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4.
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
5.
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
8.
Pan Afr Med J ; 33: 311, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31692835

RESUMO

Introduction: Problem-based learning (PBL) method which was introduced about 50 years ago in Canada is beginning to gain acceptance over conventional teaching method (CTM) worldwide in medical education but still remains unpopular in Nigeria. This study aims to determine the perception of clinical medical students to the use of both learning methods in pathology courses. Methods: A cross-sectional quantitative survey was conducted in four Nigerian universities drawn from four regions of the country. Data were collected using pretested semi-structured self-administered questionnaires. Results: The study included 310 respondents, 182(58.7%) males and 128(41.3%) females. Of all the participants, 257(82.9%) had heard of PBL prior to the study and 260(83.9%) thought it suitable for teaching and learning Pathology. Majority of participants, 221(71.3%) preferred a combination of both PBL and CTM while 238(76.8%) thought PBL suitable for all medical students. Some identified factors capable of enhancing adaptation of PBL into medical curriculum include conducive quiet spaces for learning and availability of computers with internet facilities for students' use. Conclusion: Participants demonstrated high level of awareness of PBL and thought it suitable for all medical students. Availability of computers and up-to-date libraries with internet and audio-visual facilities could enhance adaptation of PBL into medical curriculum in Nigeria.


Assuntos
Currículo , Educação Médica/métodos , Aprendizagem Baseada em Problemas/métodos , Estudantes de Medicina/estatística & dados numéricos , Adulto , Estudos Transversais , Feminino , Humanos , Internet , Masculino , Nigéria , Inquéritos e Questionários , Adulto Jovem
9.
Rev. Soc. Cardiol. Estado de Säo Paulo ; 29(4): 365-367, out.-dez. 2019. tab, ilus
Artigo em Português | LILACS | ID: biblio-1047219

RESUMO

A incorporação de novas tecnologias na medicina e mais recentemente na cardiologia tem crescido em volume, e em ritmo cada vez mais acelerado. O conjunto de dados acumulados e as recentes demandas por otimização dos resultados com custos cada vez mais enxutos tem estimulado o surgimento de novas ideias e de ferramentas que atendam essas demandas. Nesse contexto surgiram as startups, inicialmente concebidas no meio financeiro nos Estados Unidos, criadas por grupos de jovens com ideias inovadoras e potencial para aumentar lucros com custos muito baixos. Por esse motivo, as startups foram originalmente criadas na internet. O artigo descreve características das startups desde a sua criação até os dias atuais, bem como suas aplicações na área do ensino e na prática da medicina cardiovascular


The incorporation of new technologies in medicine and more recently in cardiology has been increasing in volume and at an ever-faster rate. The set of accumulated data and the recent demands for optimizing results with low costs have stimulated new ideas and tools that meet these demands. In this context, the startups emerged in the financial sector of the United States, created by youth groups with innovative ideas. For this reason, startups were created on the Internet. The article describes characteristics of startups from their inception to the present, as well as their applications in the field of teaching and practicing cardiovascular medicine


Assuntos
Aplicativos Móveis , Medicina , Tecnologia , Robótica , Cardiologia , Educação Médica/métodos
13.
Undersea Hyperb Med ; 46(4): 467-481, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31509903

RESUMO

Introduction/Background: The incidence of complications and number of critically ill patients in hyperbaric medicine is relatively low [1]. This poses a challenge to those tasked with educating trainees as well as maintaining the skills of staff. Hyperbaric medicine fellows may not be exposed to critical patient scenarios or complications of hyperbaric medicine during a one-year fellowship. Additional staff may be unfamiliar with these situations as well. The purpose of hyperbaric simulation curriculum is to train health care providers for rare situations. To our knowledge, this hyperbaric simulation curriculum is the first published use of simulation education in the specialty of undersea and hyperbaric medicine. Materials and Methods: Two simulation cases have been developed that involve a patient with oxygen toxicity during hyperbaric treatment as well as an ICU patient with mucous plugging. Results: Medical training simulations are an effective method of teaching content and training multiple roles in Undersea and Hyperbaric Medicine. Summary/Conclusions: A hyperbaric simulation curriculum is an achievable educational initiative that is able to train multiple team members simultaneously in situations that they may not encounter on a regular basis. We believe that this could be easily exported to otherinstitutions for further education.


Assuntos
Currículo , Educação Médica/métodos , Oxigenação Hiperbárica , Treinamento por Simulação/métodos , Doenças do Sistema Nervoso Central/induzido quimicamente , Doenças do Sistema Nervoso Central/terapia , Bolsas de Estudo , Humanos , Oxigenação Hiperbárica/efeitos adversos , Unidades de Terapia Intensiva , Intubação Intratraqueal , Muco , Oxigênio/envenenamento , Simulação de Paciente
16.
Presse Med ; 48(7-8 Pt 1): 780-787, 2019.
Artigo em Francês | MEDLINE | ID: mdl-31383383

RESUMO

Interprofessional simulation-based education is effective for learning non-technical critical care skills and strengthening interprofessional team collaboration to optimize quality of care and patient outcome. Implementation of interprofessional simulation sessions in initial and continuing education is facilitated by a team of "champions" from each discipline/profession to ensure educational quality and logistics. Interprofessional simulation training must be integrated into a broader interprofessional curriculum supported by managers, administrators and clinical colleagues from different professional programs. When conducting interprofessional simulation training, it is essential to account for sociological factors (hierarchy, power, authority, interprofessional conflicts, gender, access to information, professional identity) both in scenario design and debriefing. Teamwork assessment tools in interprofessional simulation training may be used to guide debriefing. The interprofessional simulation setting (in-situ or simulation centre) will be chosen according to the learning objectives and the logistics.


Assuntos
Cuidados Críticos/métodos , Educação Médica/métodos , Relações Interprofissionais , Equipe de Assistência ao Paciente , Treinamento por Simulação , Competência Clínica , Cuidados Críticos/normas , Currículo/normas , Educação Médica/normas , Avaliação Educacional/métodos , Humanos , Ciência da Implementação , Equipe de Assistência ao Paciente/organização & administração , Equipe de Assistência ao Paciente/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/organização & administração , Treinamento por Simulação/normas
17.
Ann Biol Clin (Paris) ; 77(4): 429-435, 2019 Aug 01.
Artigo em Inglês | MEDLINE | ID: mdl-31418704

RESUMO

Training in biology, pharmacy and medicine are essential in laboratory medicine in faculty and especially with recent residency modifications. Active learning improves critical thinking and is an essential component of health education. Interactive assessment systems for the interactive participation of students have emerged. Recently, many offers of audience response system (ARS) accessible by personal electronic devices such as smartphone, tablet or computer are available. These systems seem to be an effective teaching innovation according to students. We aimed to evaluate three pedagogical tools during real school lectures in order to be able to select them according to the needs: Votar, Socrative and Wooclap. Methods: Three connected participation tools will be tested during teaching at Lille University, faculty of pharmacy by 3 different teachers. 75 fifth-year pharmacy students divided into 2 groups of students will have attended at least one session using each of the systems studied. After lessons, an online questionnaire with 9 questions was submitted to students on their interest in each system. Questions measured student perception using a 1 to 10 scale. Results and discussion: 62 of 75 students completed online surveys and were included in the study. According students, ARS by smartphone or computer improve their education. Favorite application seems to be Socrative and Wooclap. This study provides student perception comparison of ARS. To complete, additional studies are needed to establish their efficacy after several month.


Assuntos
Educação Médica , Avaliação Educacional/métodos , Aprendizagem Baseada em Problemas , Treinamento por Simulação , Interface Usuário-Computador , Telefone Celular , Educação Médica/métodos , Educação Médica/normas , Avaliação Educacional/normas , Humanos , Invenções , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/normas , Treinamento por Simulação/métodos , Treinamento por Simulação/normas , Estudantes de Medicina , Estudantes de Farmácia , Inquéritos e Questionários , Realidade Virtual
18.
J Clin Neurosci ; 69: 143-148, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31427233

RESUMO

Medical student (MS) observation and assistance in the operating room (OR) is a critical component of medical education. Though participation in the operating room has many benefits to the medical student, the potential cost of these experiences to the patients must be taken into account. Other studies have shown differences in outcomes with resident involvement, but the effect of medical students in the OR has been poorly understood. The objective of this study was to understand how medical students and residents impacted surgical outcomes in posterior spinal fusions, anterior cervical discectomy and fusions (ACDFs), and lumbar discectomies. We conducted a retrospective study of patients undergoing posterior spinal fusions, ACDFs, and lumbar discectomies over 15 years. There were 6485 patients met the inclusion criteria of either undergoing a posterior fusion, ACDF or lumbar discectomy (1250 posterior fusion, 1381 ACDF, 3854 lumbar discectomies). Overall, little difference was observed when a medical student was present for surgical outcomes including length of stay, infection, and readmission. For ACDFs, having a medical student present had a significantly longer procedure durations (OR = 1.612, p = 0.001) than cases without. Besides slightly longer operative time (in posterior fusions), there were no major differences in outcomes when a medical student was present in the OR.


Assuntos
Discotomia/educação , Educação Médica , Duração da Cirurgia , Fusão Vertebral/educação , Adulto , Vértebras Cervicais/cirurgia , Discotomia/métodos , Educação Médica/economia , Educação Médica/métodos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudos Retrospectivos , Fusão Vertebral/métodos , Estudantes de Medicina , Resultado do Tratamento , Adulto Jovem
19.
Adv Physiol Educ ; 43(3): 408-413, 2019 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-31408381

RESUMO

Faculty dissatisfaction with diminishing levels of student engagement in lifestyle medicine sessions prompted this exploratory project that compared differences in students' substantive engagement in medical preclinical and clinical level lifestyle medicine sessions. The preclinical and clinical level sessions had the same learning objectives and learning tasks, properly aligned with that level of student learning, but were offered in different learning formats, either traditional classroom approaches or technology-enhanced approaches. At the preclinical level, we transferred a nonmandatory, face-to-face session to a nonmandatory, fully online session. At the clinical level, we introduced two novel technology tools. We utilized Zoom technologies, which afforded students the ability to access the session from anywhere, and employed Hickey's use of "promoting" student submissions as one method for increasing student-student interaction during the synchronous session. We used indicators of behavioral engagement of Henrie et al. (Henrie CR, Halverson LR, Graham CR. Comput Educ 90: 36-53, 2015) as the framework for determining applicable engagement behaviors, including attendance, assignment completion, interactions (responding/feedback/endorsements), and the quality of (and faculty satisfaction with) the face-to-face and/or online interactions. We expected to observe higher levels of engagement behaviors in the technology-enhanced approach and found that to be the case at both the preclinical and clinical levels, in both mandatory/nonmandatory and synchronous/asynchronous formats. However, it was the increase in both the level and substance of the students' interactions in the technology-enhanced sessions that provided surprising results. A review of the sessions with enhanced engagement highlight the role of student autonomy, a construct with strongly established associations to student motivation and engagement.


Assuntos
Instrução por Computador/métodos , Educação Médica/métodos , Tecnologia Educacional/métodos , Docentes de Medicina/psicologia , Satisfação Pessoal , Estudantes de Medicina/psicologia , Instrução por Computador/tendências , Educação Médica/tendências , Avaliação Educacional/métodos , Tecnologia Educacional/tendências , Humanos
20.
Anesthesiology ; 131(4): 908-928, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31365369

RESUMO

Anesthesiologists are both teachers and learners and alternate between these roles throughout their careers. However, few anesthesiologists have formal training in the methodologies and theories of education. Many anesthesiology educators often teach as they were taught and may not be taking advantage of current evidence in education to guide and optimize the way they teach and learn. This review describes the most up-to-date evidence in education for teaching knowledge, procedural skills, and professionalism. Methods such as active learning, spaced learning, interleaving, retrieval practice, e-learning, experiential learning, and the use of cognitive aids will be described. We made an effort to illustrate the best available evidence supporting educational practices while recognizing the inherent challenges in medical education research. Similar to implementing evidence in clinical practice in an attempt to improve patient outcomes, implementing an evidence-based approach to anesthesiology education may improve learning outcomes.


Assuntos
Anestesiologia/educação , Educação Médica/métodos , Medicina Baseada em Evidências , Docentes , Competência Clínica , Humanos
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