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2.
East Mediterr Health J ; 26(2): 233-238, 2020 Feb 24.
Artigo em Inglês | MEDLINE | ID: mdl-32141602

RESUMO

Background: English is the language of instructions in many medical schools in the Arab world. Its use may create a language barrier and adversely affect an individual's learning and later professional life. Aims: This study examined the views of final-year Arab medical students of a language barrier and its effect on their learning and academic performance, and their language preference for medial education. Methods: All final-year medical students (n = 142, 62% females) at the Arabian Gulf University, Bahrain, were invited to respond to a self-completed questionnaire. Differences in responses according to English proficiency and sex were assessed. Results: Of the 142 students, 99 (70%) responded. Most students did not feel a language barrier irrespective of their proficiency in English (P = 0.088). Most respondents did not think that language issues made studying more difficult, although there was a significant difference in responses between students considered proficient in English and those less proficient (P = 0.005). Most students (82%) were not aware or were not sure of medical terms in Arabic, but 66% were confident that they would be able to communicate with patients in Arabic. About half of the students (51%) supported medicine being taught only in English and 36% supported teaching in Arabic and English. Conclusions: Most students thought that learning in English did not affect their academic learning and performance. However, a good proportion supported being taught medicine in Arabic and English.


Assuntos
Barreiras de Comunicação , Educação Médica/métodos , Estudantes de Medicina/psicologia , Adulto , Barein , Competência Clínica , Compreensão , Educação Médica/normas , Feminino , Humanos , Idioma , Masculino , Multilinguismo , Faculdades de Medicina , Inquéritos e Questionários , Universidades , Adulto Jovem
3.
PLoS One ; 15(2): e0229338, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32092102

RESUMO

INTRODUCTION: International medical electives, whereby undergraduates visit an institution in a country other than their own, are a common part of medical training. Visiting students are often asked to provide local teaching, which may be acceptable where the visitor is acting within the bounds of their own competency and the normal practices of both their home and host institutions. However, the extent to which teaching is an accepted student activity globally has not previously been described. This study aims to address this using an international survey approach. METHODS: A voluntary electronic survey, created using the Checklist for Reporting Results of Internet E-Surveys (CHERRIES) framework, was distributed across established international medical student networks. This assessed the involvement of medical students in teaching and the educator training they receive, with the intention of comparing experiences between high-income countries (HICs) and low/middle-income countries (LMICs) to gauge the engagement of both "host" and "visiting" students. RESULTS: 443 students from 61 countries completed the survey, with an equal proportion of respondents from LMICs (49.4%, 219/443) and HICs (50.6%, 224/443). Around two thirds of students reported providing teaching whilst at medical school, with most reporting teaching numerous times a year, mainly to more junior medical students. There was with no significant difference between LMICs and HICs. Around 30 per cent of all medical students reported having received no teacher training, including 40 per cent of those already providing teaching. CONCLUSION: This study suggests that students are engaged in teaching globally, with no difference between HIC and LMIC contexts. However, students are underprepared to act as educators in both settings. Providing teaching as part of an elective experience may be ethically acceptable to both host and home institutions, but needs to be supported by formal training in delivering teaching.


Assuntos
Currículo , Educação Médica , Participação dos Interessados , Estudantes de Medicina/estatística & dados numéricos , Ensino , Adulto , Currículo/normas , Educação Médica/organização & administração , Educação Médica/normas , Feminino , Geografia , Humanos , Individualidade , Masculino , Grupo Associado , Participação dos Interessados/psicologia , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Capacitação de Professores/organização & administração , Capacitação de Professores/normas , Capacitação de Professores/estatística & dados numéricos , Ensino/organização & administração , Ensino/normas
5.
Med Educ Online ; 25(1): 1710328, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31902316

RESUMO

Background: The College of Medicine at Qassim University (COMQU) was founded in 2001 as a problem-based learning and community-oriented medical school in order to strengthen the health system not only in the Qassim region but also in the whole of Saudi Arabia. The aim of the current study was to assess whether the COMQU is a socially accountable medical school and the steps taken to achieve that target.Materials and methods: The study used the social accountability grid published by the World Health Organization (WHO) as a framework to assess the social accountability efforts in the context of three functions of medical schools: education, service and research. Data were collected through the analysis of college documents (2001-2017) and interviews with key informants.Results: The COMQU shows compliance towards social accountability in the three domains of the grid. The indicators related to the education domain demonstrate more compliance than those of research and community service in the grid.Conclusion: The COMQU is based on community-oriented medical education (COME) with strong commitment towards social accountability (socially responsible going towards social responsiveness). More research is needed in order to pave the way to achieve social accountability status.Abbreviations: COMQU: College of Medicine at Qassim University; COME: Community-oriented medical education; WHO: The World Health Organization; MOH: Ministry of Health; SCFHS: Saudi Commission of Health Specialties; PHC: Primary Health Care; HYMS: Hull York Medical School; WFME: World Federation for Medical Education; NCAAA: National Commission for Academic Accreditation and Assessment.


Assuntos
Educação Médica/normas , Faculdades de Medicina , Responsabilidade Social , Acreditação , Humanos , Entrevistas como Assunto , Aprendizagem Baseada em Problemas , Pesquisa Qualitativa , Arábia Saudita
6.
Med Educ Online ; 25(1): 1710327, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31891332

RESUMO

BACKGROUND: Increasing accreditation requirements as well as transformations in medical school curricula necessitate administrative staff who are not only invested in the clerkship coordinator role but also view what they do as a career. To date, there has been a lack of professional development opportunities for clerkship administrators. METHODS: In 2003, the Central Group on Educational Affairs of the Association of American Medical Colleges recognized a need for professional development for clerkship administrators. The Clerkship Administrator Certificate Program emerged from that decision and presented for the first time in 2004 in Omaha, Nebraska. This article provides an overview of the program, how it has been evaluated, and how it continues to evolve. RESULTS: The program had two guiding principles: to offer professional development opportunities for clerkship administrators through interactive workshops and to ensure the program was feasible both in terms of completion and in cost. Over the past 16 years, the Clerkship Administrator Certificate Program workshops have been delivered to over 300 clerkship administrators. Of those, 206 have completed a project in order to receive their certificate. Projects have related to innovations in medical education (n = 41), grading (n = 26), professional development (n = 26), and patient care (n = 20) to name a few. DISCUSSION: In order to meet the demands for presenting the workshops, a train-the-trainer model has been employed to expand the number of individuals presenting the workshops. Additional research needs to be done to determine influence of the program on future professional development endeavors.


Assuntos
Certificação/organização & administração , Estágio Clínico/organização & administração , Educação Médica/organização & administração , Docentes de Medicina/educação , Desenvolvimento de Pessoal/organização & administração , Certificação/normas , Estágio Clínico/normas , Educação Médica/normas , Docentes de Medicina/normas , Humanos , Desenvolvimento de Programas
8.
GMS J Med Educ ; 36(6): Doc79, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31844651
9.
Rev. Asoc. Méd. Argent ; 132(4): 34-36, dic. 2019.
Artigo em Espanhol | LILACS | ID: biblio-1087229

RESUMO

La educación médica continua (EMC) es el proceso de adquisición de nuevos conocimientos y habilidades a lo largo de toda la vida activa de los médicos. Es responsabilidad de cada médico para poder ofrecer la mejor atención a sus enfermos. La EMC no se limita a la educación formal, sino que dispone de distintas estrategias de aprendizaje, entre las que se mencionan los cursos y ateneos, la concurrencia a congresos, jornadas y simposios, el entrenamiento en servicio, la educación a distancia y el autoaprendizaje. La EMC debe ser considerada como la etapa final y más larga en la formación de un médico. (AU)


Continuing medical education (CME) is the process of acquiring new knowledge and skills throughout active life of doctors. It is the responsibility of each doctor to be able to offer the best care of their patients. The CME is not limited to formal education, but different learning are available, including courses, athenaeums, congress attendance, conferences and symposia, in-service training, distance education and self-learning. The CME should be considered as the final and longest stage in the doctor´s training. (AU)


Assuntos
Certificação , Educação Médica/métodos , Educação Médica/normas , Educação Médica Continuada/métodos , Educação Médica Continuada/normas , Argentina , Instituições Acadêmicas , Academias e Institutos , Legislação Médica , Medicina
11.
Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi ; 31(4): 431-433, 2019 Aug 08.
Artigo em Chinês | MEDLINE | ID: mdl-31612682

RESUMO

To achieve the combination of ideological and political education curriculum and curriculum ideological and political education, the ideological and political education was integrated into the teaching of medical basic course Human Parasitology. Based on improving the cultivation of the teaching team, insisting on morality education and education-directed professional curriculum teaching, the pathway of integrating curriculum ideological and political education into medical science education was explored. Through putting the ideological and political elements contained throughout the professional curriculum teaching process, establishing new teaching patterns of integrating ideological and political education into the curriculum, and strengthening the collaboration between professional institutions and universities, we aimed to build Human Parasitology as a gold ideological and political education curriculum.


Assuntos
Currículo , Educação Médica , Parasitologia , Currículo/normas , Currículo/tendências , Educação Médica/normas , Educação Médica/tendências , Humanos , Parasitologia/educação , Ensino , Universidades
12.
Aten. prim. (Barc., Ed. impr.) ; 51(8): 506-511, oct. 2019. ilus
Artigo em Espanhol | IBECS | ID: ibc-185754

RESUMO

En las últimas décadas el mundo de la medicina se ha familiarizado con la valoración de los conflictos de interés (CDI). En las revistas científicas se ha generalizado el requisito de que los autores declaren sus CDI en relación con los artículos que proponen publicar; otros aspectos sensibles que merecen atención son los CDI en la toma de decisiones sobre prescripción y los CDI de quienes ocupan puestos de responsabilidad en instituciones científicas, asistenciales o de representación profesional. Estos debates son coherentes con la preocupación de las sociedades democráticas por la justicia y la ética social que exigen juego limpio en la toma de decisiones que afectan a terceros, particularmente a los pacientes. En el presente trabajo se analiza el concepto de los CDI, los tipos de conflictos que pueden abarcar y se reflexiona sobre propuestas para la gestión de los mismos en la profesión médica


In the last decades the world of medicine has become familiar with the disclosure of conflicts of interest (CDI). The requirement for authors to declare their CDIs concerning their publications is a common issue. Another topic for CDI is related to the medical decision making on prescription. Finally, professionals being in positions of responsibility in professional societies or associations and healthcare institutions are asked to show their disclosure of CDI. These debates show up the interest of democratic societies for justice and social ethics that demand fair play in making decisions that may affect third parties, particularly patients. In the present work, the concept and types of CDIs are analyzed, and authors make proposals for the management of CDI in the medical profession


Assuntos
Humanos , Conflito de Interesses , Formação de Conceito/ética , Profissionalismo , Educação Médica/ética , Indústria Farmacêutica , Educação Médica/normas
14.
Rev Med Suisse ; 15(664): 1711-1713, 2019 Sep 25.
Artigo em Francês | MEDLINE | ID: mdl-31553536

RESUMO

Oral presentations are an important means of transmitting knowledge. Good preparation is essential to succeed in this exercise. Some steps are necessary, such as defining the main objective, focusing on the audience, managing the time, choosing the first and last words, or anticipating the audience's questions, while using the visual aids appropriately. The purpose of this article is to lead young doctors in the process of creating an oral presentation.


Assuntos
Educação Médica/normas , Fala , Recursos Audiovisuais , Objetivos , Humanos , Conhecimento
15.
Rev Med Suisse ; 15(664): 1716-1719, 2019 Sep 25.
Artigo em Francês | MEDLINE | ID: mdl-31553537

RESUMO

We have received a scientific education, we have learned to rely on facts, figures and contents. However, we are poorly trained on how to present oral medical information or research work in an attractive way. The purpose of this article is to provide tips to young physicians on how to make a successful oral presentation. A well-prepared oral presentation is just as important as the message delivered to ensure that an important topic is retained by the audience.


Assuntos
Educação Médica/normas , Pesquisa/educação , Fala
16.
Adv Physiol Educ ; 43(4): 504-511, 2019 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-31553644

RESUMO

Didactic lecture is an effective method to quickly pass on a high volume of information to a large number of students. However, if not well designed, lectures can be monotonous and provide only passive learning, with little scope for higher order learning skills. To address this drawback of lectures, we supplemented it with case-based learning (CBL), which has been shown to promote self-learning. After giving an overview of gastrointestinal physiology through lectures, CBL on peptic ulcer disease was implemented for first-year Bachelor of Medicine, Bachelor of Surgery students. The present study aimed to evaluate the students' and teachers' opinions on the notion of supplementing lectures with CBL. In previous reports, discussion using clinical cases was primarily employed as the solitary component for conducting CBL. In the present study, three different but mutually exclusive components, such as case discussion, concept map, and critical thinking exercise on a specific topic in gastrointestinal pathophysiology, were integrated to form the multicomponent CBL (MC-CBL). Students reported that MC-CBL could promote application of the knowledge learned in lectures in a more appropriate context (92.42% positive response), enhance their learning efficiency (98.46% positive response), promote their active participation in the learning process (98.48% positive response), and help them in integrating physiological concepts with clinical science (98.46% positive response). Teachers observed that MC-CBL could promote active learning, analytic, and problem-solving skills of students. In conclusion, MC-CBL appeared to be an effective supplement for the lectures, providing an opportunity for the students to relate the knowledge learned during lectures.


Assuntos
Educação Médica/métodos , Trato Gastrointestinal/fisiopatologia , Aprendizagem Baseada em Problemas/métodos , Estudantes de Medicina , Pensamento , Educação Médica/normas , Feminino , Humanos , Índia/epidemiologia , Masculino , Aprendizagem Baseada em Problemas/normas
18.
Chiropr Man Therap ; 27: 56, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31528335

RESUMO

Background: This is the second article reporting on a study that sought the views of people with extensive experience in Councils on Chiropractic Education (CCEs) on research that has raised concerns about variability in accreditation standards and processes for chiropractic programs (CPs) and chiropractic practice in general. Methods: This qualitative study employed in-depth semi-structured interviews that consisted of open-ended questions asking experts about their thoughts and views on a range of issues surrounding accreditation, graduate competency standards and processes. The interviews were audio-recorded, and transcribed verbatim in June and July of 2018. The transcripts were reviewed to develop codes and themes. The study followed the COREQ guidelines for qualitative studies. Results: The interviews revealed that these CCE experts were able to discern positive and negative elements of the accreditation standards and processes. They were, in general, satisfied with CCEs accreditation standards, graduating competencies, and site inspection processes. Most respondents believed that it was not possible to implement an identical set of international accreditation standards because of cultural and jurisdictional differences. This was thought more likely to be achieved if based on the notion of equivalence. Also, they expressed positive views toward an evidence-based CP curriculum and an outcomes-based assessment of student learning. However, they expressed concerns that an evidence-based approach may result in the overlooking of the clinician's experience. Diverse views were found on the presence of vitalism in CPs. These ranged from thinking vitalism should only be taught in an historical context, it was only a minority who held this view and therefore an insignificant issue. Finally, that CCEs should not regulate these personal beliefs, as this was potentially censorship. The notable absence was that the participants omitted any mention of the implications for patient safety, values and outcomes. Conclusions: Expert opinions lead us to conclude that CCEs should embrace and pursue the widely accepted mainstream healthcare standards of an evidence-based approach and place the interests of the patient above that of the profession. Recommendations are made to this end with the intent of improving CCE standards and processes of accreditation.


Assuntos
Acreditação/normas , Quiroprática/educação , Quiroprática/normas , Educação Médica/normas , Acreditação/organização & administração , Quiroprática/organização & administração , Currículo/normas , Educação Médica/organização & administração , Prova Pericial , Feminino , Humanos , Masculino , Pesquisa Qualitativa
19.
Chiropr Man Therap ; 27: 57, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31528336

RESUMO

Background: The aim of this study was to report on key informant opinions of Councils on Chiropractic Education (CCE) regarding recent research findings reporting on improving accreditation standards and processes for chiropractic programs (CPs). Methods: This qualitative study employed in-depth semi-structured interviews with key experienced personnel from the five CCEs in June and July of 2018. The interviews consisted of open-ended questions on a range of issues surrounding accreditation, graduate competency standards and processes. All interviews were audio-recorded, and transcribed verbatim. The transcripts were analysed to develop codes and themes using thematic analysis techniques assisted by NVivo coding software. The study followed the COREQ guidelines for qualitative studies. Results: Six themes were isolated from the interview transcripts; they were: professional differences; keep it in the family; to focus on outcomes or be prescriptive?; more resources please; inter-profession integration; and CPs making ends meet. Most respondents saw a need for CCEs standards and processes to improve interdisciplinarity while at the same time preserving the 'uniqueness' of chiropractic. Additionally, informants viewed CCEs as carrying out their functions with limited resources while simultaneously dealing with vocal disparate interest groups. Diverse views were observed on how CCEs should go about their business of assessing chiropractic programs for accreditation and re-accreditation. Conclusions: An overarching confounder for positive changes in CCE accreditation standards and processes is the inability to clearly define basic and fundamental terms such as 'chiropractic' and its resultant scope of practice. This is said to be because of vocal, diverse and disparate interest groups within the chiropractic profession. Silence or nebulous definitions negotiated in order to allow a diversity of chiropractic practice to co-exist, appears to have complicated and hindered the activities of CCEs. Recommendations are made including an adoption of an evidence-based approach to accreditation standards and processes and the use of expertise from other health professions. Further, the focus of attention should be moved away from professional interests and toward that of protection of the public and the patient.


Assuntos
Acreditação/normas , Quiroprática/educação , Quiroprática/normas , Educação Médica/normas , Acreditação/organização & administração , Quiroprática/organização & administração , Prova Pericial , Feminino , Humanos , Masculino , Narração , Pesquisa Qualitativa
20.
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
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