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3.
Scand J Trauma Resusc Emerg Med ; 29(1): 53, 2021 Mar 29.
Artigo em Inglês | MEDLINE | ID: mdl-33781299

RESUMO

BACKGROUND: Traditional, instructor led, in-person training of CPR skills has become more challenging due to COVID-19 pandemic. We compared the learning outcomes of standard in-person CPR training (ST) with alternative methods of training such as hybrid or online-only training (AT) on CPR performance, quality, and knowledge among laypersons with no previous CPR training. METHODS: We searched PubMed and Google Scholar for relevant articles from January 1995 to May 2020. Covidence was used to review articles by two independent researchers. Effective Public Health Practice Project (EPHPP) Quality Assessment Tool was used to assess quality of the manuscripts. RESULTS: Of the 978 articles screened, twenty met the final inclusion criteria. All included studies had an experimental design and moderate to strong global quality rating. The trainees in ST group performed better on calling 911, time to initiate chest compressions, hand placement and chest compression depth. Trainees in AT group performed better in assessing scene safety, calling for help, response time including initiating first rescue breathing, adequate ventilation volume, compression rates, shorter hands-off time, confidence, willingness to perform CPR, ability to follow CPR algorithm, and equivalent or better knowledge retention than standard teaching methodology. CONCLUSION: AT methods of CPR training provide an effective alternative to the standard in-person CPR for large scale public training.


Assuntos
/epidemiologia , Reanimação Cardiopulmonar/educação , Educação Médica/normas , Guias como Assunto , Aprendizagem , Pandemias , Humanos
5.
Adv Physiol Educ ; 45(1): 84-88, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33529145

RESUMO

Medical education has gone online because of the COVID-19 pandemic. Formative assessment is essential to facilitate the learning process in medical education. However, various challenges arise during online assessment, which include reliability, when done without monitoring and practical concerns like Internet connectivity issues. This study was done to assess the medical students' perceptions of the reliability, usefulness, and practical challenges of online tests. One hundred first-year undergraduate medical students taking up online classes and tests in the subject of physiology were enrolled in this study. A questionnaire with items regarding practical challenges, reliability, and usefulness of the online tests, in general, and about different types of online assessment methods, in particular, were sent to the students online. Each item was rated on a five-point Likert scale, and the responses were analyzed anonymously. A large percentage of students used mobile phones (81.4%) to undertake online tests. Although most students (73.2%; P < 0.001) felt that online tests helped them substantially in learning the subject, network connectivity issues were considered to be a matter of serious concern (85.5%, P < 0.001). Among the assessment methods used, viva voce by video conferencing was thought to be most reliable (83%, P < 0.001). Multiple-choice question-based assessment when done online was felt to be more practically feasible with faster feedback than classroom assessment. The results of the study suggest that medical students find online formative assessments helpful for their learning, despite their concerns about reliability and practical challenges.


Assuntos
Educação a Distância/normas , Educação Médica/normas , Avaliação Educacional/normas , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Educação a Distância/métodos , Educação Médica/métodos , Avaliação Educacional/métodos , Estudos de Viabilidade , Feminino , Humanos , Masculino , Reprodutibilidade dos Testes
7.
Lancet Oncol ; 22(1): e29-e36, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-33387502

RESUMO

In 2011, the International Society of Geriatric Oncology (SIOG) published the SIOG 10 Priorities Initiative, which defined top priorities for the improvement of the care of older adults with cancer worldwide.1 Substantial scientific, clinical, and educational progress has been made in line with these priorities and international health policy developments have occurred, such as the shift of emphasis by WHO from communicable to non-communicable diseases and the adoption by the UN of its Sustainable Development Goals 2030. Therefore, SIOG has updated its priority list. The present document addresses four priority domains: education, clinical practice, research, and strengthening collaborations and partnerships. In this Policy Review, we reflect on how these priorities would apply in different economic settings, namely in high-income countries versus low-income and middle-income countries. SIOG hopes that it will offer guidance for international and national endeavours to provide adequate universal health coverage for older adults with cancer, who represent a major and rapidly growing group in global epidemiology.


Assuntos
Geriatria/normas , Acesso aos Serviços de Saúde/normas , Oncologia/normas , Neoplasias/terapia , Fatores Etários , Pesquisa Biomédica/normas , Consenso , Comportamento Cooperativo , Educação Médica/normas , Geriatria/educação , Humanos , Comunicação Interdisciplinar , Cooperação Internacional , Oncologia/educação , Neoplasias/diagnóstico , Neoplasias/epidemiologia , Formulação de Políticas , Prognóstico , Participação dos Interessados
10.
Front Public Health ; 8: 609599, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33330345

RESUMO

In the wake of COVID-19, there is an urgent need for a diverse public health work force to address problems presented or exacerbated by the global pandemic. Educational programs that create our work force both train and shape the makeup of access through graduate applications. The Graduate Record Exam has a number of standing issues, with additional barriers created by the pandemic. We trace the GRE waiver movement over several years, focusing on the gradual adoption in CEPH accredited programs and the rapid expansion of temporary waivers as a response to testing access. Going forward, we need to consider gaps in waivers during the pandemic and how this data can be used to shape our future use of the GRE.


Assuntos
Educação Médica/estatística & dados numéricos , Educação Médica/normas , Avaliação Educacional/estatística & dados numéricos , Avaliação Educacional/normas , Saúde Pública/educação , Critérios de Admissão Escolar/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Estudantes de Medicina , Estados Unidos , Adulto Jovem
11.
GMS J Med Educ ; 37(7): Doc99, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33364378

RESUMO

Objective: COVID-19 challenges curriculum managers worldwide to create digital substitutes for classroom teaching. Case-based teaching formats under expert supervision can be used as a substitute for practical bedside teaching, where the focus is on teaching clinical reasoning skills. Methods: For medical students of LMU and TU Munich, the interactive, case-based, and supervised teaching format of Clinical Case Discussion (CCD) was digitised and implemented as dCCD in their respective curricula. Case discussions were realised as videoconferences, led by a student moderator, and took place under the supervision of a board-certified clinician. To prevent passive participation, additional cognitive activations were implemented. Acceptance, usability, and subjective learning outcomes were assessed in dCCDs by means of a special evaluation concept. Results: With regard to acceptance, students were of the opinion that they had learned effectively by participating in dCCDs (M=4.31; SD=1.37). The majority of students also stated that they would recommend the course to others (M=4.23; SD=1.62). The technical implementation of the teaching format was judged positively overall, but findings for usability were heterogeneous. Students rated their clinical reasoning skills at the end of the dCCDs (M=4.43; SD=0.66) as being significantly higher than at the beginning (M=4.33; SD=0.69), with low effect size, t(181)=-2.352, p=.020, d=0.15. Conclusion: Our evaluation data shows that the dCCD format is well-accepted by students as a substitute for face-to-face teaching. In the next step, we plan to examine the extent to which participation in dCCDs leads to an increase in objectively measured clinical reasoning skills, analogous to a face-to-face CCD with on-site attendance.


Assuntos
/epidemiologia , Tomada de Decisão Clínica/métodos , Educação a Distância/organização & administração , Educação Médica/organização & administração , Comunicação por Videoconferência/organização & administração , Competência Clínica , Educação a Distância/normas , Educação Médica/normas , Avaliação Educacional , Humanos , Pandemias , Estudantes de Medicina/psicologia , Comunicação por Videoconferência/normas
12.
J Med Internet Res ; 22(12): e23254, 2020 12 16.
Artigo em Inglês | MEDLINE | ID: mdl-33325833

RESUMO

BACKGROUND: The use of simulation games (SG) to assess the clinical competence of medical students has been poorly studied. OBJECTIVE: The objective of this study was to assess whether an SG better reflects the clinical competence of medical students than a multiple choice questionnaire (MCQ). METHODS: Fifth-year medical students in Paris (France) were included and individually evaluated on a case of pediatric asthma exacerbation using three successive modalities: high-fidelity simulation (HFS), considered the gold standard for the evaluation of clinical competence, the SG Effic'Asthme, and an MCQ designed for the study. The primary endpoint was the median kappa coefficient evaluating the correlation of the actions performed by the students between the SG and HFS modalities and the MCQ and HFS modalities. Student satisfaction was also evaluated. RESULTS: Forty-two students were included. The actions performed by the students were more reproducible between the SG and HFS modalities than between the MCQ and HFS modalities (P=.04). Students reported significantly higher satisfaction with the SG (P<.01) than with the MCQ modality. CONCLUSIONS: The SG Effic'Asthme better reflected the actions performed by medical students during an HFS session than an MCQ on the same asthma exacerbation case. Because SGs allow the assessment of more dimensions of clinical competence than MCQs, they are particularly appropriate for the assessment of medical students on situations involving symptom recognition, prioritization of decisions, and technical skills. TRIAL REGISTRATION: ClinicalTrials.gov NCT03884114; https://clinicaltrials.gov/ct2/show/NCT03884114.


Assuntos
Competência Clínica/normas , Simulação por Computador/normas , Educação Médica/normas , Jogos de Vídeo/normas , Adulto , Feminino , Humanos , Masculino , Estudos Prospectivos , Inquéritos e Questionários , Adulto Jovem
13.
Educ. med. (Ed. impr.) ; 21(6): 370-376, nov.-dic. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-198374

RESUMO

INTRODUCCIÓN: La formación necesaria de un médico requiere no solo la adquisición de conocimientos y habilidades clínicas, sino también el desarrollo de actitudes y valores, características relacionadas con el perfil de personalidad. El presente estudio se centra en valorar el perfil de personalidad de los estudiantes de Medicina, en relación con variables sociodemográficas y al cambio generacional. MATERIAL Y MÉTODO: Estudio observacional transversal realizado a 675 estudiantes de Medicina, de 1999 a 2014. Se les administró un cuestionario sociodemográfico y el cuestionario NEO-PI-R para valorar el perfil de personalidad. RESULTADOS: En el presente estudio, las puntuaciones medias más altas han sido en la dimensión responsabilidad, seguido de amabilidad y apertura a la experiencia; la más baja ha sido neuroticismo. En relación al género, las mujeres presentan mayores puntuaciones en neuroticismo, extraversión, amabilidad y responsabilidad. Los estudiantes millennials obtuvieron puntuaciones significativamente más altas en las dimensiones de extraversión, amabilidad y responsabilidad. Estos estudiantes son más asertivos, sociables, compasivos, y con mayor tendencia a cumplir con el deber, la organización, el orden y la autodisciplina. Pero se detecta también en este grupo mayor puntuación en ansiedad y rasgos obsesivos, suponiendo un mayor riesgo de estrés y burnout. CONCLUSIONES: Se han encontrado diferencias significativas en los perfiles de personalidad según el género y según la generación, siendo estas congruentes con los perfiles de personalidad descritos en la literatura en la generación millennial


OBJECTIVE: Medical training not only requires the acquisition of knowledge and clinical skills, but also the development of attitudes and values, characteristics related to the personality profile. The present study focuses on assessing the personality profile of medical students, in relation to sociodemographic variables and generational change. MATERIAL AND METHODS: Cross-sectional observational study performed on 675 medical students,from 1999 to 2014. A sociodemographic questionnaire and the NEO-PI-R questionnaireto assess the personality profile was administrated. RESULTS: In the present study, the highest mean scores were in the responsibility dimension, followed by kindness and openness to the experience. The lowest was neuroticism. As regards gender, women had higher scores in neuroticism, extraversion, kindness, and responsibility. The millennial students obtained significantly higher scores in the dimension of extraversion, kindness, and responsibility. These students are more assertive, sociable, compassionate, and more likely to fulfil their duty, organisation, order, and self-discipline. But this group also has a higher score in anxiety and obsessive traits, assuming an increased risk of stress and burn-out. CONCLUSIONS: Significant differences have been found in the personality profiles between gender and among the millennial medical students, consistent with the personality profiles described in the literature on the millennium generation


Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Estudantes de Medicina/psicologia , Personalidade , Estudantes de Medicina/classificação , Educação Médica/normas , Modelos Educacionais , Relação entre Gerações , Estudantes de Medicina/estatística & dados numéricos , Adaptação Psicológica , Estudos Transversais , Inquéritos e Questionários , Competência Clínica , Feedback Formativo , Empatia
14.
Educ. med. (Ed. impr.) ; 21(6): 403-409, nov.-dic. 2020.
Artigo em Espanhol | IBECS | ID: ibc-198379

RESUMO

Exponemos a continuación 12 casos en los que la realización de una historia clínica y una exploración física detalladas son clave para obtener una planificación diagnóstico-terapéutica óptima que permita una asistencia de calidad. Por otro lado, consideramos la educación en valores centrada en el paciente como otro de los objetivos primordiales a transmitir en facultades y hospitales universitarios. Este artículo, basado en casos reales debidamente anonimizados, pretende aportar pequeñas pinceladas al respecto, esperando resulten de utilidad


A presentation is made of 12 cases that have a full and detailed clinical history and physical examination, which are essential for obtaining optimal diagnostic-therapeutic planning for quality care. Furthermoe, education in values focused on the patient is considered as another of the essential objectives to be transmitted in university faculties and hospitals. This article, based on anonymised real cases, aims to provide small brushstrokes in this regard, hoping that they will be useful


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Idoso , Idoso de 80 Anos ou mais , Ficha Clínica , Exame Físico/métodos , Qualidade da Assistência à Saúde/normas , Educação Médica/normas , Modelos Educacionais , Assistência Centrada no Paciente/normas , Competência Clínica
15.
PLoS One ; 15(10): e0239917, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33002086

RESUMO

BACKGROUND: As the field of global health expands, the recognition of structured training for field-based public health professionals has grown. Substantial effort has gone towards defining competency domains for public health professionals working globally. However, there is limited literature on how to implement competency-based training into learning curricula and evaluation strategies. OBJECTIVES: This scoping review seeks to collate the current status, degree of consensus, and best practices, as well as gaps and areas of divergence, related to the implementation of competencies in global health curricula. Specifically, we sought to examine (i) the target audience, (ii) the levels or milestones, and (iii) the pedagogy and assessment approaches. SOURCES OF EVIDENCE: A review of the published and grey literature was completed to identify published and grey literature sources that presented information on how to implement or support global health and public health competency-based education programs. In particular, we sought to capture any attempts to assign levels or milestones, any evaluation strategies, and the different pedagogical approaches. RESULTS: Out of 68 documents reviewed, 21 documents were included which contained data related to the implementation of competency-based training programs; of these, 18 were peer-reviewed and three were from the grey literature. Most of the sources focused on post-graduate public health students, professional trainees pursuing continuing education training, and clinical and allied health professionals working in global health. Two approaches were identified to defining skill level or milestones, namely: (i) defining levels of increasing ability or (ii) changing roles across career stages. Pedagogical approaches featured field experience, direct engagement, group work, and self-reflection. Assessment approaches included self-assessment surveys, evaluations by peers and supervisors, and mixed methods assessments. CONCLUSIONS: The implementation of global health competencies needs to respond to the needs of specific agencies or particular groups of learners. A milestones approach may aide these efforts while also support monitoring and evaluation. Further development is needed to understand how to assess competencies in a consistent and relevant manner.


Assuntos
Educação Médica/métodos , Saúde Global/educação , Guias de Prática Clínica como Assunto , Educação Médica/normas , Pessoal de Saúde/educação , Pessoal de Saúde/normas , Humanos
16.
Medicine (Baltimore) ; 99(40): e21668, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33019384

RESUMO

BACKGROUND: One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability. METHODS: A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers. RESULTS: The results of this study will be published in a peer-reviewed journal. CONCLUSION: This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method. ETHICS AND DISSEMINATION: Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies. INPLASY REGISTRATION NUMBER: INPLASY202070017.


Assuntos
Educação Médica/métodos , Educação em Enfermagem/métodos , Currículo , Educação Médica/normas , Educação em Enfermagem/normas , Humanos , Metanálise em Rede , Aprendizagem Baseada em Problemas/métodos , Revisões Sistemáticas como Assunto , Pensamento
18.
Yi Chuan ; 42(8): 810-816, 2020 Aug 20.
Artigo em Inglês | MEDLINE | ID: mdl-32952116

RESUMO

Medical Genetics is an important research content of basic medicine and closely related to clinical medicine. Medical Genetics can not only lay a solid theoretical foundation for understanding medical problems for medical students, but also provide them an indispensable technical means for clinical medical practice. In order to improve students' understanding and mastery of the core content of Medical Genetics and cultivate senior medical talents with innovative spirit and independent thinking abilities, the PBL (problem-based learning) teaching method was introduced in the teaching of medical genetics for students enrolled in the eight-year medical education program. By integrating formative evaluation and teaching feedback mechanism into PBL teaching, we have achieved good teaching effects. In this paper, we will discuss the importance and necessity of formative evaluation and teaching feedback in PBL teaching, introduce the PBL teaching plan, teaching process and teaching effect of Medical Genetics in our school, share our thoughts on PBL teaching mode, and provide new ideas for the teaching reform of Medical Genetics.


Assuntos
Educação Médica , Genética Médica , Ensino , Educação Médica/normas , Genética Médica/educação , Humanos , Aprendizagem Baseada em Problemas , Estudantes de Medicina , Ensino/normas
19.
PLoS One ; 15(9): e0239928, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32991616

RESUMO

A solid understanding of basic sciences is a prerequisite for successful completion of medical education. Therefore, it is essential to improve the quality of teaching and to ensure the applicability of basic sciences. Based on practical experiences and previous research, we developed an innovative step-by-step concept, called ENHANCE, for the implementation or revision of teaching units, especially for basic sciences. We used comparative self-assessment gains, a questionnaire to assess teaching quality as well as end-of-semester evaluations (students' satisfaction and open-ended questions) to evaluate the ENHANCE concept. It was found that ENHANCE-based teaching units were related to increased students' satisfaction, high attendance rates and that restructuring the course curriculum yielded in a positive assessment of teaching effectiveness. The revised courses were rated as the very best of all classes in several semesters. Qualitative data showed that students particularly appreciated the level of comprehension and how helpful the courses were for the understanding and preparation of the regular curriculum.


Assuntos
Educação Médica/métodos , Guias de Prática Clínica como Assunto , Ciência/educação , Ensino/normas , Educação Médica/normas , Humanos , Melhoria de Qualidade
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