Your browser doesn't support javascript.
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 58.983
Filtrar
4.
Plast Reconstr Surg ; 145(2): 576-584, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-31985665

RESUMO

BACKGROUND: Prior studies demonstrate that social media are used by plastic surgeons to educate and engage. The hashtag #PlasticSurgery has been studied previously and is embraced by American plastic surgeons and journals; however, no studies have examined its use or adoption across Europe. METHODS: A retrospective analysis of 800 tweets containing the words "plastic surgery" or the hashtag #PlasticSurgery in four of the most spoken European languages worldwide excluding English (Spanish, #CirugiaPlastica; French, #ChirurgiePlastique; Portuguese, #CirurgiaPlastica; and German, #PlastischeChirurgie) was performed. The following were assessed: identity of author, subject matter, use of the hashtag #PlasticSurgery in each language, whether posts by surgeons and academic institutions were self-promotional or educational, and whether a link to a journal article or a reference in PubMed was provided. RESULTS: Seventeen percent and 3 percent of analyzed tweets came from plastic surgeons or academic institutions, respectively; only 17.5 percent of them were for educational purpose. None of them had any digital link to a peer-reviewed article or a scientific journal. CONCLUSIONS: This study demonstrates the low participation of plastic surgeons and academic institutions in social media (especially for education) in four of the major world languages. Social media should be considered in Europe as an opportunity to increase leadership, improve education, and spread knowledge of plastic surgery by board-certified plastic surgeons.


Assuntos
Educação Médica/estatística & dados numéricos , Liderança , Cirurgia Plástica/educação , Europa (Continente) , Humanos , Linguagem , Estudos Retrospectivos , Mídias Sociais/estatística & dados numéricos , Cirurgia Plástica/estatística & dados numéricos , Terminologia como Assunto
8.
J Clin Pathol ; 73(1): 47-50, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31439711

RESUMO

Pathology is the study of disease and is an important component in medical education. However, with medical curriculum reform, its role and contribution to medical courses is under potential threat. We surveyed the status of pathology in all six Irish medical schools. Information was received from five direct undergraduate and four graduate entry programmes. Pathology was recognisable as a core subject in all but one of the medical schools, was generally taught in years two or three, and the greatest contact hours were for histopathology (44-102 hours). Lectures were the most common teaching modality, and all used single best or extended matching answer multiple-choice questions as part of assessments. Currently, pathology is very visible in Irish medical education but needs to remain relevant with the move to theme and case-based teaching. There is heavy reliance on lectures and on non-academic/full-time hospital staff to deliver teaching, which may not be sustainable.


Assuntos
Educação Médica/métodos , Patologia/educação , Currículo , Humanos , Irlanda , Faculdades de Medicina , Inquéritos e Questionários , Fatores de Tempo
9.
J Hist Med Allied Sci ; 75(1): 24-53, 2020 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-31750919

RESUMO

This paper addresses a gap in our understanding of medical history - the architecture of medical schools - and demonstrates the ways in which architectural form can be used to better understand medical epistemology and pedagogy. It examines an instructive case study - the late-nineteenth-century medical school buildings in Manchester - and examines the concepts that were drawn together and expressed in the buildings. Through its exploration, the paper argues first, that medical schools and spaces for medical education should be given greater consideration as a significant category in the history of medical buildings. Second, that buildings such as its case study are an important source of evidence and means to understand the role of medicine in society and the ideas with which its contemporary practitioners and educators were concerned. Third, the paper argues that, to make best use of buildings as sources, we should view them as agents which have assembled divergent ideas and incorporated them into the built form. In this way, such buildings have woven into them an inventory of ideas which can be untangled using designs and physical evidence.


Assuntos
Arquitetura/história , Ambiente Construído/história , Faculdades de Medicina/história , Cidades , Educação Médica , Inglaterra , História do Século XIX
10.
Belo Horizonte; s.n; 20192803. 59 p. ilus, tab.
Tese em Português | Coleciona SUS | ID: biblio-1016793

RESUMO

Introdução: As avaliações usando tecnologia estão presentes nas escolas em vários países, e seu uso se popularizou nas últimas duas décadas, sendo utilizadas no exame para licença médica nos Estados Unidos desde 1999. O potencial que as avaliações aprimoradas por tecnologia trazem para o mundo acadêmico foi o que motivou a realização deste estudo, e o conhecimento advindo de uma conferência específica sobre essas tecnologias trouxe o incentivo para persistir nessa linha de pesquisa. Método: Este estudo tem por objetivo comparar o estresse, a satisfação e o desempenho dos acadêmicos durante o primeiro semestre de 2018, ao realizarem provas escritas convencionais e provas no computador na disciplina de Ginecologia e Obstetrícia do curso de Medicina da Universidade José do Rosário Vellano, campus Alfenas. Foram avaliadas as turmas do décimo segundo período e sétimo período, totalizando uma amostra de 135 alunos. Tratou-se de um estudo experimental randomizado em que os alunos foram divididos em dois grupos para as avaliações e foram-lhes aplicados questionários pré-definidos e presenciais. Antes da prova, foram entregues aos alunos perguntas específicas para avaliar o estresse envolvido em sua realização. Ao término da prova, foram aplicadas as questões que avaliaram a satisfação com o tipo de prova realizada. Foram ainda registradas as notas obtidas nos dois tipos de avaliação. Cada aluno fez uma avaliação escrita convencional e uma avaliação via computador. Resultados: Os acadêmicos avaliados demonstraram maior estresse e menor satisfação com a prova no computador, comparando-a com a prova escrita convencional. O tipo de prova não esteve associado ao desempenho acadêmico. Conclusão: A falta de familiaridade e treinamento com a metodologia, antes da aplicação das avaliações, causou aumento no estresse nos acadêmicos envolvidos no presente estudo, o que interferiu na satisfação, ao fazer a prova usando tecnologia, embora não tenha havido diferença nos escores de desempenho. As informações coletadas serão utilizadas para reestruturação do formato dos testes oferecidos no departamento de Ginecologia e Obstetrícia da UNIFENAS, campus Alfenas, com o intuito de aprimorar a avaliação teórica que se realiza na Universidade.


Introduction: Evaluations using technology are present in schools in several countries and have become popular in the last two decades and have been used in the United States medical license examination since 1999. The potential that improved technology assessments bring to the academic world motivated the carrying out of this study, and the knowledge from a specific conference on these technologies brought the incentive to persist in this research line. Method: This study aims to compare the stress, satisfaction and performance of academics during the first semester of 2018, when conducting conventional written tests and computer tests in the course of Gynecology and Obstetrics of the medical program of the University of José do Rosário Vellano, Alfenas campus, a total sample of 135 students. It was a randomized experimental study in which the students were divided for the evaluations and pre-defined and class-based questionnaires were applied. Prior to the test, specific questions were given to students to assess the stress involved in their achievement. At the end of the test, the questions were answered to evaluate the satisfaction with the type of the test they took. Each student did a conventional written assessment and a computer assessment. Results: The evaluated students showed greater stress and less satisfaction with the computer-based test compared to the conventional written test, although there was no statistical difference in performance when comparing both. Conclusion: Lack of familiarity and training with the methodology prior to test application resulted an increase in students' stress in the present study, which interfered in the satisfaction with the test using technology, even though there was no difference in the performance scores. The collected information will be used to restructure the format of the tests offered in the Department of Gynecology and Obstetrics of UNIFENAS, Campus Alfenas, in order to improve the theoretical evaluation performed at the University.


Assuntos
Humanos , Masculino , Feminino , Adulto , Adulto Jovem , Educação Médica , Estudantes de Medicina , Computadores , Avaliação Educacional , Desempenho Acadêmico
11.
Adv Exp Med Biol ; 1171: 15-23, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31823236

RESUMO

Emerging technologies have the potential to transform our approach to medical education. A goal in this chapter is to inspire researchers, educators and scholars in the bio-medical visualisation field who can benefit from integrating wearable Augmented Reality (AR) technologies, like the HoloLens into their existing teaching and learning environments. We draw from case studies, existing research and the educational technology literature, to propose the design of purposeful learner-centered experiences that might benefit from wearable AR technologies in the classroom.


Assuntos
Realidade Aumentada , Educação Médica , Dispositivos Eletrônicos Vestíveis , Educação Médica/métodos , Educação Médica/tendências , Aprendizagem
12.
Adv Exp Med Biol ; 1171: 25-35, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31823237

RESUMO

Health care professionals must not only have knowledge, but also be able to organise, synthesise and apply this knowledge in such a way that it promotes the development of clinical reasoning. Panels of Virtual patients (VPs) are widely being used in health professions education to facilitate the development of clinical reasoning. VPs can also be used to teach wider educational outcomes such as communication skills, resource utilisation and longitudinal patient care. This chapter will define virtual patients and examine the evidence behind their use in health professions learning and teaching. The chapter will discuss virtual patient design, such as gamification. Finally, the chapter will discuss where this pedagogical innovation is best integrated into assessment and potential barriers to implementation into existing curricula.


Assuntos
Educação Médica , Ocupações em Saúde , Realidade Virtual , Competência Clínica , Educação Médica/tendências , Ocupações em Saúde/educação , Humanos , Aprendizagem
13.
Zentralbl Chir ; 144(6): 606-613, 2019 Dec.
Artigo em Alemão | MEDLINE | ID: mdl-31826295

RESUMO

BACKGROUND: Video-based analysis concepts are being is increasingly applied in medical education. These tools are mainly used to obtain information about the individual performance of a candidate and to provide feedback. The present study explores whether video-based analysis of practical skills can also be used for the development of surgical training. METHODS: First, the performance of students in semester 10 (n = 38) in a surgical suture exercise (duration: 3 min) was video-documented. The video material was then analysed using 10 specific criteria. The analysis then served as a basis for the development of error prevention exercises. In the following, the effects of the additional teaching units on the performance in the suture exercise were examined in a pilot study using a two-group comparison. RESULTS: The video sequences were reviewed independently by 2 experts. Typical errors could be observed in the handling of the surgical instruments, the handling of the suture material as well as in the motion sequence. Then, additional teaching units dealing with the identified error areas (handling of the instruments and the suture material) were developed. The results of the two-group comparison (before and after implementation of the new exercises) showed that completing the additional teaching units had a medium effect on the result quality of the suture exercise (Cohen's d = 0.73). CONCLUSION: Video analysis of practical skills seems to be a suitable basis for the development of surgical training. Typical errors can be identified in terms of type and frequency, and preventive exercises can be developed, which have a positive effect on the quality of the results of a practical task.


Assuntos
Competência Clínica , Educação Médica , Humanos , Projetos Piloto
17.
Zhonghua Yi Shi Za Zhi ; 49(5): 300-311, 2019 Sep 28.
Artigo em Chinês | MEDLINE | ID: mdl-31795600

RESUMO

This paper presents a harsh course of Tongji Medical School.The school was relocated several times, but still kept running though it met with the cataclysm-the World WarⅠand World WarⅡ.By using collections from School History Museum of Huazhong University of Science and Technology and Hospital History Museum of Tongji Medical School as clue and combining the years of itself, it's found that Tongji Medical School is a medical education institution which has Germanic medical educational tradition. The information from this paper has provided the primary sources for research on the origin and development of modern Chinese medical education.


Assuntos
Educação Médica , Museus , História do Século XIX , História do Século XX , Memória , Faculdades de Medicina , Universidades
18.
Global Health ; 15(1): 84, 2019 12 03.
Artigo em Inglês | MEDLINE | ID: mdl-31796093

RESUMO

BACKGROUND: Most international electives in which medical students from high-income countries travel abroad are largely unstructured, and can lead to problematic outcomes for students as well as sending and receiving institutions. We analyse the problems of unstructured medical electives and describe the benefits of an elective experience that includes more organisation and oversight from the sending medical school. RESULTS: A number of structured elective programmes have been developed, including those at the Medical School for International Health, Israel and the University of Dundee, United Kingdom. These programmes provide significant pre-departure training in global health and the ethical dimensions of electives, support and monitoring during the elective, and post-elective debrief. Crucially, the programmes themselves are developed on the basis of long-term engagement between institutions, and have an element of reciprocity. We further identify two major problems in current medical electives: the different ethical contexts in which electives take place, and the problem of 'voluntourism', in which the primary beneficiary of the activity is the medical student, rather than the receiving institution or health system. These two issues should be seen in the light of unequal relations between sending and receiving institutions, which largely mirror unequal relations between the Global North and South. CONCLUSION: We argue that more structured elective programmes could form a useful corrective to some of the problems identified with medical electives. We recommend that medical schools in countries such as the UK strongly consider developing these types of programmes, and if this is not possible, they should seek to further develop their pre-departure training curricula.


Assuntos
Educação Médica/organização & administração , Intercâmbio Educacional Internacional , Faculdades de Medicina/organização & administração , Currículo , Humanos , Reino Unido
19.
Horiz. méd. (Impresa) ; 19(4): 31-40, Dic. 2019. tab
Artigo em Espanhol | LILACS, LIPECS | ID: biblio-1048805

RESUMO

Objetivo: Establecer la validez y fiabilidad de la Escala de actitud religiosa (EAR) en una muestra de estudiantes de medicina de una universidad privada del Perú. Materiales y métodos: Estudio observacional y transversal. Se aplicó la EAR a una muestra de 687 estudiantes de medicina para valorar las propiedades psicométricas. Resultados: El puntaje medio de la EAR fue de 62,97 ± 15,74. Destaca la diferencia en variables género (p=0,011), año de estudio (p=0,035), y religión (p=0,000). Se encontraron 3 factores con autovalores de 9,34, 1,53 y 1,02 respectivamente. Cada uno aporta el 35,22 %, 17,68 % y 17,09 % de la varianza total explicada en la rotación, que es, en conjunto, el 70 % de la varianza total. La EAR tiene una consistencia interna aceptable (alfa de Cronbach=0,94), pero en su versión de 14 ítems aumenta a 0,951. Conclusiones: Se puede inferir que la EAR, en su versión de 14 ítems, cuenta con propiedades psicométricas adecuadas para poder evaluar la actitud de la población de estudiantes peruanos de Medicina Humana hacia la religión.


Objective: To establish the validity and reliability of the Religious Attitude Scale (RAS) in a sample of medical students from a Peruvian private university. Materials and methods: An observational and cross-sectional study was conducted. The RAS was administered to a sample of 687 medical students to assess the psychometric properties. Results: The mean score of the RAS was 62.97 ± 15.74. Differences in gender (p = 0.011), academic year (p = 0.035) and religion (p = 0.000) stand out. Three factors with eigenvalues of 9.34, 1.53 and 1.02 were found, each contributing 35.22 %, 17.68 % and 17.09 % of the total variance explained in the rotation, which accounts for 70 % of the total variance. The RAS has an acceptable internal consistency (Cronbach's alpha = 0.94); however, in its 14-item version it increases to 0.951. Conclusions: It can be concluded that the RAS, in its 14-item version, has adequate psychometric properties to evaluate the attitude of the population of Peruvian students of human medicine toward religion.


Assuntos
Humanos , Religião e Medicina , Estudantes de Medicina , Espiritualidade , Educação Médica
20.
Diagn. tratamento ; 24(4): [143-152], out - dez. 2019. tab
Artigo em Português | LILACS | ID: biblio-1049381

RESUMO

O texto busca esclarecer à classe médica as peculiaridades da homeopatia que, apesar de fazer parte do rol das especialidades médicas brasileiras desde 1980, não é ensinada na maioria das faculdades de medicina. Associada a essa lacuna na educação dos estudantes de medicina, que se reflete na desinformação e desconhecimento dos futuros médicos, a aplicação de pressupostos distintos dos propagados pela ciência hegemônica contribui para a disseminação de preconceitos arraigados na cultura médica, afastando graduandos e graduados do aprendizado de uma terapia bissecular que deveria fazer parte do arsenal terapêutico vigente. Empregando um princípio de cura que estimula o organismo a reagir contra seus próprios distúrbios e valorizando a individualidade enferma em seus múltiplos aspectos, o método homeopático de tratamento favorece a relação médico-paciente e estimula o raciocínio holístico na compreensão do complexo fenômeno do adoecimento humano, propiciando uma terapêutica de baixo custo, isenta de eventos adversos e que incrementa a resolutividade clínica das doenças crônicas em geral. Esta revisão narrativa da literatura foi desenvolvida com o intuito de correlacionar os pressupostos homeopáticos às evidências científicas que os fundamentam, realizando buscas eletrônicas nas bases de dados MEDLINE e LILACS por meio de termos que descrevem suas linhas de pesquisa.


Assuntos
Fundamentos da Homeopatia , Assistência Integral à Saúde , Medicina Baseada em Evidências , Educação Médica , Homeopatia
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA