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1.
Barbarói ; (58): 122-140, jan.-jun. 2021.
Artigo em Português | LILACS, Index Psicologia - Periódicos | ID: biblio-1150764

RESUMO

No que tange à escolarização de crianças autistas, o debate sobre o diagnóstico tem sido central, circulando entre os docentes sem muitas interrogações e delineando os percursos escolares desses sujeitos. Neste artigo, de natureza qualitativa e exploratória, tivemos por objetivo discutir as implicações do diagnóstico no trabalho pedagógico com crianças autistas, buscando seus sentidos e significados no fazer docente. Para tanto, foram entrevistadas seis (6) professoras, de duas escolas, municipal e estadual, da Região Metropolitana de Porto Alegre/RS. Como instrumentos de coleta dos dados, utilizou-se de Roteiro de Entrevista Semiestruturada e Questionário Sociodemográfico. Os dados das entrevistas foram transcritos e analisados através da Análise Institucional do Discurso (AID). Como referencial teórico, utilizou-se dos aportes da psicanálise. Os resultados apontam ser o laudo médico-psicológico, para as professoras, fundamental na condução do trabalho, bem como para a disponibilização dos recursos escolares que o aluno tem direito.(AU)


Regarding the schooling of autistic children, the debate about the diagnosis has been central, circulating among teachers without much questioning and outlining the school paths of these subjects. In this article, of a qualitative and exploratory nature, we aimed to discuss the implications of the diagnosis in the pedagogical work with autistic children, looking for their senses and meanings in teaching. For that, six (6) teachers from two public schools were interviewed, in which one school is municipally run and the other one is state-run, from the Metropolitan Region of Porto Alegre/RS. As instruments for data collection, a Semi-structured Interview Guide and Sociodemographic Questionnaire were used. The interview data were transcribed and analyzed using the Institutional Discourse Analysis (IDA). As a theoretical framework, contributions from psychoanalysis were used. The results indicate that the medical-psychological report, for the teachers, is fundamental in the conduction of the work, as well as for the availability of school resources that the student is entitled to.(AU)


Con respecto a la escolarización de los niños autistas, el debate sobre el diagnóstico ha sido central, circulando entre los docentes sin mucho cuestionamiento y delineando el camino educativo de estos sujetos. En este artículo, de naturaleza cualitativa y exploratoria, buscamos discutir las implicaciones del diagnóstico en el trabajo pedagógico con niños autistas, buscando sus sentidos y significados en la enseñanza. Para ello, se entrevistó a seis (6) docentes de dos escuelas, municipales y estatales, de la Región Metropolitana de Porto Alegre/RS. Como instrumentos para la recolha de datos, se utilizaron una Guía de Entrevista Semiestructurada y un Cuestionario Sociodemográfico. Los datos de la entrevista fueron transcritos y analizados utilizando el Análisis del Discurso Institucional (AID). Como marco teórico, se utilizaron las contribuciones del psicoanálisis. Los resultados indican que el informe médico-psicológico, para los docentes, es fundamental en la realización del trabajo, así como en la disponibilidad de recursos escolares a los que tiene derecho el alumno.(AU)


Assuntos
Humanos , Transtorno Autístico/diagnóstico , Ensino , Transtorno do Espectro Autista/diagnóstico , Psicanálise , Docentes
2.
J Pak Med Assoc ; 71(6): 1535-1539, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34111067

RESUMO

Objectives: To compare the efficacy of blended learning with contemporary face-to-face teaching among medical students. METHODS: The quasi-experimental, cross-over study was conducted at the Dow University of Health Sciences, Karachi, from March to August 2014, and comprised third year medical students posted in the surgical units who were divided into two groups. In the first month, group A was taught by blended learning (BL), while group B was taught by face-to-face (f2f) teaching. Both groups were assessed using objective structured clinical examination. In the second month, the teaching method was flipped for the groups with new learning contents. Assessment tool remained the same. Data was analysed using SPSS 23. RESULTS: Thirty-one students completed OSCE in group A (BL) and 28 in group B (f2f). The mean score in group B was 78.01±13.29 compared to 85.12±13.77 in group A (p=0.49). CONCLUSIONS: Blended surgical learning was found to be more effective compared to face-to-face teaching.


Assuntos
Educação de Graduação em Medicina , Estudantes de Medicina , Estudos Cross-Over , Currículo , Avaliação Educacional , Humanos , Ensino
3.
Z Orthop Unfall ; 159(3): 332-335, 2021 06.
Artigo em Inglês, Alemão | MEDLINE | ID: mdl-34111895

RESUMO

OBJECTIVE: Digitalisation now almost covers all areas of medical student teaching. Teaching videos are a good way to help students learn practical skills. The existing evidence is a recognised aid for the classification of the respective technology. METHOD: This video presents the usual examination techniques of the shoulder joint on a patient with an unstable shoulder. The respective techniques, if available, were backed up with appropriate evidence. CONCLUSION: The examination techniques presented allow students to view them in a standardized manner on a patient. The evidence for the examination techniques can help with the classification of the respective technique.


Assuntos
Educação de Graduação em Medicina , Articulação do Ombro , Estudantes de Medicina , Competência Clínica , Humanos , Exame Físico , Articulação do Ombro/diagnóstico por imagem , Ensino
4.
BMC Med Educ ; 21(1): 326, 2021 Jun 07.
Artigo em Inglês | MEDLINE | ID: mdl-34098931

RESUMO

BACKGROUND: Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students' strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students' learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. METHODS: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students' competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. RESULTS: The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. CONCLUSIONS: Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students' learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.


Assuntos
COVID-19 , Estudantes de Odontologia , Avaliação Educacional , Humanos , Fios Ortodônticos , Pandemias , Aprendizagem Baseada em Problemas , SARS-CoV-2 , Ensino
5.
Korean J Med Educ ; 33(2): 87-96, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34062640

RESUMO

PURPOSE: With the ongoing coronavirus disease 2019 (COVID-19) pandemic, health institutions and hospitals are increasingly relying on e-learning for continuing education. However, in many countries there is still limited data on the effectiveness of online learning particularly in the healthcare field. This study aims to evaluate whether webinar as a form of online educational intervention is satisfactory and effective for the continuing education of health professionals in Indonesia. METHODS: We collected participants' demographic information including health profession, place of work, work unit, and year of graduation. There were six independent webinars included in this study. Webinar outcomes included satisfaction and learning scores. Regarding satisfaction, participants were told to complete a satisfaction survey and asked whether they would recommend the webinar to their colleagues. Regarding learning, information on their mean pre-test and post-test scores was collected. RESULTS: A total of 3,607 health professionals were enrolled, with the highest participation in webinars about emergency cases and COVID-19 management. The response towards satisfaction was overwhelmingly positive. In all six webinars, post-test scores were statistically significantly higher than pre-test scores. Recently graduated physicians scored higher in learning than senior physicians, while place of work and work unit did not significantly affect the scores. CONCLUSION: The use of webinar for health professionals training in Indonesia was well-received amid the ongoing pandemic. In the future, health institutions and teaching hospitals should optimize the implementation of webinar training as it is associated with low cost, high flexibility, and less time commuting.


Assuntos
COVID-19 , Educação Continuada/métodos , Educação à Distância , Pessoal de Saúde , Pandemias , Análise Custo-Benefício , Gerenciamento Clínico , Avaliação Educacional , Hospitais de Ensino , Humanos , Indonésia , Aprendizagem , Satisfação Pessoal , Médicos , SARS-CoV-2 , Ensino
6.
Korean J Med Educ ; 33(2): 139-145, 2021 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-34062645

RESUMO

PURPOSE: Seoul National University College of Medicine operates a faculty development program for clinical teachers at multiple affiliated teaching hospitals. In 2020, the program was moved online due to coronavirus disease 2019. The purpose of this study was to determine whether it is feasible and effective to provide faculty development programs online in terms of clinical teachers' participation and satisfaction in comparison with offline programs. METHODS: Clinical teachers participated in the clinical teaching methods programs offline in 2019 and online in 2020. We analyzed participation rate and satisfaction level. All surveys items were rated on a 5-point Likert scale. We also interviewed instructors about the advantages and drawbacks of the online program. RESULTS: The participation rate of the online program (89.5%) was significantly higher than that of the offline program (67.8%). The overall satisfaction level for the online program (4.37) was similar to that for the offline program (4.50). CONCLUSION: Faculty development programs online are feasible and effective in medical education. We need to design training content that fits online programs, consider various online training methods to reinforce the strengths of online programs, and support participants to make good use of these programs.


Assuntos
Educação à Distância , Docentes de Medicina/educação , Faculdades de Medicina , Desenvolvimento de Pessoal/métodos , Ensino/educação , Universidades , COVID-19 , Currículo , Estudos de Viabilidade , Hospitais de Ensino , Humanos , Pandemias , Satisfação Pessoal , República da Coreia
7.
CBE Life Sci Educ ; 20(3): ar34, 2021 09.
Artigo em Inglês | MEDLINE | ID: mdl-34100645

RESUMO

In March 2020, colleges in the United States rapidly switched in-person courses online because of the COVID-19 pandemic. To chronicle how biology faculty responded to this emergency remote teaching, we surveyed faculty across the United States in August of 2020. Our survey included open-ended questions to identify a memorable moment, difficulties encountered, and unexpected benefits during the first COVID-19 semester. Faculty responses were coded by two researchers, and 21 themes emerged. Seventeen coding themes corresponded to one of four facets of adult personal resilience theory, and we used nonparametric statistical tests to compare resilience between inexperienced and experienced online instructors, as well as trained and untrained instructors. Experienced online instructors were more likely to describe an act of kindness in their memory but were also more likely to include negative student behavior as a difficulty. Untrained faculty were the only instructors who included student engagement as a difficulty and were more likely to describe a negative, discouraging memory. We used conditional forest analysis to identify polarizing themes between faculty with and without previous experience teaching online and between faculty who did and did not receive formal training. Our results underline the importance of training faculty, including experienced instructors, to improve emergency preparedness.


Assuntos
COVID-19 , Adulto , Docentes , Humanos , Pandemias , SARS-CoV-2 , Estudantes , Ensino , Estados Unidos
8.
BMC Med Educ ; 21(1): 331, 2021 Jun 08.
Artigo em Inglês | MEDLINE | ID: mdl-34103029

RESUMO

BACKGROUND: Previous studies have suggested that resident physicians are the most meaningful teachers during the clinical clerkships of third-year medical students (MS3s). Unfortunately, residents often feel unprepared for this crucial role. The pediatrics clerkship at our institution identified a paucity in the frequency of resident-led teaching with MS3s. Lack of confidence, suboptimal teaching space, and insufficient time were cited as the most significant barriers. To enhance resident-led teaching of MS3s, we created teaching scripts of general pediatrics topics accessible via a smartphone application (app). METHODS: Prior to the implementation of the app, MS3s and pediatric residents were surveyed on clerkship teaching practices. From May 2017 through July 2018, pediatric residents working with MS3s were introduced to the app, with both groups queried on resident teaching habits afterward. We compared pre-intervention and post-intervention data of time spent teaching, teaching frequency, and a ranking of pediatric resident teaching performance compared to residents of other MS3 core clerkships. RESULTS: 44 out of 90 residents (49%) responded to a pre-intervention survey on baseline teaching habits. 49 out of 61 residents (80%) completed our post-intervention survey. Pre-intervention, 75% (33/44) of residents reported spending less than 5 min per teaching session on average. Post-intervention, 67% (33/49) reported spending more than 5 min (p < 0.01). 25% (11/44) of residents reported teaching at least once per day pre-intervention, versus 55% (27/49, p = 0.12) post-intervention. Post-intervention data demonstrated a statistically significant correlation between app use and increased frequency of teaching (p < 0.01). The MS3 average ranking of pediatric resident teaching increased from 2.4 to 3.4 out of 6 (p < 0.05) after this intervention. CONCLUSIONS: Residency programs looking to reform resident-led teaching, particularly of residents early in their training, should consider our novel approach. In addition to addressing barriers to teaching and creating a platform for near-peer teaching, it is adaptable to any specialty or learner level. Future direction includes developing objective measures for teaching performance and content proficiency to better assess our intervention as an educational curriculum, as well as further investigation of the intervention as a controlled trial.


Assuntos
Estágio Clínico , Internato e Residência , Estudantes de Medicina , Criança , Currículo , Humanos , Smartphone , Ensino
9.
CBE Life Sci Educ ; 20(2): fe4, 2021 06.
Artigo em Inglês | MEDLINE | ID: mdl-33989010

RESUMO

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three that explore how different types of stress can produce different educational outcomes, how studying by writing questions can improve performance, and how faculty beliefs about intelligence can influence students' interest in and evaluation of a course.


Assuntos
Aprendizagem , Estudantes , Docentes , Humanos , Ensino , Redação
10.
BMC Med Educ ; 21(1): 271, 2021 May 12.
Artigo em Inglês | MEDLINE | ID: mdl-33980218

RESUMO

BACKGROUND: Simulation is an educational method which has several modalities and applications. In the last few decades Simulation-Based Medical Education (SBME) has become a significant influence in medical education. Despite the recognized potential of simulation to be used widely in support of healthcare education, there are no studies focused on the role of simulation in teaching haematology. Moreover, the reaction level is the most commonly reported in medical education. This study evaluates, at two levels of Kirkpatrick's model, the effectiveness of incorporating SBME in teaching haematological aspects to medical students. METHODS: A total of 84 second year medical students from two cohorts received theoretical components of Haematopoietic and Immune System in 4 credits course, delivered using lecture approach. First cohort students (n = 49) participated in interactive learning tutorials to discuss clinical vignettes. Second cohort (n = 35) students participated in simulation sessions where the tutorial's clinical vignettes were developed to clinical simulation scenarios conducted in the simulation centre. The potential influence of the simulation in learning enhancement was evaluated using Kirkpatrick's Evaluation Framework. RESULTS: The students rated the simulation sessions highly and found them to be a valuable learning experience. The category performance summary, generated by the assessment platform, demonstrates improvement in the student's knowledge enhanced by the SBME. CONCLUSIONS: Adaptation of SBME in teaching haematological aspects is a feasible way to improve the student's knowledge related to the taught theoretical foundations. SBME has the potential to enhance the undergraduate medical curriculum and it is expected, in the near future, to be an increasingly recommended educational strategy to bridge the gap between theory and practice.


Assuntos
Educação de Graduação em Medicina , Educação Médica , Estudantes de Medicina , Simulação por Computador , Currículo , Humanos , Aprendizagem , Ensino
11.
BMC Med Educ ; 21(1): 276, 2021 May 15.
Artigo em Inglês | MEDLINE | ID: mdl-33990199

RESUMO

BACKGROUND: The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT). METHODS: Sixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT. RESULTS: Participants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT. CONCLUSIONS: This study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.


Assuntos
Nefrologia , Estudantes de Medicina , Humanos , Aprendizagem Baseada em Problemas , Inquéritos e Questionários , Ensino , Pensamento
12.
Rev Med Suisse ; 17(738): 912-914, 2021 May 12.
Artigo em Francês | MEDLINE | ID: mdl-33998188

RESUMO

General practitioners should be trained to teach their student about conflicts of interest with the private sector. Beyond the common issues linked to biomedical research and publications, the daily repercussions of these conflicts of interest on medical practice and prescribing must be recognized, whether it be about medical representatives, gifts, or continuing medical education. Only with a complete understanding of these daily challenges to professional ethics will it be possible to represent an appropriate "role model" for students.


Assuntos
Conflito de Interesses , Indústria Farmacêutica , Doações , Humanos , Ensino
13.
Rev Med Suisse ; 17(738): 915-918, 2021 May 12.
Artigo em Francês | MEDLINE | ID: mdl-33998189

RESUMO

Supervisors in clinical practice need to engage in continuous education so as to acquire the appropriate pedagogical tools to continue improving their teaching abilities. A new monthly « Pedagogical Quality Cercle ¼ (PQC) has recently been developed to provide a virtual and innovative exchange of practices focused on supervisors' difficulties during clinical placements. The article presents the conceptual framework of PQC and their teaching communities of practice and gives an example of a typical exchange between PQC facilitators and clinical teachers during a session. Future developments of CQP sessions are discussed to show how they will contribute to the improvement of the teaching skills of clinical supervisors in French-speaking Switzerland.


Assuntos
Ensino , Humanos , Suíça
14.
BMC Med Educ ; 21(1): 249, 2021 Apr 30.
Artigo em Inglês | MEDLINE | ID: mdl-33931038

RESUMO

BACKGROUND: Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. METHODS: Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students' previous academic performance. RESULTS: Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). CONCLUSION: Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.


Assuntos
Internet , Aprendizagem Baseada em Problemas , Avaliação Educacional , Humanos , Ensino
15.
J Pak Med Assoc ; 71(2(B)): 744-747, 2021 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-33941972

RESUMO

The aim of this study was to identify the effectiveness of peer-assisted learning while giving presentation on assigned anatomy topics in class by medical students for enhancement of their learning and communication skills. Sixty top performing students were selected for the study. They were given assigned topics related to anatomy to be presented in the class after taking their consent. The duration of the study was 32 weeks. At the completion of the projects by the students, each of them was interviewed for three to five minutes; the questions were very precise and few in number and were then analysed. Focus group discussions were conducted from the rest of the class who were the audience and enjoyed the activity. The study showed that by conducting such an activity among medical students their knowledge about the subject, communication and teaching skills and confidence are enhanced. It is a fun activity for them and can be added in the routine timetable for its beneficial outcomes.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Currículo , Humanos , Aprendizagem , Grupo Associado , Percepção , Ensino
16.
Ann Palliat Med ; 10(4): 4509-4515, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33966398

RESUMO

BACKGROUND: To explore the effect of the in situ simulation teaching method in the emergency training of trainee nurses. METHODS: A total of 108 trainee nurses from the First Affiliated Hospital of Hainan Medical College were selected, and in situ simulation teaching was employed in emergency training. Following the in situ simulation teaching training, a questionnaire was issued to evaluate CIPP (context evaluation, input evaluation, process evaluation, product evaluation) simulation teaching, clinical thinking ability, nursing team cooperation, and student satisfaction. These data were then collected and statistical analysis was conducted. RESULTS: The response rate of this teaching questionnaire was 100%. After using in situ simulation teaching to instruct trainee nurses in emergencies, the satisfaction rate of the trainee nurses was 94.9%, and the satisfaction rate of the instructor with the trainee nurses was 92.2%. After in-situ simulation teaching, the clinical thinking ability (critical thinking ability, systematic thinking ability, evidence-based thinking ability), teamwork ability (trust, team orientation, support, shared mental model and team leadership), the theoretical and clinical practice ability had been improved. CONCLUSIONS: Most nurses agreed that the in situ simulation teaching method can cultivate clinical thinking and teamwork ability for common emergencies, thereby improving their comprehensive quality and job competence, which is invaluable when responding to emergencies.


Assuntos
Competência Clínica , Emergências , Serviço Hospitalar de Emergência , Humanos , Liderança , Pesquisa Qualitativa , Ensino
17.
Croat Med J ; 62(2): 173-186, 2021 Apr 30.
Artigo em Inglês | MEDLINE | ID: mdl-33938657

RESUMO

AIM: To compare the efficacy of different components of online and contact anatomy classes as perceived by medical students. METHODS: An anonymous course evaluation survey was conducted at the end of the academic year 2019/2020. The organization of classes due to the SARS-CoV-2 pandemic provided our students with a unique opportunity to compare online and contact classes. Students' responses were analyzed according to the type of obtained data (ratio, ordinal, and categorical). RESULTS: The response rate was 95.58%. Approximately 90% of students found anatomical dissection and practical work in general to be the most important aspect of teaching, which could not be replaced by online learning. During online classes, students missed the most the interaction with other students, followed by the interaction with student teaching assistants and teaching staff. Very few students found contact lectures useful, with most students reporting that they could be replaced with recorded video lectures. In contrast, recorded video lectures were perceived as extremely helpful for studying. Regular weekly quizzes were essential during online classes as they gave students adequate feedback and guided their learning process. Students greatly benefitted from additional course materials and interactive lessons, which were made easily available via e-learning platform. CONCLUSIONS: Anatomical dissection and interaction during contact classes remain the most important aspects of teaching anatomy. However, online teaching increases learning efficiency by allowing alternative learning strategies and by substituting certain components of contact classes, thus freeing up more time for practical work.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Cadáver , Humanos , Pandemias , Ensino
18.
Hu Li Za Zhi ; 68(3): 33-43, 2021 Jun.
Artigo em Chinês | MEDLINE | ID: mdl-34013504

RESUMO

BACKGROUND: Obstetric nursing laboratory courses typically involve both time and credit limitations. Using traditional teaching methods such as "teacher demonstrate, students imitate" in these courses provides insufficient opportunities for students to develop the ideal level of maternity nursing expertise. Lack of sufficient familiarity with the relevant techniques, procedures, and clinical scenarios prior to participation in internships reduces the level of safety in clinical care environments. PURPOSES: (1) To explore the effectiveness as perceived by baccalaureate nursing students of an obstetric nursing laboratory classes based on a flipped teaching model; (2) To examine the application of a flipped teaching model in obstetric nursing laboratory classes as well as the problems encountered and the actions necessary to resolve these problems. The findings may be used as a reference for future teaching and guidance. METHODS: This study used an action research framework as a guide and employed focus groups and questionnaires to collect student perceptions of the flipped teaching model. RESULTS: The feedback of students was highly positive because the classes involved repeated practice, were integrated into the clinical context, and allowed active learning independent of time and space restrictions. These attributes affected learning efficiency positively. The following four themes emerged from the focus group analysis: helps improve self-directed learning, helps integrate into the clinical context, helps peers learn from each other, and helps bring teachers and students closer. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: This study demonstrated an actual implementation of the flipped teaching model in obstetric nursing laboratory classes as well as assessed the learning perceptions of students. This teaching method provides opportunities for teachers and students to discuss and practice nursing skills, strengthen students' self-directed learning capabilities, and improve students' learning motivation. The author recommends that this innovative teaching strategy may be used to teach various subjects and different disciplines in nursing.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Currículo , Feminino , Pesquisa sobre Serviços de Saúde , Humanos , Laboratórios , Enfermagem Obstétrica , Gravidez , Aprendizagem Baseada em Problemas , Ensino
19.
BMC Health Serv Res ; 21(1): 479, 2021 May 20.
Artigo em Inglês | MEDLINE | ID: mdl-34016107

RESUMO

BACKGROUND: In some cases of diseases, such as infectious, neurological and chronic ones prevention and treatment is complex. Therefore, a single medical specialty alone cannot effectively manage treatment of patients due to health care needs of them and complexities of treatment. Instead, a team composed of different healthcare disciplines with effective, continuous, and organized communication must follow up various aspects of patient care. In this regard, the present qualitative study aimed to shed light on the experiences of clinical teachers of multi-professional teamwork barriers within Iranian teaching hospitals. METHODS: In this qualitative research, the experiences of medical clinical teachers of multi-professional teamwork barriers within teaching hospitals were explained. Sampling was theoretical and the data were collected from experienced clinical teachers and medical students studying at several Universities of Medical Sciences through semi-structured interviews and observation, which were continued until data saturation. Fifteen clinical teachers and five medical students participated in the study. The interviews were analyzed using conventional content analysis. RESULTS: Three main categories were extracted. The first category was "enhancing the culture of interdisciplinary education" included "paving the way for an interdisciplinary culture", "enhancing teamwork culture", and "having a general view of medical sciences instead of specialization". The second category was "barriers of interdisciplinary education" included "influence of the dominant culture of specialization in society", "poor interdisciplinary education infrastructure", and "individualism as a value of society". And the third category was "consequences of specialization" included "medical sciences education under the shadow of specialization", "possibility to harming patients", and "distrust of society in the services provided by the 1st and 2nd level centers". CONCLUSION: It seems that attitudinal barriers, teamwork difficulties, and the culture of individualism are evident in Iran; more, roles of the healthcare team and the status of each member is not clear. Designing interactive curriculum and arranging clinical settings to facilitate exchange of ideas among clinical teachers and students of different disciplines, is a step forward to achieving a common value concept, language, and common perception, and establishing cooperation and understanding among disciplines involved, which leads to further understanding of the professional responsibilities of other disciplines.


Assuntos
Currículo , Equipe de Assistência ao Paciente , Hospitais de Ensino , Humanos , Irã (Geográfico) , Pesquisa Qualitativa , Ensino
20.
BMC Med Educ ; 21(1): 289, 2021 May 21.
Artigo em Inglês | MEDLINE | ID: mdl-34020631

RESUMO

BACKGROUND: Student evaluation is an essential component in feedback processes in faculty and learner development. Ease of use and low cost have made paper evaluation forms a popular method within teaching programmes, but they are often seen as a formality, offering variable value towards the improvement of teaching. Students report poor motivation to engage with existing feedback tools whilst teachers describe receiving vague, contradicting, or irrelevant information. We believe that feedback for teachers needs to be a two-way process, similar to feedback for students, for it to be effective. An online feedback tool has been implemented for third-year medical students from Imperial College London to promote open discussion between teachers and students. The feedback tool is accessible throughout students' clinical attachment with the option of maintaining anonymity. We aim to explore the benefits and challenges of this online feedback tool and assess its value as a method for teacher feedback. METHODS: Qualitative data was obtained from both volunteer third-year medical students of Imperial College London and Clinical Teaching Fellows using three focus groups and a questionnaire. Data was analysed through iterative coding and thematic analysis to provide over-arching analytical themes. RESULTS: Twenty-nine students trialled this feedback tool with 17 responding to the evaluative questionnaire. Four over-arching themes were identified: reasons for poor participation with traditional feedback tools; student motivators to engage with 'open feedback'; evaluative benefits from open feedback; concerns and barriers with open feedback. CONCLUSION: This feedback tool provides a platform for two-way feedback by encouraging open, transparent discussion between teachers and learners. It gives a unique insight into both teachers and peers' perspectives. Students engage better when their responses are acknowledged by the teachers. We elaborate on the benefits and challenges of public open feedback and approaches to consider in addressing the self-censorship of critical comments.


Assuntos
Estudantes de Medicina , Retroalimentação , Humanos , Londres , Motivação , Grupo Associado , Ensino
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