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1.
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
2.
BMC Med Educ ; 19(1): 472, 2019 Dec 27.
Artigo em Inglês | MEDLINE | ID: mdl-31882006

RESUMO

BACKGROUND: Resistance to change is customary and is expected in any organization. However, most of the downsides of change can be avoided if the organization/individual prepares for the change by acknowledging guided strategies. In healthcare, change is the state of nature, which has also translated to medical education (ME). ME in the current era has undergone a shift from a traditional content-based curriculum to a competency-based curriculum. Recently, however, the broader social-accountability movement has accelerated this rate of transformation. One of the key challenges to educators harbingering this transformation to competency-based medical education (CBME) is to redesign the processes of teaching. AIM: Here we define a framework designed using Mento's model of change that will totally agree with introducing positive change in teaching in an institution undergoing transformation from a traditional content-based curriculum to a competency-based curriculum. METHODOLOGY: Using Schein's "unfreezing" as a guide term we critically reflected on the popular change-management models, to home in on Kotter's model of change to transform organizations. However, Kotter's change-model draws from Situational and Contingency Leadership Theories, which may not agree with academic organizations involved in ME. As such organizations adhere to Transactional and Transformational Leadership archetypes, where Leadership is constructively executed by "The Leader Team", we decided to adopt Mento's change-model for our study. Mento's model not only draws from the precepts of Kotter's model, but also incorporates axioms of Jick's and GE's change-models. RESULTS: Using Mento's model a framework was blueprinted to implement active learning (AL) strategies in CBME. Here we have elaborated on the framework using the exemplar of flipped teaching. The development of this framework required the design and execution of a faculty development program, and a step by step guidance plan to chaperon, instruct and implement change in teaching to harbinger CBME. Further, we have also reflected on the change process using Gravin's framework. CONCLUSION: To our knowledge this is the first report of the use of Mento's model of change in medical education. Also, the blueprinted framework is supported by acknowledged leadership theories and can be translated to implement any curricular change in CBME.


Assuntos
Educação Baseada em Competências/métodos , Educação Médica , Modelos Educacionais , Inovação Organizacional , Currículo , Humanos , Liderança , Ensino
3.
GMS J Med Educ ; 36(6): Doc69, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31844641

RESUMO

Objectives: The final year of undergraduate medical education (practical year) should foster the transition from undergraduate medical education to graduate medical education. Medical students in the practical year should be able to assume professional tasks, and supervisors should assign these tasks to them. In this pilot study, a curriculum based on the concept of entrustable professional activities (EPAs) was implemented and evaluated in the disciplines of internal medicine, surgery and general practice at four university hospitals. Methods: n=37 medical students and n=17 supervising physicians at four German university hospitals participated in the implementation study for one trimester. For evaluation purposes, we conducted focus group discussions and telephone interviews and analyzed them following qualitative content analysis. Results: We identified five different aspects as important for implementing the EPA curriculum in undergraduate medical education in the German context: Implementation process of the EPA curriculum and required resources, Entrustment process, Feedback sessions with supervisors, Students' and supervisors' role perceptionOverall impact of EPAs on training conditions in the practical year. Conclusion: The study presents a practical implementation of the EPA curriculum in Germany's undergraduate medical education. Besides the need for time and resources, the concept shows good feasibility and fosters a competence-oriented undergraduate medical education in the practical year.


Assuntos
Currículo , Educação de Graduação em Medicina/métodos , Preceptoria/métodos , Educação Baseada em Competências/métodos , Alemanha , Humanos , Projetos Piloto
4.
GMS J Med Educ ; 36(6): Doc70, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31844642

RESUMO

Objective: Training in the final year (FY) of undergraduate medical training currently does not adequately prepare students for the independent performance of medical professional activities after graduation. The concept of Entrustable Professional Activities (EPA) offers the opportunity for a competency-based FY training with the focus on medical professional activities. Methodology: In regular meetings, the FY sub-working group of the German Medical Faculty Association (MFT), which includes representatives with clinical and didactic expertise of the Associations of Internal Medicine, Surgery and General Medicine, developed a concept for the competecy-orientated, EPA-based, FY model logbook 2.0. The selection of the units of practice was made in a cross-disciplinary, consensus-orientated discussion process based on the question which medical professional activities a young professional has to master in the inpatient or outpatient working environment. Results: For the FY electives internal medicine, surgery and general medicine, a blueprint of a total of 18 comprehensive, partially interdisciplinary EPAs relating to inpatient and outpatient care contexts were developed. Each EPA was operationalised by a short description, supervision levels were attributed, and the process of transparent entrustment was determined. Conclusions: The concept for a new FY model logbook 2.0 focuses on the interdisciplinary core medical professional activities in an inpatient and outpatient care context, in order to facilitate transition from undergraduate training to professional practice, and to help avoid overload, thus increasing patient safety.


Assuntos
Educação Baseada em Competências/métodos , Educação de Graduação em Medicina/métodos , Internato e Residência/organização & administração , Competência Clínica , Alemanha , Humanos
5.
GMS J Med Educ ; 36(6): Doc83, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31844655

RESUMO

Background: Clinical reasoning refers to a thinking process including medical problem solving and medical decision making skills. Several studies have shown that the clinical reasoning process can be influenced by a number of factors, e.g. context or personality traits, and the results of this thinking process are expressed in case presentation. The aim of this study was to identify factors, which predict the quality of case summary statements as an indicator of clinical reasoning of undergraduate medical students in an assessment simulating the first day of residency. Methods: To investigate factors predicting aspects of clinical reasoning 67 advanced undergraduate medical students participated in the role of a beginning resident in our competence-based assessment, which included a consultation hour, a patient management phase, and a handover. Participants filled out a Post Encounter Form (PEF) to document their case summary statements and other aspects of clinical reasoning. After each phase, they filled out the Strain Perception Questionnaire (STRAIPER) to measure their situation dependent mental strain. To assess medical knowledge the participants completed a 100 questions multiple choice test. To measure stress resistance, adherence to procedures, and teamwork students took part in the Group Assessment of Performance (GAP) test for flight school applicants. These factors were included in a multiple linear regression analysis. Results: Medical knowledge and teamwork predicted the quality of case summary statements as an indicator of clinical reasoning of undergraduate medical students and explained approximately 20.3% of the variance. Neither age, gender, undergraduate curriculum, academic advancement nor high school grade point average of the medical students of our sample had an effect on their clinical reasoning skills. Conclusion: The quality of case summary statements as an indicator of clinical reasoning can be predicted in undergraduate medical students by their medical knowledge and teamwork. Students should be supported in developing abilities to work in a team and to acquire long term knowledge for good case summary statements as an important aspect of clinical reasoning.


Assuntos
Tomada de Decisão Clínica , Educação de Graduação em Medicina/métodos , Resolução de Problemas , Adulto , Competência Clínica , Educação Baseada em Competências/métodos , Comportamento Cooperativo , Feminino , Humanos , Internato e Residência , Masculino , Estudantes de Medicina/psicologia , Inquéritos e Questionários
6.
Rev Saude Publica ; 53: 74, 2019 Sep 09.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31508779

RESUMO

In their pedagogical projects, health management courses focus on multidisciplinarity, interdisciplinarity, comprehensiveness and transversality, whose main merit is to question health issues from different theoretical perspectives. Analyzing these issues under many perspectives does not necessarily mean the development of transversal competences. The development and application of these competences suppose going beyond integrating curricular contents and theory/practice. They depend on how the knowledge will be articulated to changes at organizational, sectorial and institutional levels and on the coevolution between these competences and changes. It is understood that health services manager role is effectively transversal when he/she: (i) acts at organizational boundaries, fostering interaction between organizations and other actors in the system; (ii) provides (and receives) feedback to (and from) these actors; and (iii) these feedbacks help decision makers to undertake organizational changes to respond to the environment and shape it.


Assuntos
Educação Baseada em Competências/métodos , Administradores de Instituições de Saúde/educação , Brasil , Administradores de Instituições de Saúde/organização & administração , Humanos , Competência Profissional
7.
Plast Reconstr Surg ; 144(3): 496e-507e, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31461050

RESUMO

BACKGROUND: Simulation has gained notable recognition for its role as an effective training and assessment modality in the present era of competency-based medical education. Despite the well-documented efficacy of both live and cadaveric animal models, several ethical, financial, and accessibility issues persist with their use. Lower fidelity nonbiological simulators have gained recognition for their ability to circumvent these challenges. This systematic review reports on all prosthetic and virtual reality simulators in use for microsurgery training, with an emphasis on each model's complexity, characteristics, advantages, disadvantages, and validation measures taken. METHODS: A systematic search was performed using the National Library of Medicine (PubMed), MEDLINE, and Embase databases. Search terms were those pertaining to prosthetic and virtual reality models with relevance to microsurgical training in plastic surgery. Three independent reviewers evaluated all articles retrieved based on strict inclusion and exclusion criteria. RESULTS: Fifty-seven articles met the inclusion criteria for review, reporting on 20 basic prosthetic models, 20 intermediate models, 13 advanced models, and six virtual reality simulators. CONCLUSIONS: A comprehensive summary has been compiled of all nonbiological simulators in use for microsurgery training in plastic surgery, demonstrating efficacy for the acquisition and retention of microsurgical skills. Metrics-based validation efforts, however, were often lacking in the literature. As plastic surgery programs continue to innovate, ensure accountability, and safely meet today's training standards, prosthetic simulators are set to play a larger role in the development of a standardized, ethical, accessible, and objectively measurable microsurgery training curriculum for the modern-day plastic and reconstructive surgery resident.


Assuntos
Educação Baseada em Competências/métodos , Microcirurgia/educação , Procedimentos Cirúrgicos Reconstrutivos/educação , Treinamento por Simulação/métodos , Cirurgia Plástica/educação , Competência Clínica , Currículo , Humanos , Internato e Residência/métodos , Modelos Anatômicos , Próteses e Implantes , Cirurgiões/educação , Realidade Virtual
8.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(4): 159-164, jul.-ago. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-183075

RESUMO

La educación médica en Costa Rica se inicia en 1959 con la creación de la Escuela de Medicina de la Universidad de Costa Rica. La interacción entre la Junta de Protección Social y la Caja Costarricense del Seguro Social ha fortalecido su desarrollo. La fundación de las escuelas de medicina privadas en la década de los setenta, así como la creación del Sistema Nacional de Acreditación de la Educación Superior como garante de la calidad académica de las instituciones de educación superior y el Colegio de Médicos y Cirujanos, ente que regula el ejercicio profesional y la idoneidad del recurso médico, han contribuido de forma importante a este desarrollo. Todos estos esfuerzos institucionales conjuntos permiten a los estudiantes de grado y posgrado el acceso a planes de estudio de calidad, para dar mejores servicios de salud a la población costarricense, permitiendo el avance en los índices de salud del país y el desarrollo de un sistema sanitario que cubre el 95% de la población. Los desafíos se dirigen a una mejor planificación, que regule la formación de este recurso, a la atención de la población mayor de 65 años, tanto en lo preventivo como en las patologías propias de la edad, al desarrollo de estrategias mediante la tecnología informática que potencie la formación de redes para la investigación en educación médica, a la formación de profesionales a nivel general y a una especialización de mayor calidad


Medical education in Costa Rica began in 1959 with the creation of the School of Medicine of the University of Costa Rica. The subsequent interaction between the Social Protection Board and the alliances with the Costa Rican Social Security Fund has strengthened its development. Black in the seventies, the foundation of the private schools of medicine, and the creation of the National System of Accreditation of Higher Education as guarantor of the minimum academic quality and the role of the College of Physicians and Surgeons, entity that regulates the professional practice and the suitability of the resource edict, has contributed in an important way with this development. All these joint institutional efforts allow undergraduate and graduate students, access to quality study plans, to provide better health services to the Costa Rican population and allowing advancement in the health indices presented by the country and the development of a health system that covers 95% of the population. The challenges are focused on the achievement of a better planning, that regulates the formation of this course, the attention for the population over 65 years, both in the preventive, as in the pathologies of that time, the development of strategies through the computer technology that enhances the formation of networks for research in medical education and the training of general and specialty professionals of higher quality


Assuntos
Humanos , Educação Médica/métodos , Modelos Educacionais , Educação Baseada em Competências/métodos , Educação de Pós-Graduação/métodos , Educação Médica/organização & administração , Costa Rica , Acreditação , Teste de Admissão Acadêmica
9.
BMC Med Educ ; 19(1): 261, 2019 Jul 15.
Artigo em Inglês | MEDLINE | ID: mdl-31307460

RESUMO

BACKGROUND: Improved training approaches have the potential to overcome barriers to the use of postpartum intrauterine devices (PPIUDs) in Pakistan, including a shortage of female providers who are able to insert the device. This study assessed the effectiveness and acceptability of a competency-based onsite training approach that employed a newly developed anatomic model (the Mama-U) to train doctors and midwives on postpartum family planning (PPFP) and the insertion of PPIUDs. METHODS: An observational, mixed methods study conducted training evaluations and knowledge and skills assessments with 11 trainers and 88 doctors and midwives who participated in eight PPIUD training sessions. Two months later, follow-up interviews and clinical assessments were conducted with 20 providers, and interviews and a focus group discussion were conducted with 85 married women who received a PPIUD from a trained provider. RESULTS: The training significantly improved provider knowledge (p < 0.001), and follow-up assessments showed that clinical skills were retained for at least two months post-training. After training, 81.8% of providers were confident in their ability to provide PPIUD services, and midwives and doctors had similar PPIUD insertion skills. However, midwives were more likely than doctors to meet all 10 key requirements during PPIUD counseling sessions (63.9% versus 13.3%, p = 0.004). Providers found the Mama-U model to be a useful tool for client counseling as well as training and skills practice, and clients agreed. Trainers identified the low cost, light weight, and portability of the Mama-U model as advantages over the conventional training model and noted that its abstract shape reduced embarrassment among trainers, providers, and clients. CONCLUSIONS: Competency-based training with the Mama-U model can improve the quality of PPIUD counseling and PPIUD insertion services and has the potential to extend PPFP/PPIUD service delivery to midwives working in rural Pakistan. The portable, low-cost Mama-U permits onsite, on-the-job PPIUD insertion training that is tailored to the local setting; it is also well suited for the continuing practice that providers need to maintain their skills. Further research is needed to confirm the usefulness and cost-effectiveness of the Mama-U at scale and in other settings.


Assuntos
Competência Clínica , Educação Baseada em Competências/métodos , Serviços de Planejamento Familiar/educação , Dispositivos Intrauterinos/estatística & dados numéricos , Tocologia/educação , Treinamento por Simulação/economia , Adolescente , Adulto , Redução de Custos , Países em Desenvolvimento , Feminino , Grupos Focais , Pessoal de Saúde/educação , Humanos , Modelos Educacionais , Paquistão , Período Pós-Parto , Gravidez , Adulto Jovem
10.
Australas Psychiatry ; 27(4): 404-408, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31264890

RESUMO

OBJECTIVE: This paper attempts to address whether the Royal Australian and New Zealand College of Psychiatrists (RANZCP) have implemented a competency-based continuing professional development (CPD) programme. CONCLUSION: The RANZCP have implemented a competency-based CPD programme, but a number of areas, especially assessment, can strengthen the competency-based approach.


Assuntos
Educação Baseada em Competências/métodos , Avaliação de Programas e Projetos de Saúde , Psiquiatria/educação , Desenvolvimento de Pessoal , Austrália , Educação Médica Continuada/métodos , Avaliação Educacional , Humanos , Nova Zelândia , Sociedades Médicas
11.
Surgery ; 166(5): 726-734, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31280867

RESUMO

BACKGROUND: Several models have been introduced to improve and restructure surgical training, but continued barriers exist. Residents are uniquely positioned to offer perspective on practical challenges and needs of reformatting surgical education. This study aimed to establish a nationwide, Delphi consensus statement on the perceptions of Canadian residents regarding the future of general surgery training. METHODS: Canadian general surgery residents participated in a moderated focus group using the Nominal Group Technique to discuss early subspecialization, competency-based medical education, and transition to practice. Qualitative verbal data were transcribed, categorized into themes, and synthesized into recommendation statements. During an iterative Delphi survey, resident leaders ranked each statement on a 5-point Likert scale of agreement. The survey was terminated once consensus was achieved (≥2 survey rounds and Cronbach's α ≥ 0.80). RESULTS: A total of 66 statements were synthesized by 16 members of the Canadian Association of General Surgeons Resident Committee. A total of 49 residents participated in the Delphi consensus, which was achieved after 2 voting rounds (Cronbach's α = 0.93). Participants agreed that (1) residency should focus on achieving standardized competencies and milestones based on resident ability to meet specific measurable metrics, (2) early streaming should be offered after "core" milestones and competencies have been achieved, and (3) an explicit period should allow transition-to-independent practice with tailored rotations, greater autonomy, and resident-run clinics. We identified 10 barriers to competency-based medical education implementation. CONCLUSION: A nationwide consensus regarding the future of surgical training was established among current residents. These findings can inform and help implement guidelines and national curricula that meet the needs of the trainee and address the many challenges they face during their training.


Assuntos
Educação Baseada em Competências/tendências , Consenso , Cirurgia Geral/educação , Internato e Residência/tendências , Modelos Educacionais , Adulto , Canadá , Competência Clínica , Educação Baseada em Competências/métodos , Técnica Delfos , Feminino , Grupos Focais , Humanos , Internato e Residência/métodos , Masculino , Pesquisa Qualitativa , Cirurgiões/educação
12.
J Korean Med Sci ; 34(29): e201, 2019 Jul 29.
Artigo em Inglês | MEDLINE | ID: mdl-31347312

RESUMO

BACKGROUND: Graduate medical education is shifting from the traditional apprenticeship model to a competency-driven model. Here we describe the design and implementation of competency-based medical education (CBME) in an internal medicine residency program, and report satisfaction survey results. METHODS: We redesigned the residency curriculum as CBME to be resident-centred, systematic, focused on general internal medicine, to provide experience in various care setting, and work-based assessment. In the second year of this CBME transition, we surveyed residents' overall satisfaction using 5-point Likert scale. Feedback on their training program was also analysed. RESULTS: The overall satisfaction score was 3.24 and thirteen residents (61.9%) answered that the preceptor's practical training in an educational atmosphere and improvement through training were the merits of the training program. However, residents complained about the working condition such as work overload. CONCLUSION: With the CBME implementation, most residents expressed satisfaction with the hospital's educational environment but they suffered from overwork. Further efforts to improve the educational program and environment are warranted.


Assuntos
Educação Baseada em Competências/métodos , Medicina Interna , Internato e Residência , Satisfação Pessoal , Adulto , Educação de Pós-Graduação em Medicina , Feminino , Humanos , Masculino , Inquéritos e Questionários
13.
Lakartidningen ; 1162019 May 07.
Artigo em Sueco | MEDLINE | ID: mdl-31192435

RESUMO

Entrustable Professional Activities (EPAs) define observable key tasks that a doctor should be able to do independently after having completed a certain level of education. Progression is facilitated by frequent assessments of the defined activities, with increased degree of independence. The observations should be supported by constructive feed-forward. EPA is currently used in several countries both in undergraduate and post graduate education. In the context of pending changes in Swedish legislation regarding undergraduate education qualifications ordinance and medical licensing, a Swedish national work group has begun to define Swedish EPA for the future undergraduate education.


Assuntos
Competência Clínica/normas , Educação Baseada em Competências , Educação de Graduação em Medicina , Educação Baseada em Competências/métodos , Educação Baseada em Competências/organização & administração , Educação de Graduação em Medicina/métodos , Educação de Graduação em Medicina/organização & administração , Avaliação Educacional , Feedback Formativo , Humanos , Médicos/normas , Suécia , Confiança
14.
J Grad Med Educ ; 11(3): 287-294, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31210859

RESUMO

Background: Research suggests that workplace-based assessment (WBA) tools using entrustment anchors provide more reliable assessments than those using traditional anchors. There is a lack of evidence describing how and why entrustment anchors work. Objective: The purpose of this study is to better understand the experience of residents and faculty with respect to traditional and entrustment anchors. Methods: We used constructivist grounded theory to guide data collection and analysis (March-December 2017) and semistructured interviews to gather reflections on anchors. Phase 1 involved residents and faculty (n = 12) who had only used assessment tools with traditional anchors. Phase 2 involved participants who had used tools with entrustment anchors (n = 10). Data were analyzed iteratively. Results: Participants expressed that the pragmatic language of entrustment anchors made WBA (1) concrete and justifiable; (2) transparent as they explicitly link clinical assessment and learning progress; and (3) align with training outcomes, enabling better feedback. Participants with no prior experience using entrustment anchors outlined contextual concerns regarding their use. Participants with experience described how they addressed these concerns. Participants expressed that entrustment anchors leave a gap in assessment information because they do not provide normative data. Conclusions: Insights from this analysis contribute to a theoretical framework of benefits and challenges related to the adoption of entrustment anchors. This richer understanding of faculty and resident perspectives of entrustment anchors may assist WBA developers in creating more acceptable tools and inform the necessary faculty development initiatives that must accompany the use of these new WBA tools. .


Assuntos
Competência Clínica/normas , Avaliação Educacional/métodos , Docentes de Medicina , Internato e Residência , Canadá , Educação Baseada em Competências/métodos , Educação de Pós-Graduação em Medicina , Avaliação Educacional/normas , Retroalimentação , Teoria Fundamentada , Humanos , Autonomia Profissional , Local de Trabalho
16.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 51-54, jun. 2019.
Artigo em Espanhol | LILACS | ID: biblio-1047857

RESUMO

La devolución facilitadora, también conocida como feedback, es una herramienta fundamental de la evaluación formativa, mediante la cual el docente le acerca al alumno información sobre su desempeño con el objetivo de destacar fortalezas, identificar debilidades y planificar cómo superarlas. La forma en la cual se lleva a cabo es fundamental y tiene un impacto directo sobre el resultado del proceso. El objetivo de este trabajo es abordar conceptualizaciones sobre la retroalimentación formativa a partir de un relato autobiográfico de una docente en el ámbito de la salud que involucra la enseñanza clínica en la sala de internación de residentes de Dermatología. El análisis de las experiencias previas de la evaluación formativa a la luz de los conocimientos construidos durante la formación como docente, pone en evidencia que es crucial que se aprenda a educar y a dar feedback para poder contar con herramientas que permitan acompañar a los alumnos en la construcción del conocimiento. (AU)


Formative feedback is considered an important tool of formative evaluation, that allows the teacher to provide information to the students about their performance, in order to highlight their strengths, identify weaknesses and plan how to overcome them. The way in which this is carried out is fundamental and has a direct impact on the outcome of the process. We sought to evaluate the perceptions and ideas on the training feedback loop, based on the autobiographical report of a Senior Faculty whose core activities are directed towards the teaching of Medical Residents and Dermatology trainees. The analysis of past experiences in light of knowledge constructed while becoming a Teacher shows the crucial need and interrelationship of teaching and timely feedback. The latter provide much needed tools for Students during their learning process. (AU)


Assuntos
Humanos , Educação Baseada em Competências/métodos , Educação Profissionalizante/métodos , Avaliação Educacional/métodos , Feedback Formativo , Estudantes de Medicina , Ensino/educação , Medicina Clínica/educação , Dermatologia/educação , Capacitação Profissional , Docentes de Medicina/educação , Capacitação de Professores/tendências , Internato e Residência/métodos
17.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 55-59, jun. 2019. graf.
Artigo em Espanhol | LILACS | ID: biblio-1047950

RESUMO

En vista de la transformación que se está produciendo en la educación universitaria en general y en la educación para profesionales de la salud en particular, el Instituto Universitario del Hospital Italiano plantea un cambio curricular para la carrera de Medicina. Esto implica, una forma de cambio sociocultural profunda, que afecta los distintos aspectos de la vida institucional. Se propone dejar atrás, el "sistema flexneriano" de enseñanza, proponiendo el sistema Aprendizaje Basado en Problemas (ABP), sumado a talleres y laboratorios donde el conocimiento y las habilidades se irán adquiriendo con diferente grado de complejidad en forma espiralada. El Laboratorio de Práctica Profesional (LPP) es el espacio y el ambiente educacional donde ocurre la máxima integración, trabajando sobre todos los conocimientos necesarios para llevar adelante la actividad profesional correspondiente. En el primer módulo, el enfoque fue guiado, fundamentalmente, hacia lo comunicacional persiguiendo como objetivo que el alumno desarrolle habilidades que le permitan establecer una adecuada relación médico-paciente-familia, así como vínculos adecuados con el equipo de trabajo y la comunidad . Se evaluó el taller en sí mismo y a los tutores mediante encuestas a los estudiantes, y estos últimos a su vez fueron evaluados periódicamente por los tutores y al final del módulo con un examen escrito y un examen tipo evaluación clínica objetiva estructurada. Por lo trabajado creemos que el LPP, como estrategia de enseñanza, contribuye a la formación de habilidades complejas; el resultado de las evaluaciones y el feedback rsultan indispensables para establecer un plan de mejoras. (AU)


In view of the transformation that is taking place in university education in general and in education for health professionals in particular, it is that the University Institute of the Italian Hospital proposes a curricular change for the Medicine career. This implies a socio-cultural change that affects the different aspects of institutional life. It is proposed to leave behind the "Flexnerian system", proposing a system based on: Problem Based Learning, in addition to workshops and laboratories where knowledge and skills will be acquired with a different degree of complexity in spiral form. The Professional Practice Laboratory is the space and educational environment where maximum integration occurs, working on all the necessary knowledge to carry out the corresponding professional activity. In the first module the focus was guided, fundamentally, to the communicational pursuing as objective: that the student develops skills that allow him to establish an adequate doctor-patient-family relationship, as well as adequate links, with the work team and the community. The evaluation was carried out to workshop itself and to the tutors through students' quiz. The students were periodically evaluated by the tutors and at the end of the module with a written exam and a structured Objective Clinical Evaluation type test. For what we have worked to this moment, we believe that: The laboratory of professional practice, as a teaching strategy, contributes to the formation of complex skills; being the result of the evaluations and the feedback, fundamental to establish an improvement plan. (AU)


Assuntos
Humanos , Educação Baseada em Competências/métodos , Aprendizagem Baseada em Problemas/métodos , Educação Médica/métodos , Educação de Graduação em Medicina/métodos , Relações Médico-Paciente , Ensino/educação , Universidades/tendências , Mentores/educação , Características Culturais , Avaliação Educacional/métodos , Capacitação Profissional , Habilidades Sociais , Feedback Formativo , Capacitação de Professores/tendências , Hospitais Universitários/tendências
18.
Metas enferm ; 22(5): 49-58, jun. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-183569

RESUMO

Objetivo: definir al profesional de Enfermería promotor de salud en el entorno escolar (PEPSEE), así como su perfil competencial pedagógico: actitudes, habilidades y conocimientos necesarios para llevar a cabo una acción de calidad y efectiva en dicho entorno. Método: se planteó una investigación de tipo cualitativa, de corte interpretativo y diseño mixto. En la recogida de datos se combinó la revisión documental con el método Delphi como técnica basada en cuestionarios a expertos, cuyo desarrollo quedó establecido en tres rondas. Hubo diferentes momentos de análisis en función de la tipología de los cuestionarios que se aplicaron, combinándose el análisis de contenido con el análisis estadístico descriptivo. Por último, se efectuó un proceso de relación y comparación de los datos obtenidos, procediendo al redactado de los resultados. Resultados: se extrajeron 11 rasgos definitorios para el PEPSEE delimitados en tres categorías: rol educador, visión integral del educando y enfoque integrador de la acción, y 81 elementos competenciales delimitados en nueve categorías: conocimiento base para la enseñanza de salud en la escuela, competencia interpersonal y de trabajo en equipo, habilidades de mediación pedagógica de salud, comunicación educativa, actitud docente competente, valores profesionales inherentes a la dimensión ética, investigación pedagógica en promoción de salud, competencia digital e innovación pedagógica, coordinación y liderazgo educativo. Conclusiones: el profesional de Enfermería promotor de salud en el entorno escolar es un profesional con identidad propia que debe ser reconocido social y profesionalmente como garante de una formación en salud de calidad


Objective: to define the Nursing professional as promoter of health in the school setting (NPPHSS), as well as their profile of educational skills: attitudes, skills and knowledge required to conduct a quality action which is effective in said setting. Method: a qualitative research was conducted, with interpretive and mixed design. Data collection combined documentary review with the Delphi method as a technique based on questionnaires to experts, with its development established in three rounds. There were different moments of analysis based on the type of questionnaires applied: content analysis was combined with descriptive statistical analysis. Finally, there was a process of association and comparison of the data collected, and the results were then written down. Results: eleven (11) defining features were obtained for the NPPHSS, classified into three categories: educational role, comprehensive vision of the learner, and integrative approach to action; and 81 competence elements classified into nine categories: basic knowledge for health education at school, interpersonal and teamwork skills, educational communication, skills for pedagogical mediation in health, competent teaching attitude, professional values inherent to the ethics dimension, pedagogical research in health promotion, digital skills and pedagogical innovation, educational coordination and leadership). Conclusions: nursing professionals as health promoters in the school setting are professionals with their own identity, who must be social and professionally acknowledged as guarantors for good-quality health training


Assuntos
Humanos , Técnica Delfos , Educação Baseada em Competências/métodos , Papel do Profissional de Enfermagem , Avaliação em Enfermagem , Promoção da Saúde , 25783 , Inquéritos e Questionários
19.
Prehosp Disaster Med ; 34(3): 322-329, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31134873

RESUMO

INTRODUCTION: Paramedics are tasked with providing 24/7 prehospital emergency care to the community. As part of this role, they are also responsible for providing emergency care in the event of a major incident or disaster. They play a major role in the response stage of such events, both domestic and international. Despite this, specific standardized training in disaster management appears to be variable and inconsistent throughout the profession. A suggested method of building disaster response capacities is through competency-based education (CBE). Core competencies can provide the fundamental basis of collective learning and help ensure consistent application and translation of knowledge into practice. These competencies are often organized into domains, or categories of learning outcomes, as defined by Blooms taxonomy of learning domains. It is these domains of competency, as they relate to paramedic disaster response, that are the subject of this review. METHODS: The methodology for this paper to identify existing paramedic disaster response competency domains was adapted from the guidance for the development of systematic scoping reviews, using a methodology developed by members of the Joanna Briggs Institute (JBI; Adelaide, South Australia) and members of five Joanna Briggs Collaborating Centres. RESULTS: The literature search identified six articles for review that reported on paramedic disaster response competency domains. The results were divided into two groups: (1) General Core Competency Domains, which are suitable for all paramedics (both Advanced Life Support [ALS] and Basic Life Support [BLS]) who respond to any disaster or major incident; and (2) Specialist Core Competencies, which are deemed necessary competencies to enable a response to certain types of disaster. Further review then showed that three separate and discrete types of competency domains exits in the literature: (1) Core Competencies, (2) Technical/Clinical Competencies, and (3) Specialist Technical/Clinical Competencies. CONCLUSIONS: The most common domains of core competencies for paramedic first responders to manage major incidents and disasters described in the literature were identified. If it's accepted that training paramedics in disaster response is an essential part of preparedness within the disaster management cycle, then by including these competency domains into the curriculum development of localized disaster training programs, it will better prepare the paramedic workforce's competence and ability to effectively respond to disasters and major incidents.


Assuntos
Pessoal Técnico de Saúde/educação , Educação Baseada em Competências/métodos , Planejamento em Desastres/organização & administração , Serviços Médicos de Emergência/organização & administração , Competência Profissional , Competência Clínica , Desastres/estatística & dados numéricos , Feminino , Humanos , Masculino , Análise e Desempenho de Tarefas , Estados Unidos
20.
Acad Med ; 94(7): 1002-1009, 2019 07.
Artigo em Inglês | MEDLINE | ID: mdl-30973365

RESUMO

PURPOSE: The rapid adoption of competency-based medical education (CBME) provides an unprecedented opportunity to study implementation. Examining "fidelity of implementation"-that is, whether CBME is being implemented as intended-is hampered, however, by the lack of a common framework. This article details the development of such a framework. METHOD: A two-step method was used. First, a perspective indicating how CBME is intended to bring about change was described. Accordingly, core components were identified. Drawing from the literature, the core components were organized into a draft framework. Using a modified Delphi approach, the second step examined consensus amongst an international group of experts in CBME. RESULTS: Two different viewpoints describing how a CBME program can bring about change were found: production and reform. Because the reform model was most consistent with the characterization of CBME as a transformative innovation, this perspective was used to create a draft framework. Following the Delphi process, five core components of CBME curricula were identified: outcome competencies, sequenced progression, tailored learning experiences, competency-focused instruction, and programmatic assessment. With some modification in wording, consensus emerged amongst the panel of international experts. CONCLUSIONS: Typically, implementation evaluation relies on the creation of a specific checklist of practices. Given the ongoing evolution and complexity of CBME, this work, however, focused on identifying core components. Consistent with recent developments in program evaluation, where implementation is described as a developmental trajectory toward fidelity, identifying core components is presented as a fundamental first step toward gaining a more sophisticated understanding of implementation.


Assuntos
Educação Baseada em Competências/normas , Educação Médica/normas , Avaliação de Programas e Projetos de Saúde/métodos , Educação Baseada em Competências/métodos , Educação Médica/métodos , Humanos
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