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1.
J Oral Facial Pain Headache ; 34(3): 255-264, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32870954

RESUMO

Entrustable professional activities (EPAs) are a curriculum development and learner assessment tool that ensure a trainee is able to safely translate the skills they have learned during residency into unsupervised clinical practice. Although EPAs are used extensively across various health professions worldwide, dentistry is just beginning to call for their development at both the predoctoral and postgraduate levels. Given the complex, multifactorial nature of orofacial pain disorders and the need for an interdisciplinary approach to management, the specialty of orofacial pain is well suited to embracing EPAs to ensure program graduates are prepared for practice. Therefore, 10 EPAs have been developed in a combined effort from program directors from every CODA-accredited postgraduate orofacial pain residency program.


Assuntos
Educação Baseada em Competências , Internato e Residência , Competência Clínica , Dor Facial , Humanos
2.
Pharm. pract. (Granada, Internet) ; 18(3): 0-0, jul.-sept. 2020. tab
Artigo em Inglês | IBECS | ID: ibc-194191

RESUMO

OBJECTIVE: Entrustable Professional Activities (EPAs) are a list of professional tasks (with associated competency ratings) that pharmacy educational organizations support, and accreditation organizations require, for assessment by colleges and schools of pharmacy. This manuscript assesses the perceived frequency of performing EPAs in the population health promoter (PHP) domain among pharmacists practicing in North Dakota. METHODS: This survey assessed the self-reported EPA activities (inclusive of the PHP domain) of registered pharmacists living and practicing in North Dakota. There were 990 pharmacists surveyed, and 457 (46.1%) of pharmacists responded. RESULTS: Within the PHP domain, pharmacists reported performing "Minimize adverse drug events and medication errors" most frequently (mean=3.4, SD=2.0), followed by "Ensure that patients have been immunized against vaccine-preventable diseases" (mean=2.3, SD 2.3), "Maximize the appropriate use of medications in a population" (mean=2.2, SD 2.3), and "Identify patients at risk for prevalent diseases in a population" (mean=1.3, SD=1.9). In these Core EPAs PHP domains, the clinical pharmacists reported the highest level, followed by pharmacy managers and staff pharmacists. CONCLUSION: Pharmacists in North Dakota reported that EPAs in the PHP domain are practiced regularly. Thus, EPAs in the PHP domain have potential as a means to assess outcomes in pharmacy education and practice


No disponible


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Avaliação Educacional/métodos , Educação em Farmácia , Assistência Farmacêutica/normas , Promoção da Saúde/métodos , Estados Unidos , Educação Baseada em Competências , Internato não Médico/métodos , Erros de Medicação/prevenção & controle
4.
J Dent Educ ; 84(9): 955-963, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32822089

RESUMO

PURPOSE: The entrustable professional activity (EPA) framework is an assessment approach used to define the educational outcomes of a program by outlining discrete work tasks learners are expected to perform independently upon graduation. This study outlines the development and evaluation of an EPA framework for predoctoral dental education at the University of North Carolina Adams School of Dentistry. METHODS: The draft EPA framework was created in collaboration with a group of faculty members and included 15 statements that were mapped to relevant Commission on Dental Accreditation standards. The draft EPA framework was distributed to faculty via an electronic survey, requesting participants to evaluate whether the EPAs were well-defined; observable; measurable; expected of a general dentist; transferable to other practice settings; and required application of relevant knowledge, skills, and attitudes. In addition, participants were asked to identify the percentage of graduates who could perform these tasks independently and whether learners must be able to perform the list of EPAs upon graduation. RESULTS: Sixty-eight faculty members completed the survey (72% response rate); participants represented all divisions across the school and had extensive dental practice experiences. Overall, participants agreed the EPAs met the defined criteria and were considered important for graduates to be able to demonstrate. Feedback from faculty voiced support for the EPA framework and identified concerns regarding the implementation due to potential faculty calibration and time constraints. CONCLUSION: Evidence from this study supports additional research to explore how the EPA framework can be further developed in predoctoral and postgraduate dental education programs.


Assuntos
Educação Baseada em Competências , Internato e Residência , Competência Clínica , Educação em Odontologia , Docentes , Humanos
6.
J Optom ; 13(4): 216-226, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32703749

RESUMO

PURPOSE: Academia is experiencing massive reforms globally amid lockdown in COVID-19 outbreak. This study is aimed to apprehend the enabling and impeding factors of these reforms, with a focus on optometry education. It brings together how the Indian optometry educational system has responded to COVID-19 disruptions with findings of the 2020 survey, in light of similar survey done in 2018. METHODOLOGY: A cross-sectional survey was designed to find changes in optometry training and adaptations of Indian optometry educators amid COVID 19 lockdown. In the last week of April 2020, on the observation that the majority of optometry institutions have switched their teaching-learning activities on e-learning mode, an online survey was conducted using a validated questionnaire containing a mix of open and close-ended questions. RESULTS: Seventy-three out of 78 optometry educators (93.58%) have switched to e-learning mode in a very short time span with good confidence. Most teaching-learning and assessment activities are carried out using multi-device supporting video conferencing tools, dedicated educational portals and social media apps. CONCLUSION: The COVID-19 pandemic is proving to be a constructive disruptor, giving an opportunity for restructuring the present conventional, classroom based educational system. The quick transitions to online mode assisted in keeping continuity of optometry education programs, effectively fitting in the purpose of completion of the current academic year. The rapid transition to online education has not only benefited optometry students but also has created a momentum of continued education for practicing optometrist in the country.


Assuntos
Betacoronavirus , Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Educação a Distância/métodos , Optometria/educação , Pneumonia Viral/epidemiologia , Educação Baseada em Competências , Estudos Transversais , Avaliação Educacional , Feminino , Humanos , Índia/epidemiologia , Masculino , Pandemias , Quarentena , Autoaprendizagem como Assunto , Inquéritos e Questionários
7.
Sante Publique ; Vol. 32(1): 57-68, 2020.
Artigo em Francês | MEDLINE | ID: mdl-32706227

RESUMO

INTRODUCTION: Tobacco use is a major public health problem in our societies today. Nevertheless, effective smoking cessation interventions can reduce tobacco-related morbidity and mortality. AIM: The aim of this study was to develop, implement, and evaluate a Competency-Based Approach (CBA) training program for residents in Lebanon aiming to improve their skills in counseling patients about smoking cessation. METHODS: We followed a systematic educational planning starting by identification of professional tasks and competencies to acquire. A cross-sectional descriptive study was conducted for 16 residents to analyze learning needs and determine learning objectives. The workshop was chosen as a learning method. A pre-post intervention analysis made it possible to evaluate the progress. RESULTS: Pre-intervention analysis showed that residents lacked skills and faced barriers in smoking cessation interventions (score of the items “General Knowledge”: 7.1/10; “Practices”: 6.5/10; “Skills”: 3.8/10; “Barriers”: 5.6/10). There were statistically significant improvements in all scores as well as significant decrease in barriers post-intervention (score of the items “General Knowledge”: 9.4/10; “Practices”: 9.2/10; “Skills”: 8.3/10; “Obstacles”: 2.1/10). The evaluation of the workshop was overwhelmingly positive. CONCLUSION: A CBA workshop can improve residents’ skills and effectiveness in counseling patients about smoking cessation. It should be integrated into the medical curriculum and delivered to every physician especially in a country with one of the highest rate of smoking and the weakest tobacco control strategies.


Assuntos
Educação Baseada em Competências/organização & administração , Aconselhamento/educação , Educação Médica/organização & administração , Abandono do Hábito de Fumar , Estudantes de Medicina/psicologia , Estudos Transversais , Currículo , Humanos , Aprendizagem , Líbano , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde
9.
Stud Health Technol Inform ; 269: 65-71, 2020 Jun 25.
Artigo em Inglês | MEDLINE | ID: mdl-32593984

RESUMO

This report discusses the importance of incorporating health literacy into health care professionalism and resilience. It defines health care management professionalism and its subcomponents. The report addresses the need for an improved definition of health care management professionalism. The inclusion of health literacy is not only important to the improved definition, but also to health care management education competencies. The report builds on the move towards competency-based education as a strategy to address health literacy in the areas of professionalism and ethics for healthcare professionals. This could lead to building healthcare systems with healthcare professionals who encompass high levels of professionalism as well as incorporating tools to combat burnout and increasing resilience.


Assuntos
Esgotamento Profissional , Letramento em Saúde , Profissionalismo , Educação Baseada em Competências , Pessoal de Saúde , Humanos
11.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(3): 117-120, mayo-jun. 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-193877

RESUMO

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


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


Assuntos
Humanos , Patologia/educação , Educação Médica/métodos , Educação Médica/normas , Avaliação Educacional/métodos , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Interface Usuário-Computador , Avaliação Educacional/normas , Inquéritos e Questionários , Satisfação Pessoal , Estudantes de Medicina/estatística & dados numéricos , Educação Baseada em Competências/normas
12.
Med Teach ; 42(7): 762-771, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32401085

RESUMO

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


Assuntos
Infecções por Coronavirus/epidemiologia , Pneumonia Viral/epidemiologia , Betacoronavirus , Esgotamento Profissional/prevenção & controle , Competência Clínica/normas , Educação Baseada em Competências , Comportamento Cooperativo , Educação Médica , Avaliação Educacional/normas , Humanos , Internato e Residência/organização & administração , Aprendizagem , Saúde Mental , Mentores , Inovação Organizacional , Pandemias , Ensino
13.
Am J Gastroenterol ; 115(9): 1453-1459, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32453055

RESUMO

INTRODUCTION: Competency-based medical education (CBME) for interpretation of esophageal manometry is lacking; therefore, motility experts and instructional designers developed the esophageal manometry competency (EMC) program: a personalized, adaptive learning program for interpretation of esophageal manometry. The aim of this study was to implement EMC among Gastroenterology (GI) trainees and assess the impact of EMC on competency in manometry interpretation. METHODS: GI fellows across 14 fellowship programs were invited to complete EMC from February 2018 to October 2018. EMC includes an introductory video, baseline assessment of manometry interpretation, individualized learning pathways, and final assessment of manometry interpretation. The primary outcome was competency for interpretation in 7 individual skill sets. RESULTS: Forty-four GI trainees completed EMC. Participants completed 30 cases, each including 7 skill sets. At baseline, 4 (9%) participants achieved competency for all 7 skills compared with 24 (55%) at final assessment (P < 0.001). Competency in individual skills increased from a median of 4 skills at baseline to 7 at final assessment (P < 0.001). The greatest increase in skill competency was for diagnosis (Baseline: 11% vs Final: 68%; P < 0.001). Accuracy improved for distinguishing between 5 diagnostic groups and was highest for the Outflow obstructive motility disorder (Baseline: 49% vs Final: 76%; P < 0.001) and Normal motor function (50% vs 80%; P < 0.001). DISCUSSION: This prospective multicenter implementation study highlights that an adaptive web-based training platform is an effective tool to promote CBME. EMC completion was associated with significant improvement in identifying clinically relevant diagnoses, providing a model for integrating CBME into subspecialized areas of training.


Assuntos
Competência Clínica , Transtornos da Motilidade Esofágica/diagnóstico , Esôfago/fisiopatologia , Gastroenterologia/educação , Manometria , Educação Baseada em Competências , Transtornos da Motilidade Esofágica/fisiopatologia , Bolsas de Estudo , Humanos
14.
Caracas; Observatorio Nacional de Ciencia, Tecnología e Innovación; 22 may. 2020. 137-148 p. (Observador del Conocimiento. Revista Especializada en Gestión Social del Conocimiento, 5, 1).
Monografia em Espanhol | LILACS, LIVECS | ID: biblio-1119200

RESUMO

Este ensayo argumentativo tiene como objetivo reflexionar acerca de la incertidumbre que enfrenta el ser humano en el sector educativo que exige transitar de la modalidad de educación presencial a otra sustentada en tecnología ante la coyuntura de la pandemia covid-19 y a partir de esta, develar los desafíos para la implementación de la educación mediada por la tecnología, ante un ambiente turbulento, recurriendo a referenciales que nos ayudan a entender el fenómeno imbricado a lo educativo y enfrentar los cambios que emergen para garantizar la continuidad. Se desarrolla bajo un enfoque interpretativo del cual se revelan dos significatividades: el ser humano en tiempos de COVID-19; el giro de la educación presencial a la sustentada por tecnología educación presencial. El estudio argumentativo derivó en la construcción de desafíos para la implementación de la educación mediada por las tecnologías. Se concluye con unas ideas reflexivas que reafirman la necesidad de reconocer y resignificar a ese ser humano que debe transitar por cambios en el modelo educativo, eso implica asumir nuevas comprensiones en la toma de decisiones en un ambiente turbulento, repleto de incertidumbre como es el que acontece en el mundo actual(AU)


The purpose of this argumentative essay is to reflect on the uncertainty faced by the human being in the educational sector, that requires the transition from the modality of face-to-face education to another based on technology, in the face of the covid-19 pandemic and, from this, reveal the challenges for the implementation of technology-mediated education, in a turbulent environment, using references that help us understand the phenomenon linked to education and face the changes that emerge to guarantee continuity. It is developed under an interpretive approach from which two significances are revealed for the human being in the days of COVID-19: the shift from face-to-face education to that sustained by education technology. The argumentative study led to the construction of challenges for the implementation of technology-based education. It concludes with thoughtful ideas that reaffirm the need to recognize and re-signify that human being who must go through changes in the educational model; that implies assuming new understandings in decision-making in a turbulent environment, full of uncertainty such as the one that is happening in today's world(AU)


Assuntos
Humanos , Infecções por Coronavirus , Educação Baseada em Competências , Educação a Distância
15.
Can J Surg ; 63(3): E208-E210, 2020 05 01.
Artigo em Inglês | MEDLINE | ID: mdl-32356948

RESUMO

Summary: In the decade since its inception, the World Health Organization's surgical safety checklist has fundamentally changed the conduct of surgery the world over. A critical component of the checklist - the "pause" or "time-out" - requires all operating room staff to stop other activities and together review critical information about the case to ensure that nothing is missed. Surgical trainees in Canada are transitioning to a competency-based medical education model; a core aspect of this model requires trainees to advocate for their own learning goals. We propose the use of a detailed and formalized preoperative pause as a means to enable superior and more targeted intraoperative learning for surgical trainees.


Assuntos
Atitude do Pessoal de Saúde , Lista de Checagem , Educação Baseada em Competências/métodos , Educação de Pós-Graduação em Medicina/métodos , Ortopedia/educação , Canadá , Humanos , Aprendizagem , Salas Cirúrgicas
17.
GMS J Med Educ ; 37(1): Doc6, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32270020

RESUMO

Background: Since 2013 a competency-oriented student progress test (SKPT) has been administered at a number of German medical schools. The questions are generated on the basis of a two-dimensional blueprint, on which one axis contains the five competency domains - communicative competence (CO), practical clinical competence (CP), theoretical clinical competence (CT), scientific competence (SC), and professional decision-making competence (PR) - that form part of the competency model of the National Competency-based Catalogue of Learning Objectives for Undergraduate Medicine (NKLM). The feedback for students is structured in part according to these domains. The aim of our study is to examine if the results differentiated by competency domain show adequate measurement accuracy and if the results for the different domains also contain different information. Methods: The SKPTs for the years 2013 to 2017, taken by a total of 3,027 students, were examined. The measurement accuracy was determined using the coefficient glb (greatest bound to reliability) and the standard error of measurement; discriminant analysis of the principal components was carried out to demonstrate differentiation between the competency domains. Results: The reliability of the competency domains was above 0.8 for all SKPTs; exceptions to this were seen in two of the tests for CO and PR that had a reliability of 0.7-0.8. The results for all of the individual competency domains differed in their informational content compared to the overall of the other domains; the same applies for all pairwise comparisons, with the exceptions of CP and CT. Discussion: The SKPT feedback for students that is differentiated by competency domains basically fulfills the requirements for measurement reliability and distinctness. An improvement of the measurement quality for CO and PR and a better differentiation between CP and CT is desirable.


Assuntos
Competência Clínica/normas , Avaliação Educacional/normas , Estudantes de Medicina/estatística & dados numéricos , Competência Clínica/estatística & dados numéricos , Educação Baseada em Competências/métodos , Educação de Graduação em Medicina/métodos , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Retroalimentação , Humanos , Reprodutibilidade dos Testes
18.
Medicine (Baltimore) ; 99(17): e19812, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32332624

RESUMO

The European Higher Education Area was implemented more than a decade ago with the aim of improving internationally the competitiveness of European university education putting the spotlight on skills and competence development (and not only on knowledge acquisition). This work intends to analyze the impact of competence-based teaching methodologies on university students, as well as to contribute to the study of the individual personality traits differences regarding this impact. For this, a descriptive, quantitative, cross-sectional study was conducted with a non-randomised sample of university students. The sample was composed of a total of 499 students of the University of Huelva (350 from the Health Sciences degree, and 149 form other degrees), who completed a questionnaire on professional skills and teaching methods developed ad hoc for this research, as well as the brief version of the Spanish adaptation of the NEO Five-Factor Inventory. The results show that Health Sciences students feel more satisfied with the most participative and active methodologies, and they consider these better contribute to their future professional competence development. On the other hand, in relation to the big 5 personality traits studied, links have been found between competence development perception and personal preferences and the dimensions of extraversion, agreeableness, conscientiousness and openness to experience. This last factor, openness to experience, appears when analyzing the main differences among both groups, being Health Sciences students more intellectually curious, showing more openness and diversity of interests, in addition to being more creative, innovative, and flexible.


Assuntos
Pessoal Técnico de Saúde/educação , Pessoal Técnico de Saúde/psicologia , Inventário de Personalidade/estatística & dados numéricos , Adolescente , Adulto , Pessoal Técnico de Saúde/estatística & dados numéricos , Educação Baseada em Competências/métodos , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Testes de Personalidade/estatística & dados numéricos , Inquéritos e Questionários
19.
Clin Podiatr Med Surg ; 37(2): 391-400, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-32146991

RESUMO

In podiatric residency training, minimum activity volume numbers are used to assess surgical competency. The purpose of this study was to develop a standardized direct assessment form as a complement to minimum activity volume numbers. Sixteen attending physicians completed 121 direct assessment forms, evaluating six podiatric medicine and surgery residents. Evaluation scores were highly correlated with residency year. Resident feedback was positive, with the open-response portion identified as especially useful. Although further efforts may help refine this approach, the use of standardized, competency-based direct assessment has the potential to improve the training of podiatric medicine and surgery residents.


Assuntos
Competência Clínica , Educação Baseada em Competências , Internato e Residência , Podiatria/educação , Humanos
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