as physicians. A key component of PIF is socialization, which includes mentoring. Mentoring influences students' career specialty choice, while providing a safe and nurturing environment to form their own professional identities. Mentoring of medical students by orthopedic surgeons may increase interest in the specialty. Suggestions for utilizing mentoring for the PIF of medical students and to increase diversity in orthopedics are discussed.


Assuntos
Tutoria , Ortopedia/educação , Autoimagem , Identificação Social , Estudantes de Medicina/psicologia , Escolha da Profissão , Competência Clínica , Docentes de Medicina/psicologia , Humanos , Cirurgiões Ortopédicos/psicologia
6.
Work ; 67(4): 791-798, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33325429

RESUMO

BACKGROUND: The aim of this study was to evaluate the self-perceived competency (FSPC) of medical faculty in E-Teaching and support received during the COVID-19 pandemic. METHODS: An online well-structured and validated faculty self-perceived competency questionnaire was used to collect responses from medical faculty. The questionnaire consisted of four purposely build sections on competence in student engagement, instructional strategy, technical communication and time management. The responses were recorded using a Likert ordinal scale (1-9). The Questionnaire was uploaded at www.surveys.google.com and the link was distributed through social media outlets and e-mails. Descriptive statistics and Independent paired t-test were used for analysis and comparison of quantitative and qualitative variables. A p-value of ≤0.05 was considered statistically significant. RESULTS: A total of 738 responses were assessed. Nearly 54% (397) participants had less than 5 years of teaching experience, 24.7% (182) had 6-10 years and 11.7% (86) had 11-15 years teaching expertise. 75.6% (558) respondents have delivered online lectures during the pandemic. Asynchronous methods were used by 61% (450) and synchronous by 39% (288) of participants. Moreover, 22.4% (165) participants revealed that their online lectures were evaluated by a structured feedback from experts, while 38.3% participants chose that their lectures were not evaluated. A significant difference (p < 0.01) was found between FSPC scores and online teaching evaluation by experts. The mean score of FSPC scale was 5.62±1.15. The mean score for student's engagement, instructional strategies, technical communication and time management were of 5.18±1.60, 5.67±1.61, 5.49±1.71 and 6.12±1.67 respectively. CONCLUSIONS: Medical faculty members were found somewhat competent in E-teaching for student engagement, instructional strategy, technical communication and time management skills. Faculty receiving feedback was more competent in comparison to peers teaching without feedback.


Assuntos
Educação a Distância , Docentes de Medicina/psicologia , Competência Profissional , Autoimagem , /epidemiologia , Comunicação , Feminino , Feedback Formativo , Humanos , Masculino , Pandemias , Inquéritos e Questionários , Ensino/psicologia , Gerenciamento do Tempo
7.
GMS J Med Educ ; 37(7): Doc65, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364344

RESUMO

Introduction and objectives: The Covid-19 pandemic has created major challenges for university teaching. At the beginning of the summer semester 2020, teaching at the Medical Faculty in Magdeburg was almost completely online. Also the course in macroscopic anatomy had to be replaced by virtual e-learning offers. Methods: Videos and photo presentations of the preparation steps and structures to be displayed were made available online. The reactions of the students showed very quickly that the three-dimensionality, the independent preparation and the haptics of the object to be studied make up a large part of this subject. Results and conclusions: Virtual e-learning offerings are a useful supplement to, but not a substitute for, active dissecting on body donors. By changing the course offerings in compliance with hygiene and distance rules, we were able to offer a classroom course again during the semester, which was expressly welcomed by the students.


Assuntos
Anatomia/educação , Instrução por Computador/métodos , Educação a Distância/métodos , Educação de Graduação em Medicina/métodos , Comportamento do Consumidor , Docentes de Medicina/psicologia , Humanos , Pandemias , Estudantes de Medicina/psicologia , Fatores de Tempo
8.
GMS J Med Educ ; 37(7): Doc66, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364345

RESUMO

Objective: During the early Covid 19 pandemic, undergraduate medical teaching of pediatric medicine had to be switched to online teaching at the Hanover Medical School (MHH). The aim was to develop an online module together with students. Methodology: In a multi-stage process, a working group consisting of lecturers and students developed the concept and implemented it. Afterwards the online module was evaluated. Results: The conceptualization process and the implementation of the module together with students can be represented as a modified PDCA cycle (Plan-Do-Check-Act). We showed that including students in the development of an online module is helpful in times of limited resources e.g. such as personnel and time. Conclusion: The cooperation between students and lecturers is suitable for developing and implementing an online module in a short time. In the future, in addition to joint conceptualization phases, digital elements (e.g. preparatory webinars) for the module itself in attendance phases should be retained.


Assuntos
/epidemiologia , Instrução por Computador/métodos , Educação a Distância/organização & administração , Docentes de Medicina/organização & administração , Pediatria/educação , Estudantes de Medicina , Educação de Graduação em Medicina/organização & administração , Humanos , Pandemias
9.
GMS J Med Educ ; 37(7): Doc73, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364352

RESUMO

Objectives: Due to the COVID-19 pandemic, medical curricula face major challenges. This also applies to mentoring programs, where face-to-face meetings are considered essential. Methods: The LMU Munich medical faculty mentoring program (MeCuM-Mentor) adapted to counteract the unforeseen pause of conventional course formats and associated uncertainty of many students. We here present an approach to transform the established large scale or group mentoring events of our program into online formats. Three projects are presented as examples: 1. HowTo Klink (HK), mainly informative in nature and with peer-mentoring character, 2. FacharztDuell (FAD) and 3. "Auf ein Gespräch mit... (AEGM)", both with a focus on career counseling. Results: Initial evaluations show a similarly high participation rate and a high level of satisfaction among the participating students. Students' evaluation of whether the projects presented should take place in presence or in online format has so far shown no clear trend. Conclusion: Prospective studies are necessary to investigate the effectiveness of these online formats and analyse differences in participant behaviour. The extent to which online mentoring can replace classic mentoring functions has to be discussed anew.


Assuntos
Docentes de Medicina/organização & administração , Tutoria/organização & administração , Estudantes de Medicina/psicologia , Orientação Vocacional/organização & administração , Comportamento do Consumidor , Currículo , Humanos , Pandemias , Grupo Associado , Estudos Prospectivos
10.
GMS J Med Educ ; 37(7): Doc74, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364353

RESUMO

Introduction: During the SARS-CoV-2 pandemic, students with an affinity to digital technology supported the online teaching activities of lecturers on an ad-hoc and needs-oriented basis. The aim of the study was to determine the necessity and acceptance of these so-called e-scouts. Methodology: An online survey was sent via the Faculty of Medicine mailing list of department heads and teaching coordinators. Thirty valid responses were identified and evaluated. Results: The e-scouts provided support in particular with preparing audio commentaries of presentation slides, video recording of presentations, and the implementation of case-based e-learning. The main reasons for requesting help from the students were technical support, equipment loan, and support with how to use the learning platform and course management system. Overall, the lecturers rated the service provided by e-scouts as highly satisfactory and praised their prompt and competent assistance. Over 50% of the lecturers stated their wish to continue working with e-scouts in the future and integrate online activities into their teaching even beyond the SARS-CoV2 pandemic. Discussion and conclusion: With the support of the e-scouts, lecturers received assistance with developing and improving their own media competence without bureaucratic hurdles, aiming to create online courses for the local teaching and learning platform. Thereby, the e-scouts' perspective was very helpful in providing both important insights into how students learn as well as impulse toward the further development of digital teaching activities.


Assuntos
/epidemiologia , Instrução por Computador/métodos , Educação a Distância/organização & administração , Educação Médica/organização & administração , Comportamento do Consumidor , Docentes de Medicina/organização & administração , Humanos , Pandemias , Estudantes de Medicina , Fatores de Tempo
11.
GMS J Med Educ ; 37(7): Doc75, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364354

RESUMO

Background: The forced and time-critical changeover to digital teaching and learning formats in the summer semester 2020 brought about numerous new challenges for the teaching staff of the Faculty of Medicine at the University of Regensburg. Didactic and personnel support of clinical lecturers for the preparation, creation, and supervision of digital teaching materials became necessary. Project description: Since interdisciplinary teams seem to be superior in finding creative solutions, an interdisciplinary student e-tutor team was established at the Faculty of Medicine to support the digitalization of the range of courses. After their initial basic training the e-tutors had regular team meetings and internal mini-training sessions to ensure their continuous professional development. The e-tutors could be "requested" by clinical teaching staff and then accompanied the respective course preparation and implementation as required. Results and discussion: Both clinical teachers and students perceived the student e-tutors' support to be very positive. The e-tutors described the interdisciplinarity of the team as an important learning resource and their work as an exciting and instructive task. Conclusion and outlook: Due to the positive experiences with the e-tutors, the faculty is striving to establish sustainable digital teaching and learning services in the coming semesters.


Assuntos
Instrução por Computador/métodos , Educação a Distância/organização & administração , Docentes de Medicina/organização & administração , Tutoria/organização & administração , Estudantes de Medicina , Comunicação , Educação Médica/organização & administração , Humanos , Comunicação Interdisciplinar , Aprendizagem Baseada em Problemas
12.
GMS J Med Educ ; 37(7): Doc97, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364376

RESUMO

Background: The task of the Competence Centers for vocational training (KW) is to increase the attractiveness and quality of vocational (=post-graduate) training in general practice. For this purpose, they offer, among other things, a structured seminar program for post-graduate trainees in general practice (GP-trainees). During the Covid-19 pandemic the seminar program of the KWBW-Verbundweiterbildungplus® in Baden-Württemberg was converted to digital formats. The goal of the paper is to evaluate the acceptance by the GP-trainees and lecturers, to describe experiences with the conversion to e-learning and to derive recommendations with regard to the future orientation of seminar programs in post-graduate as well as continuing medical education. The implementation was based on a modified Kern-cycle and aimed at offering eight teaching units of 45 minutes each to a large number of GP-trainees. It tried to maintain the high quality of content and education as well as the interactive character of the previous seminars. For this purpose, the events were designed as synchronous webinars (six units) with asynchronous preparation and post-processing (two units) according to the flipped classroom method. The evaluation by the participating GP-trainees and lecturers was performed online using a multi-center developed and pre-piloted questionnaire. Results and discussion: N=101 GP-trainees participated in the evaluation of five individual seminar days in the second quarter of 2020 (response rate 97%). 58% (N=59) of the trainees were satisfied or very satisfied with the implementation. 82% (n=83) rated pre-tasks as helpful. 99% (n=100) would participate in an online seminar again. For 52% (n=53) of the trainees, the attitude towards e-learning had changed positively. The main advantages mentioned were no travel, save in time and costs as well as increased flexibility. The main disadvantages mentioned were less personal interaction and technical obstacles. The high acceptance of the new digital format showed the fundamental potential of e-learning in continuing medical education. The experiences can be a source of inspiration for other departments and KW. However, it also shows that important goals of KW, such as the personal interaction of the peer group, could not be achieved. In the future, it is important to develop a suitable mix of presence and digital formats with the aim to improve the attractiveness as well as sustainability of continuing medical education.


Assuntos
/epidemiologia , Instrução por Computador/métodos , Educação a Distância/organização & administração , Educação de Pós-Graduação em Medicina/organização & administração , Medicina Geral/educação , Adulto , Competência Clínica , Docentes de Medicina/psicologia , Feminino , Humanos , Masculino , Motivação , Pandemias , Estudantes de Medicina/psicologia
13.
Artigo em Russo | MEDLINE | ID: mdl-33338356

RESUMO

The article is devoted to the biography and scientific contribution of Miron Semyonovich Vovsi, the eminent Soviet internist, organizer of army internal medicine. For the first time, the materials of his personal records from the Yuriev (Tartu) University and verified date of his birth are publicly introduced. Miron Semyonovich (Meer Simonovic) Vovsi was born on May 12 (24) 1897, in the township of Kreslavka (actually Kraslava, Latvia). In 1915, he entered the medical faculty of Yuriev (actually Tartu) University. In 1918 he was transferred to the Moscow University. He, after serving as military doctor, studied and worked under the guidance of D. D. Pletnev, I. M. Wiechert and V. F. Zelenin. In 1934, he moved to the Botkin hospital and after defending his doctoral thesis, became the head of the Department of internal medicine in the Central institute of advanced medical training, where he worked for more than 30 years. During the Second World War, he was the chief internist of the Red Army. He was engaged in the organization and improvement of army internal medicine. In 1952, during the so-called "physicians case", he was arrested and tortured for 5 months. After his release, he returned to teaching, medical and scientific activities. He died in 1960. His major areas of scientific contribution to medicine are nephrology, cardiology and army internal medicine.


Assuntos
Medicina Interna/história , Militares , Docentes de Medicina , História do Século XX , Humanos , Masculino , Moscou , II Guerra Mundial
14.
BMC Med Educ ; 20(1): 512, 2020 Dec 16.
Artigo em Inglês | MEDLINE | ID: mdl-33327947

RESUMO

BACKGROUND: Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. METHODS: Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick's evaluation model with scale-rated closed and open questions. RESULTS: 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14-52% and 48-88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. CONCLUSIONS: A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.


Assuntos
Educação de Graduação em Medicina/métodos , Ensino , Ultrassonografia , Competência Clínica , Currículo , Ecocardiografia , Avaliação Educacional , Docentes de Medicina , Humanos , Aprendizagem , Tutoria , Motivação , Grupo Associado , Estudos Prospectivos , Método Simples-Cego , Estudantes de Medicina , Gravação em Vídeo
18.
PLoS One ; 15(11): e0241425, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33156848

RESUMO

In response to stagnant Federal grant funding levels and to catalyze early stage or high-risk research not currently supported by the NIH, many academic medical centers (AMCs) provide supplemental intramural funding to faculty investigators. However, it can be challenging to decide how to deploy these funds for maximum impact. We conducted a retrospective, descriptive analysis to explore trends in applications and awards associated with an institution-wide intramural funding center at a major U.S. AMC. From 2010 to 2017, the Brigham Research Institute at Brigham and Women's Hospital awarded a total of 354 grants totaling over $9 million to affiliated researchers through six distinct and complementary grant programs. The number of applicants remained essentially stable, despite expansion of the funding program portfolio. Distribution of applicants and awardees by academic rank and gender generally reflected that of medical school faculty at large. This descriptive analysis demonstrates interest in a diverse range of intramural funding programs among AMC faculty, and a lack of overt rank or gender bias in the programs' awardees. However, it highlights the institution's need to better understand the amount of residual unmet demand for intramural funding; the degree to which underrepresented constituencies can and should be actively supported; and the "return on investment" of these grants.


Assuntos
Centros Médicos Acadêmicos/economia , Pesquisa Biomédica/economia , Apoio à Pesquisa como Assunto/economia , Docentes de Medicina , Feminino , Organização do Financiamento/economia , Humanos , Masculino , Faculdades de Medicina , Estatísticas não Paramétricas , Fatores de Tempo
19.
N Engl J Med ; 383(22): 2148-2157, 2020 11 26.
Artigo em Inglês | MEDLINE | ID: mdl-33252871

RESUMO

BACKGROUND: In 2000, a landmark study showed that women who graduated from U.S. medical schools from 1979 through 1997 were less likely than their male counterparts to be promoted to upper faculty ranks in academic medical centers. It is unclear whether these differences persist. METHODS: We merged data from the Association of American Medical Colleges on all medical school graduates from 1979 through 2013 with faculty data through 2018, and we compared the percentages of women who would be expected to be promoted on the basis of the proportion of women in the graduating class with the actual percentages of women who were promoted. We calculated Kaplan-Meier curves and used adjusted Cox proportional-hazards models to examine the differences between the early cohorts (1979-1997) and the late cohorts (1998-2013). RESULTS: The sample included 559,098 graduates from 134 U.S. medical schools. In most of the cohorts, fewer women than expected were promoted to the rank of associate or full professor or appointed to the post of department chair. Findings were similar across basic science and clinical departments. In analyses that included all the cohorts, after adjustment for graduation year, race or ethnic group, and department type, women assistant professors were less likely than their male counterparts to be promoted to associate professor (hazard ratio, 0.76; 95% confidence interval [CI], 0.74 to 0.78). Similar sex disparities existed in promotions to full professor (hazard ratio, 0.77; 95% CI, 0.74 to 0.81) and appointments to department chair (hazard ratio, 0.46; 95% CI, 0.39 to 0.54). These sex differences in promotions and appointments did not diminish over time and were not smaller in the later cohorts than in the earlier cohorts. The sex differences were even larger in the later cohorts with respect to promotion to full professor. CONCLUSIONS: Over a 35-year period, women physicians in academic medical centers were less likely than men to be promoted to the rank of associate or full professor or to be appointed to department chair, and there was no apparent narrowing in the gap over time. (Funded by the University of Kansas Medical Center Joy McCann Professorship for Women in Medicine and the American Association of University Women.).


Assuntos
Mobilidade Ocupacional , Docentes de Medicina , Médicas , Centros Médicos Acadêmicos , Feminino , Humanos , Estimativa de Kaplan-Meier , Masculino , Modelos de Riscos Proporcionais , Faculdades de Medicina , Fatores Sexuais , Sexismo/estatística & dados numéricos , Assédio Sexual/estatística & dados numéricos , Estados Unidos , Equilíbrio Trabalho-Vida
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