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1.
Artigo em Inglês | MEDLINE | ID: mdl-33466459

RESUMO

OBJECTIVES: The aim of this ecological study was to investigate what the impact of digital learning due to the COVID-19 pandemic was on the burnout and overall mental health (MH) of medical students. BACKGROUND: During the unprecedented era of the COVID-19 pandemic, the majority of countries worldwide adopted very strong measures. Universities closed their doors, and education continued through digital learning lectures. METHODS: An anonymous questionnaire was administered to all 189 eligible candidates before and during the COVID-19 pandemic. Mental health was assessed via the MH domain of the 36-item Short Form Health Survey (SF-36) and burnout with the Maslach Burnout Inventory-Student Survey (MBI-SS). RESULTS: The overall response rate was 81.5%. The overall burnout prevalence did not differ significantly between the two periods (pre-COVID-19 18.1% vs. COVID-19 18.2%). However, the burnout prevalence dropped significantly in year 4 (pre-COVID-19 40.7% vs. COVID-19 16.7%, p = 0.011), whereas it increased significantly in year 6 (pre-COVID-19 27.6% vs. COVID-19 50%, p = 0.01). When looking at each MBI-SS dimension separately, we found that emotional exhaustion decreased significantly in year 4 but increased in year 6, and cynicism increased in all years. The overall MH deteriorated significantly between the two periods (pre-COVID-19 58.8 ± 21.6 vs. COVID-19 48.3 ± 23, p < 0.001). CONCLUSIONS: Digital learning in medical studies carries significant risks. Not only does the MH deteriorate, but cynicism levels also increase. Emotional exhaustion was found to increase particularly in final year students, who struggle with the lack of clinical experience just before they start working as qualified junior doctors.


Assuntos
Esgotamento Psicológico , Educação a Distância , Educação Médica/tendências , Pandemias , Estudantes de Medicina/psicologia , Humanos , Saúde Mental , Inquéritos e Questionários
2.
Adv Physiol Educ ; 45(1): 31-33, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33439784

RESUMO

The COVID-19 pandemic forced academics to switch to online teaching whether they were prepared or not. The speed and enthusiasm with which educators embraced online teaching suggest that challenges change the perspective for the better. The teaching challenges with the current coronavirus situation mimic the poliovirus attack Dr. Arthur C. Guyton encountered. Dr. Guyton was forced to switch his career from becoming a cardiovascular surgeon to a physiology educator and a researcher. His immense contributions to the field of physiology is an example of how challenges can bring benefits. Flipped teaching has been gaining attention among educators because of its ability to engage students in learning. The COVID-19 pandemic pushed educators to adopt this instructional design based on its conduciveness to technology, as well as its blend of both asynchronous and synchronous components of online teaching. Just like Dr. Guyton's enormous impact on medical education and research in spite of the challenges he faced, we must be creative during this pandemic through innovative teaching methods, which will serve as a gift for the future of physiology education.


Assuntos
Adaptação Fisiológica/fisiologia , Educação a Distância/métodos , Educação Médica/métodos , Fisiologia/educação , Educação a Distância/tendências , Educação Médica/tendências , Humanos
5.
Trends Mol Med ; 27(2): 100-103, 2021 02.
Artigo em Inglês | MEDLINE | ID: mdl-33334676

RESUMO

The coronavirus disease 2019 (COVID-19) pandemic not only challenged deeply-rooted daily patterns but also put a spotlight on the role of computational modeling in science and society. Amid the impromptu upheaval of in-person education across the world, this article aims to articulate the need to train students in computational and systems biology using research-grade technologies.


Assuntos
Simulação por Computador , Educação Médica/tendências , Disciplinas das Ciências Biológicas , Humanos , Pandemias , Modelagem Computacional Específica para o Paciente
7.
PLoS One ; 15(12): e0243544, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33347466

RESUMO

INTRODUCTION: One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education. METHODS: This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions. RESULTS: Five integrative themes emerged from the analysis: "introducing research early", "setting higher expectations", "ensuring competence in research methods", "having role models" and "providing future best practice". Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted. CONCLUSIONS: Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme's curricula and efforts to improve students' formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.


Assuntos
Educação Médica/métodos , Terapia Ocupacional/educação , Estudantes de Medicina/psicologia , Adulto , Atitude do Pessoal de Saúde , Currículo , Educação Médica/tendências , Docentes , Feminino , Grupos Focais , Humanos , Masculino , Noruega , Pesquisa Qualitativa , Estudantes
8.
Br J Hosp Med (Lond) ; 81(12): 1-3, 2020 Dec 02.
Artigo em Inglês | MEDLINE | ID: mdl-33377831

RESUMO

This editorial explores how technology has helped clinicians during the COVID-19 pandemic, from patient care to education, the changes that have been made and the numerous exciting possibilities of where technology can amalgamate with health care.


Assuntos
/epidemiologia , Meios de Comunicação/tendências , Assistência à Saúde/tendências , Estágio Clínico/tendências , Educação Médica/tendências , Humanos , Aplicativos Móveis , Pandemias , Educação de Pacientes como Assunto/tendências , Telemedicina
9.
Adv Physiol Educ ; 44(4): 722-725, 2020 Dec 01.
Artigo em Inglês | MEDLINE | ID: mdl-33141599

RESUMO

The COVID-19 pandemic is forcing many institutions to consider remote, virtual instruction for the safety of employees and students. Based upon the authors' experiences in transforming preclerkship medical science courses to virtual platforms, this paper shares tips for faculty rapidly establishing remote medical science instruction. With planning and support, faculty can create engaging, high-quality educational experiences for learners.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Educação Médica/métodos , Pandemias , Pneumonia Viral , Estudantes de Medicina , Educação a Distância/tendências , Educação Médica/tendências , Humanos , Fatores de Tempo
13.
Obstet Gynecol ; 136(4): 830-834, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32826520

RESUMO

As hospitals and medical schools confronted coronavirus disease 2019 (COVID-19), medical students were essentially restricted from all clinical work in an effort to prioritize their safety and the safety of others. One downstream effect of this decision was that students were designated as nonessential, in contrast to other members of health care teams. As we acclimate to our new clinical environment and medical students return to the frontlines of health care, we advocate for medical students to be reconsidered as physicians-in-training who bring valuable skills to patient care and to maintain their status as valued team members despite surges in COVID-19 or future pandemics. In addition to the contributions students provide to medical teams, they also serve to benefit from the formative experiences of caring for patients during a pandemic rather than being relegated to the sidelines. In this commentary, we discuss factors that led to students' being excluded from this pandemic despite being required at the bedside during prior U.S. public health crises this past century, and we review educational principles that support maintaining students in clinical environments during this and future pandemics.


Assuntos
Infecções por Coronavirus , Educação Médica , Controle de Infecções/métodos , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas/métodos , Segurança , Estudantes de Medicina/psicologia , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação Médica/organização & administração , Educação Médica/tendências , Humanos , Modelos Educacionais , Inovação Organizacional , Pandemias/prevenção & controle , Equipe de Assistência ao Paciente , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle
18.
Rev. cir. (Impr.) ; 72(4): 369-374, ago. 2020.
Artigo em Espanhol | LILACS | ID: biblio-1138725

RESUMO

Resumen La docencia innovadora en cirugía la asociamos habitualmente al uso de tecnología moderna para mejorar la educación que realizamos en nuestra especialidad. Sin embargo, en educación, la innovación está relacionada con la incorporación de aspectos más teóricos que tecnológicos. Esto está respaldado por una creciente cantidad de evidencia conducida principalmente por educadores, quienes utilizan la mirada de las ciencias sociales, que difieren ampliamente de cómo validamos la evidencia los cirujanos. Pese a esto, en los últimos 40 años, hemos visto globalmente como ha habido un importante cambio paradigmático en el modelo educativo con el que educamos en cirugía. Este ha sido impulsado básicamente por la introducción de técnicas mínimamente invasivas, cambios sociales y el progreso de las ciencias de la educación. Como sociedad científica tenemos aun el desafío de impulsar la formación de educadores quirúrgicos, establecer estándares nacionales según la experiencia de países líderes en la materia y regular los currículos de pre y postgrado introduciendo conceptos educacionales modernos como el profesionalismo y la educación basada en competencias. Nuestra meta debería ser una sola: profesionalizar la educación quirúrgica en nuestro país poniendo el foco en el residente o en el estudiante. Esto implica entre otras cosas, que se cambie el objetivo de formar profesionales que dominen una batería rígida de procedimientos a prepararlos para enfrentar competentemente un mundo profesional que se encuentra en constante cambio y evolución. Sólo así estaremos realmente realizando innovación en docencia quirúrgica y podremos enfocarnos entonces en la tecnología.


Innovative education in surgery is frequently associated with incorporating modern technology to facilitate learning in our specialty. Nevertheless, innovation in education is more dependent on restructuring the educational processes than introducing technology alone. This is underpinned by a consistent amount of evidence generated by education professionals, that usually conduct research under the paradigm of social sciences, which differ widely from the ways in which surgeons understand the world. However, during the last 40 years, there has been a well-recognized shift in the way we surgeons educate. It has been claimed that the determinants of such changes have been the introduction of minimal invasive procedures, sociocultural changes and the development of modern education theories. Our surgical scientific society still have the challenge of promoting the training of surgical educators, stablishing national standards according to the experience of the developed world and regulating undergraduate and graduate curricula by introducing modern educational concepts like competency-based education and professionalism. Our major goal is to professionalize medical education in our country, focusing in the learning process of the residents or students. This imply among other aspects, to change the focus from educating on a rigid set of technical procedures to train professionals that are capable of responding competently to a world that is in a rapid and constant change. I believe that this is the only way to innovate in surgical education. Once we have reach this, then we will be able to focus on the modern technology that can help us achieve such goals.


Assuntos
Humanos , Educação Médica/métodos , Cirurgiões/educação , Chile , Educação Baseada em Competências/métodos , Educação Médica/tendências , Treinamento com Simulação de Alta Fidelidade/métodos
19.
J Coll Physicians Surg Pak ; 30(6): 67-69, 2020 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-32723456

RESUMO

The novel coronavirus (COVID-19) pandemic has adversely affected economy, social life, and educational services all around the globe. Medical colleges and universities are facing challenges to provide quality education to their students during this prolonged period of lockdown. Technologically advanced countries have systems in place for e-learning and online medical education. This is not the case with most of the low-income countries like Pakistan. Here, we describe the challenges being faced by medical faculty members and students in Pakistan while engaging in online medical education during the COVID-19 pandemic. These include lack of faculty training and institutional support, internet connectivity issues, maintaining student engagement, online assessments, and problems with understanding the unique dynamics of online education. A collaborative approach involving all stakeholders, intuitional support, use of free online training resources, and out of box thinking can help overcome these challenges. Key Words: Analysis, E-learning, Coronavirus, Developing countries, Solutions.


Assuntos
Educação a Distância , Educação Médica/organização & administração , Aprendizagem , Estudantes de Medicina/psicologia , Currículo , Educação Médica/tendências , Humanos
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