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1.
Actas urol. esp ; 45(1): 0-0, ene.-feb. 2021. tab, mapas, graf
Artigo em Espanhol | IBECS | ID: ibc-194903

RESUMO

OBJETIVO: La pandemia de la COVID-19 ha alterado sustancialmente las actividades de formación de los residentes. Si bien recientemente se han implementado nuevos programas de aprendizaje virtual, aún debe investigarse su utilidad desde la perspectiva de los aprendices de urología. MÉTODOS: Encuesta online transversal de 30 ítems, distribuida a través de Twitter, entre el 4 y el 18 de abril de 2020, con el objetivo de evaluar la perspectiva de los residentes de urología sobre las modalidades (videos pregrabados, seminarios web, podcasts y redes sociales [RRSS]) y contenidos (lecciones frontales, discusiones de casos clínicos, actualizaciones sobre guías y ensayos clínicos, videos quirúrgicos, clubes de revistas y seminarios sobre liderazgo y habilidades no técnicas) del aprendizaje inteligente (Smart learning). RESULTADOS: En total, 501 residentes de urología de 58 países completaron la encuesta. De estos, 78,4, 78,2, 56,9 y 51,9% consideraron los videos pregrabados, seminarios web interactivos, podcasts y RRSS, respectivamente, como modalidades de aprendizaje inteligente muy útiles. Los contenidos considerados como muy útiles por la mayor proporción de residentes fueron las actualizaciones de guías clínicas (84,8%) y videos quirúrgicos (81,0%). Además, más de la mitad de los residentes consideraron los seminarios de liderazgo y los de habilidades no técnicas (58,9 y 56,5%, respectivamente) como contenidos útiles para el aprendizaje inteligente. Las tres combinaciones preferidas de modalidad y contenido de aprendizaje inteligente fueron: videos quirúrgicos pregrabados, seminarios web interactivos sobre casos clínicos y videos pregrabados sobre guías. CONCLUSIÓN: Nuestro estudio proporciona la primera «visión global» de las modalidades y contenidos de aprendizaje inteligente que deben priorizarse con el objetivo de optimizar la educación virtual en urología. Aunque este estudio se llevó a cabo durante la pandemia de la COVID-19, nuestros hallazgos podrían tener un impacto aún mayor en el futuro


PURPOSE: The COVID-19 outbreak has substantially altered residents' training activities. While several new virtual learning programs have been recently implemented, the perspective of urology trainees regarding their usefulness still needs to be investigated. METHODS: A cross-sectional, 30-item, web-based Survey was conducted through Twitter from April 4th, 2020 to April 18th, 2020, aiming to evaluate the urology residents' perspective on smart learning (SL) modalities (pre-recorded videos, webinars, podcasts, and social media [SoMe]), and contents (frontal lessons, clinical case discussions, updates on Guidelines and on clinical trials, surgical videos, Journal Clubs, and seminars on leadership and non-technical skills). RESULTS: Overall, 501 urology residents from 58 countries completed the survey. Of these, 78.4, 78.2, 56.9 and 51.9% of them considered pre-recorded videos, interactive webinars, podcasts and SoMe highly useful modalities of smart learning, respectively. The contents considered as highly useful by the greatest proportion of residents were updates on guidelines (84.8%) and surgical videos (81.0%). In addition, 58.9 and 56.5% of responders deemed seminars on leadership and on non-technical skills highly useful smart learning contents. The three preferred combinations of smart learning modality and content were: pre-recorded surgical videos, interactive webinars on clinical cases, and pre-recorded videos on guidelines. CONCLUSION: Our study provides the first global «big picture» of the smart learning modalities and contents that should be prioritized to optimize virtual Urology education. While this survey was conducted during the COVID-19 outbreak, our findings might have even more impact in the future


Assuntos
Humanos , Masculino , Educação em Saúde/métodos , Infecções por Coronavirus , Urologia/educação , Internato e Residência/estatística & dados numéricos , Educação a Distância , Pandemias , Pneumonia Viral , Internato e Residência/normas , Inquéritos e Questionários , Telemedicina , Procedimentos Cirúrgicos Urológicos/educação
2.
J Nurs Educ ; 60(1): 52-55, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33400810

RESUMO

BACKGROUND: This article describes one school's process to maintain their undergraduate nursing simulation program during campus closure and clinical placement suspension due to the COVID-19 pandemic. METHOD: After the campus closure, faculty replaced clinical hours with simulation using virtual clinical education such as telehealth with standardized patients (SPs), virtual simulations using commercial products, and virtual faculty skills instruction. RESULTS: Using virtual clinical education and SP-based telehealth simulations provided an alternative for 50% of the required direct patient care hours. Virtual simulation accounted for 18,403 clinical hours completed by 244 students. CONCLUSION: Preparation for emergencies that force campus and clinical site closures should include processes to provide virtual simulation and remote simulations with SPs to replace clinical hours. Planning for the impacts of COVID-19 on the operation of this school of nursing highlights the importance of having a detailed plan to address campus closure due to emergencies. [J Nurs Educ. 2021;60(1):52-55.].


Assuntos
Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Treinamento por Simulação/organização & administração , California/epidemiologia , Currículo , Educação a Distância , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Escolas de Enfermagem/organização & administração , Telemedicina
4.
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.
J Drugs Dermatol ; 20(1): 112-113, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33400409

RESUMO

The coronavirus disease 2019 pandemic has quickly and abruptly altered workflow and education across medical specialties. As the health crisis persists in the United States, change will be the norm for the foreseeable future. Dermatology residents report high levels of anxiety, with concerns ranging from redeployment to career prospects.1.


Assuntos
Ansiedade/prevenção & controle , Competência Clínica , Dermatologia/educação , Dermatologia/métodos , Educação a Distância/métodos , Internato e Residência/métodos , Ansiedade/psicologia , Competência Clínica/normas , Dermatologia/normas , Humanos , Internato e Residência/normas
6.
Pediatr Emerg Care ; 37(1): 48-53, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33394945

RESUMO

OBJECTIVE: We aim to describe the current coronavirus disease 2019 (COVID-19) preparedness efforts among a diverse set of pediatric emergency departments (PEDs) within the United States. METHODS: We conducted a prospective multicenter survey of PED medical director(s) from selected children's hospitals recruited through a long established national research network. The questionnaire was developed by physicians with expertise in pediatric emergency medicine, disaster readiness, human factors, and survey development. Thirty-five children's hospitals were identified for recruitment through an established national research network. RESULTS: We report on survey responses from 25 (71%) of 35 PEDs, of which 64% were located within academic children's hospitals. All PEDs witnessed decreases in non-COVID-19 patients, 60% had COVID-19-dedicated units, and 32% changed their unit pediatric patient age to include adult patients. All PEDs implemented changes to their staffing model, with the most common change impacting their physician staffing (80%) and triaging model (76%). All PEDs conducted training for appropriate donning and doffing of personal protective equipment (PPE), and 62% reported shortages in PPE. The majority implemented changes in the airway management protocols (84%) and cardiac arrest management in COVID patients (76%). The most common training modalities were video/teleconference (84%) and simulation-based training (72%). The most common learning objectives were team dynamics (60%), and PPE and individual procedural skills (56%). CONCLUSIONS: This national survey provides insight into PED preparedness efforts, training innovations, and practice changes implemented during the start of COVID-19 pandemic. Pediatric emergency departments implemented broad strategies including modifications to staffing, workflow, and clinical practice while using video/teleconference and simulation as preferred training modalities. Further research is needed to advance the level of preparedness and support deep learning about which preparedness actions were effective for future pandemics.


Assuntos
/epidemiologia , Planejamento em Desastres , Serviço Hospitalar de Emergência/organização & administração , Pesquisas sobre Serviços de Saúde , Pandemias , Recursos Humanos em Hospital/educação , Criança , Estudos Transversais , Planejamento em Desastres/estatística & dados numéricos , Educação a Distância , Serviço Hospitalar de Emergência/estatística & dados numéricos , Hospitais Pediátricos/estatística & dados numéricos , Humanos , Equipamento de Proteção Individual , Estudos Prospectivos , Treinamento por Simulação , Telecomunicações , Triagem , Estados Unidos
7.
BMC Med Educ ; 21(1): 13, 2021 Jan 06.
Artigo em Inglês | MEDLINE | ID: mdl-33407376

RESUMO

BACKGROUND: The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. METHODS: A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. RESULTS: Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. CONCLUSIONS: Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.


Assuntos
/epidemiologia , Currículo , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Estudantes de Medicina/psicologia , Adulto , /transmissão , California , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
8.
BMC Med Educ ; 21(1): 15, 2021 Jan 06.
Artigo em Inglês | MEDLINE | ID: mdl-33407378

RESUMO

BACKGROUND: Over the last decade, the use of technology-enhanced learning (TEL) has rapidly expanded and diversified. Since the COVID-19 pandemic, there is a growing demand for distance and online learning strategies to support and even replace learning experiences previously afforded by clinical placements and clerkships. An intriguing but under-researched modality is the use of medical reality television to provide authentic experiences of patient care. This strategy does not feature in published medical educational literature, though promising research is emerging from other disciplines. METHODOLOGY: A programme of learning using medical reality television clips to facilitate case-based learning was developed according to the principles of 'anchored instruction', a technology-based educational theory. Clips were taken from the UK television show '24 hours in A&E'. Medical students' learning experiences were investigated using a qualitative approach addressing the following research questions: - What is the perceived emotional experience of medical students when watching reality television in an educational context? - How do medical students relate their experience of watching reality television in a formal educational setting to their perceived learning needs in the clinical environment? A case study research methodology was adopted within the interpretivist paradigm. Data were triangulated from semi-structured interviews with students and non-participant observation of the teaching session. Field notes and transcripts were analysed through an inductive thematic analysis. RESULTS: In response to the medical reality television, a diverse range of emotions were expressed including: excitement, amusement, concern, nervousness, sadness and joy. Students identified gaps in their clinical knowledge such as interpreting results, practical aspects of prescribing and end of life care. Key themes were increased student engagement and a promotion of holistic care practices. DISCUSSION: Students perceived reality television as a highly realistic and relatable medium and an enjoyable, memorable way to contextualise learning from the classroom to real life, a finding mirrored in previous studies in other fields. The high degree of emotion expressed may explain the improved subjective memorability of the cases. CONCLUSION: Medical reality television offers a unique means of engaging students by providing authentic experiences of patient care and should be valued alongside other technology-enhanced learning strategies.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Aprendizagem Baseada em Problemas/organização & administração , Estudantes de Medicina/psicologia , Televisão , /prevenção & controle , Feminino , Humanos , Masculino , Assistência ao Paciente , Reino Unido
11.
Adv Physiol Educ ; 45(1): 37-43, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33464190

RESUMO

In the wake of COVID-19, the postgraduate activities in physiology were shifted from live (face-to-face teaching) to virtual mode. This transition posed a challenge to postgraduate students and faculty moderators, especially for participant-centric group discussion, wherein face-to-face interaction contributes significantly to active learner engagement. To bridge the gap between live group discussion (GD) and virtual GD in the conventional format (VGD), we implemented an innovative yet feasible multistep approach of conducting structured virtual group discussion (sVGD). It involved priming of students during the preparatory phase and incorporation of the Tuckman model of group dynamics, which consists of sequential substages of forming, storming, norming, and performing into the virtual format. Unsupervised synchronous and asynchronous, as well as supervised synchronous interactions within and in between the minigroups in a structured way, led to active engagement of students with one another and the moderator, despite the constraints imposed by the virtual format. After establishing the feasibility of the approach during the first GD (sVGD-1), sVGD-2 was conducted, further refining the approach, and feedback was obtained from the postgraduate students. Pre-GD feedback revealed that the live session was preferred over virtual for the conduct of GD, whereas both live GD and sVGD were perceived to be more effective than VGD in the post-GD feedback. Such pedagogical innovations may also help to address the challenges posed in traditional teaching across the undergraduate and postgraduate courses in medical education and beyond during such unforeseeable circumstances.


Assuntos
Educação a Distância/organização & administração , Educação de Pós-Graduação/organização & administração , Pandemias , Fisiologia/educação , Estudantes/psicologia , Realidade Virtual , Educação a Distância/métodos , Educação de Pós-Graduação/métodos , Educação de Pós-Graduação em Medicina/métodos , Educação de Pós-Graduação em Medicina/organização & administração , Estudos de Viabilidade , Retroalimentação Psicológica , Processos Grupais , Humanos , Índia , Internet , Estudantes de Medicina/psicologia
12.
Adv Physiol Educ ; 45(1): 53-58, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33464193

RESUMO

Programming is an important skill for different areas of knowledge. While in the past, programming skills were much more related to fields of computer sciences and engineering, today, professionals from different areas benefit from the ability to write codes for different applications. Furthermore, programming stimulates logical thinking, which impacts other personal abilities. Health science students have limited exposure to programming during their studies. Aware of this and considering the prolonged time in social distancing in Brazil due to the SARS-COV2 pandemic in 2020, we organized an outreach course dedicated to teaching introductory concepts of programming for health science students. The activity was developed fully online using the Zoom web conference agent, lasting 12 wk (8 synchronous classes, 15 synchronous hours in total), and attended by 27 undergraduate and graduate students from two different universities. A collaborative problem-based learning and group-learning methodology were developed through asynchronous homework and mainly online synchronous activities. In this article, we describe our approach and provide some suggestions for replicating the course in other universities. We observed that the activities of the outreach course improved programming skills and confidence for most of the students. More importantly, it piqued their interest enough to motivate them to continue to practice writing and testing their programs. We concluded that an outreach course dedicated to programming promoted improvements in programming skills in health science students. Furthermore, the program was an opportunity to keep the students active in science while working from their homes during the pandemic.


Assuntos
Disciplinas das Ciências Biológicas/educação , Educação a Distância , Informática/educação , Pandemias , Software , Estudantes/psicologia , Comunicação por Videoconferência , Adulto , Brasil , Currículo , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas , Interface Usuário-Computador , Adulto Jovem
13.
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
14.
J Contin Educ Nurs ; 52(1): 11-12, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33373001

RESUMO

The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform. [J Contin Educ Nurs. 2021;52(1):11-12.].


Assuntos
/epidemiologia , Educação a Distância/tendências , Educação Continuada em Enfermagem/tendências , Tecnologia Educacional , Instrução por Computador , Humanos , Pandemias
15.
Clin Anat ; 34(1): 82-89, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-32648289

RESUMO

COVID-19 has generated a global need for technologies that enable communication, collaboration, education and scientific discourse whilst maintaining physical distance. University closures due to COVID-19 and physical distancing measures disrupt academic activities that previously occurred face-to-face. Restrictions placed on universities due to COVID-19 have precluded most conventional forms of education, assessment, research and scientific discourse. Anatomists now require valid, robust and easy-to-use communication tools to facilitate remote teaching, learning and research. Recent advances in communication, video conferencing and digital technologies may facilitate continuity of teaching and research activities. Examples include highly-interactive video conferencing technology, collaborative tools, social media and networking platforms. In this narrative review, we examine the utility of these technologies in supporting effective communication and professional activities of anatomists during COVID-19 and after.


Assuntos
Anatomia/educação , Meios de Comunicação , Educação a Distância , Pesquisa , Anatomia/métodos , Controle de Doenças Transmissíveis , Comportamento Cooperativo , Educação Médica/métodos , Humanos , Redes Sociais Online , Mídias Sociais , Interface Usuário-Computador , Comunicação por Videoconferência
17.
J Surg Res ; 257: 1-8, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-32818777

RESUMO

BACKGROUND: In this study, we developed online interactive clinician education modules highlighting best practices to minimize opioid prescribing at discharge after surgery. The modules were implemented as part of a multicomponent quality improvement initiative across a six-hospital health system. This article describes the development and evaluation of this educational intervention. MATERIALS AND METHODS: Clinician education modules targeting surgical prescribers, nurses, and pharmacists were developed and implemented by an interdisciplinary team. Clinicians were invited to participate in an evaluation survey after completing the modules. Survey items assessed clinicians' rating of the module and intention to change clinical practice because of the module. Quantitative and qualitative survey responses were analyzed by the study team. RESULTS: A total of 2119 clinicians completed the module and 1831 of these clinicians (86.4%) completed the survey. Of clinicians completing the survey, 65.6% reported that they intend to change clinical practice after completing the module. Intended changes were related to increased knowledge and awareness, provider empowerment, opioid prescribing practices, nonopioid prescribing practices, and patient education. Many clinicians who indicated they do not intend to change practice reported that their clinical practices were already in line with module recommendations. Some clinicians did not perceive the module to be relevant to their role. CONCLUSIONS: Module completion was associated with the intention to improve clinical practice in areas related to provider empowerment, opioid prescribing, nonopioid prescribing, and patient education. Evaluation data will inform future module improvements. There is an opportunity to ensure that all clinicians, including those who are not prescribers, recognize their role in opioid stewardship.


Assuntos
Analgésicos Opioides/uso terapêutico , Educação a Distância/métodos , Educação Médica Continuada/métodos , Transtornos Relacionados ao Uso de Opioides/prevenção & controle , Cuidados Pós-Operatórios/educação , Padrões de Prática Médica/estatística & dados numéricos , Atitude do Pessoal de Saúde , Humanos , Enfermeiras e Enfermeiros , Educação de Pacientes como Assunto , Farmacêuticos , Cuidados Pós-Operatórios/efeitos adversos , Cuidados Pós-Operatórios/métodos , Cirurgiões/educação , Inquéritos e Questionários
18.
Med Educ Online ; 26(1): 1843356, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33250037

RESUMO

PROBLEM: Opportunities for self-directed learning were missing from our medical school curriculum in general and on our radiology electives specifically. Our objective was to explore the feasibility and benefits of using medical students in the development of our student-created teaching files. APPROACH: In 2018, a website was developed at our institution to support medical student radiology education and create a repository for the online publication of student-developed teaching cases. Students participating in radiology clerkships at our institution had an opportunity to submit case presentations for publication to our online teaching file following peer review. The medical students participated in the peer review process facilitated by the faculty director of radiology undergraduate medical education. The faculty member oversaw the training of new student editors and the development of a peer review guide. OUTCOMES: The peer review guide included goals of the teaching file project and direction regarding the peer review process. Student editors were trained using the peer review guide in conjunction with individual meetings with the faculty mentor. At twenty-four months, 82 student-developed cases had been published to the online teaching file following medical student peer review. The teaching file had garnered 3884 page views. NEXT STEPS: The medical student-led peer review process meets core competencies in self-directed learning. The authors plan to explore the application of peer-assisted learning theories to the editing and peer-review process.


Assuntos
Educação a Distância , Educação de Graduação em Medicina , Educação Médica , Revisão por Pares , Currículo , Humanos , Aprendizagem , Mentores , Grupo Associado , Faculdades de Medicina , Estudantes de Medicina , Ensino
19.
Med Educ Online ; 26(1): 1854066, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33280546

RESUMO

Universities worldwide are pausing in an attempt to contain COVID-19's spread. In February 2019, universities in China took the lead, cancelling all in-person classes and switching to virtual classrooms, with a wave of other institutes globally following suit. The shift to online platform poses serious challenges to medical education so that understanding best practices shared by pilot institutes may help medical educators improve teaching. Provide 12 tips to highlight strategies intended to help on-site medical classes moving completely online under the pandemic. We collected 'best practices' reports from 40 medical schools in China that were submitted to the National Centre for Health Professions Education Development. Experts' review-to-summary cycle was used to finalize the best practices in teaching medical students online that can benefit peer institutions most, under the unprecedented circumstances of the COVID-19 outbreak. The 12 tips presented offer-specific strategies to optimize teaching medical students online under COVID-19, specifically highlighting the tech-based pedagogy, counselling, motivation, and ethics, as well as the assessment and modification. Learning experiences shared by pilot medical schools and customized properly are instructive to ensure a successful transition to e-learning.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , China , Docentes de Medicina/educação , Docentes de Medicina/organização & administração , Humanos , Pandemias , Aprendizagem Baseada em Problemas , Desenvolvimento de Pessoal/organização & administração , Ensino
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