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1.
J Nurs Educ ; 60(1): 48-51, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33400809

RESUMO

BACKGROUND: The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment. METHOD: To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety. RESULTS: The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19. CONCLUSION: This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].


Assuntos
Bacharelado em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia , Ensino/organização & administração , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem
2.
Ophthalmic Physiol Opt ; 41(1): 144-156, 2021 01.
Artigo em Inglês | MEDLINE | ID: mdl-33300622

RESUMO

The COVID-19 pandemic has been spreading across the globe for several months. The nature of the virus (SARS-CoV-2) with easy person-to-person transmissions and the severe clinical course observed in some people necessitated unprecedented modifications of everyday social interactions. These included the temporary suspension of considerable elements of clinical teaching at optometry schools worldwide. This article describes the challenges optometry schools were facing in early to mid 2020. The paper highlights the experiences of six universities in five countries on four continents. Strategies to minimise the risk of virus transmission, to ensure safe clinical optometric teaching and how to overcome the challenges presented by COVID-19 are described. An outlook on opportunities to further improve optometric education is provided.


Assuntos
/epidemiologia , Optometria/educação , Escolas para Profissionais de Saúde/organização & administração , Ensino/organização & administração , /transmissão , Transmissão de Doença Infecciosa/prevenção & controle , Educação a Distância/métodos , Humanos , Equipamento de Proteção Individual , Autoaprendizagem como Assunto
3.
Proc Natl Acad Sci U S A ; 117(45): 27945-27953, 2020 11 10.
Artigo em Inglês | MEDLINE | ID: mdl-33106414

RESUMO

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child's age and accumulated evidence about the child's skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P = 0.005). We observed no effect on spatial skills. The intervention also positively influenced children's verbal comprehension skills (0.28 SD higher at posttest, P < 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.


Assuntos
Educação/métodos , Aprendizagem/fisiologia , Ensino/organização & administração , Testes de Aptidão , Pré-Escolar , Compreensão/fisiologia , Educação/tendências , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Conceitos Matemáticos , Instituições Acadêmicas , Estudantes , Ensino/normas
5.
PLoS One ; 15(10): e0239589, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33052933

RESUMO

BACKGROUND: The underrepresentation of women in academic medicine at senior level and in leadership positions is well documented. Biomedical Research Centres (BRC), partnerships between leading National Health Service (NHS) organisations and universities, conduct world class translational research funded by the National Institute for Health Research (NIHR) in the UK. Since 2011 BRCs are required to demonstrate significant progress in gender equity (GE) to be eligible to apply for funding. However, the evidence base for monitoring GE specifically in BRC settings is underdeveloped. This is the first survey tool designed to rank and identify new GE markers specific to the NIHR BRCs. METHODS: An online survey distributed to senior leadership, clinical and non-clinical researchers, trainees, administrative and other professionals affiliated to the NIHR Oxford BRC (N = 683). Participants ranked 13 markers of GE on a five point Likert scale by importance. Data were summarised using frequencies and descriptive statistics. Interrelationships between markers and underlying latent dimensions (factors) were determined by exploratory and confirmatory factor analyses. RESULTS: The response rate was 36% (243 respondents). Respondents were more frequently female (55%, n = 133), aged 41-50 years (33%, n = 81), investigators (33%, n = 81) affiliated to the BRC for 2-7 years (39.5%, n = 96). Overall participants ranked 'BRC senior leadership roles' and 'organisational policies on gender equity', to be the most important markers of GE. 58% (n = 141) and 57% (n = 139) respectively. Female participants ranked 'organisational policies' (64.7%, n = 86/133) and 'recruitment and retention' (60.9%, n = 81/133) most highly, whereas male participants ranked 'leadership development' (52.1%, n = 50/96) and 'BRC senior leadership roles' (50%, n = 48/96) as most important. Factor analyses identified two distinct latent dimensions: "organisational markers" and "individual markers" of GE in BRCs. CONCLUSIONS: A two-factor model of markers of achievement for GE with "organisational" and "individual" dimensions was identified. Implementation and sustainability of gender equity requires commitment at senior leadership and organisational policy level.


Assuntos
Pesquisa Biomédica , Sexismo , Sucesso Acadêmico , Adolescente , Adulto , Fatores Etários , Pesquisa Biomédica/organização & administração , Pesquisa Biomédica/estatística & dados numéricos , Feminino , Humanos , Liderança , Masculino , Pessoa de Meia-Idade , Modelos Estatísticos , Sexismo/estatística & dados numéricos , Inquéritos e Questionários , Ensino/organização & administração , Ensino/estatística & dados numéricos , Pesquisa Médica Translacional/organização & administração , Pesquisa Médica Translacional/estatística & dados numéricos , Reino Unido , Direitos da Mulher/organização & administração , Direitos da Mulher/estatística & dados numéricos , Adulto Jovem
6.
Educ Prim Care ; 31(6): 382-384, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-32900286

RESUMO

Medical education is increasingly being delivered beyond the boundaries of the classroom. Online learning and peer teaching are particularly popular among educators to complement traditional, didactic teaching methods. In light of the COVID-19 pandemic, students at the Queen's University Belfast's (QUB) General Practice Society started creating daily multiple-choice questions (MCQs) on Instagram to help continue learning while placements were suspended. There were high levels of engagement with the MCQs, with students reporting the content to be both relevant and useful for their learning. The project also allowed us to gain early experience of teaching, furthered our own learning and helped develop key skills (e.g. providing constructive feedback, creativity, self-directed learning) important for both our professional and personal development. Nonetheless, there are few published examples of the use of Instagram within medical education. Further work needs to be carried out to summarise projects delivered on the platform, train educators in using Instagram, and encourage students to get involved in finding further, novel methods of delivering medical education.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Medicina Geral/educação , Grupo Associado , Ensino/organização & administração , Competência Clínica , Humanos , Pandemias
7.
Am J Pharm Educ ; 84(8): ajpe8142, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32934391

RESUMO

During the COVID-19 pandemic, universities around the globe frantically and emergently switched to remote teaching. This commentary provides the perspective from a teaching and learning center about the difference between emergency remote teaching and online learning, plus suggestions for preparing for an online fall semester.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Aprendizagem , Pneumonia Viral/epidemiologia , Ensino/organização & administração , Humanos , Pandemias , Universidades
8.
Am J Pharm Educ ; 84(8): ajpe8197, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32934392

RESUMO

The coronavirus identified in 2019 (COVID-19) has affected peoples' lives worldwide. This pandemic forced both pharmacy faculty members and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced challenges and opportunities to convert classroom learning and experiences, as well as student assessments, to a remote or online format. The unique approaches taken to overcome difficulties in various countries showed pharmacy faculty members' resilience in the face of adversity and their determination to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Estudantes de Farmácia , Educação a Distância/organização & administração , Docentes de Farmácia/psicologia , Humanos , Aprendizagem , Pandemias , Resiliência Psicológica , Ensino/organização & administração
9.
J Plast Reconstr Aesthet Surg ; 73(11): 2086-2102, 2020 11.
Artigo em Inglês | MEDLINE | ID: mdl-32921620

RESUMO

Plastic Surgery is consistently ranked as one of the most competitive for higher surgical training in the United Kingdom. With falling rates of undergraduate Plastic Surgery education there is a danger that potentially excellent candidates will be deterred from applying for training positions. We sought to investigate a cohort of UK medical students with an established interest in Plastic Surgery regarding the factors that influence their interest in the specialty. A cross-sectional study design was used with questionnaires distributed to medical students attending the BAPRAS Undergraduate Day in London and Glasgow University Plastics Undergraduate National Conference in 2019. The questionnaire included factors attracting and deterring them from a career in Plastic Surgery, alongside their undergraduate exposure to the specialty and suggestions on how it could be improved. The most common factors attracting students to a career in Plastic Surgery were variety (25%), surgical intricacy (15%) and immediate effect on patient quality of life (12%). The most common factors deterring students from a Plastic Surgery career were a competitive national selection process (41%), work-life balance (15%) and length of training (12%). As 47% of students had not received undergraduate education in Plastic Surgery, their perceptions of the specialty will be likely be influenced from external, often negative, sources such as television and other media. To safeguard the future Plastic Surgery workforce, universities should collaborate with local departments and professional bodies to meet the needs of medical students for undergraduate exposure through mentorship, workshops, taster days and clinical placements.


Assuntos
Escolha da Profissão , Procedimentos Cirúrgicos Reconstrutivos/educação , Cirurgia Plástica/educação , Ensino/organização & administração , Estudos Transversais , Tomada de Decisões , Educação de Graduação em Medicina , Humanos , Estudantes de Medicina/psicologia , Fatores de Tempo , Reino Unido , Equilíbrio Trabalho-Vida
11.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 23(4): 167-171, ago. 2020.
Artigo em Espanhol | IBECS | ID: ibc-195077

RESUMO

En los últimos años ha aumentado el interés por las obras literarias como un elemento importante para comprender mejor los aspectos subjetivos del proceso de enfermar. Asimismo, se ha reconocido su valor docente en los estudios de ciencias de la salud para facilitar una visión global de la vivencia de la enfermedad. Las obras de los médicos escritores tienen la ventaja adicional de que permiten observar la realidad que vivieron bajo el doble prisma de la literatura y la medicina. En el presente artículo se muestra una visión de la formación médica durante la restauración borbónica en opinión de uno de los escritores españoles más importantes del siglo XX, Pío Baroja, a través de su novela El árbol de la ciencia, de marcado carácter autobiográfico, y de sus memorias. En ambas obras muestra una visión muy pesimista de la formación y de los profesores de la época, que es contrastada con las opiniones de otros autores. Se concluye que las obras literarias tienen interés para explicar situaciones históricas específicas, pero deben analizarse en comparación con las fuentes históricas para valorar el componente subjetivo del autor en su justa medida


In the last decades, the interest of literary works as an element to enhance the knowledge in the subjective issues of disease process has increased. Moreover, its pedagogical value in the teaching of health science students has been recognized to allow a better understanding of how patients feel their disease. The works of physicians-writers have the additional interest that they permit to observe the reality of their time under the double approach of literature and medicine. The present article shows a view of the medical training during the Spanish Restoration following the opinion of one of the most important Spanish writers of the twentieth century, Pío Baroja. For this purpose, we review his novel El árbol de la ciencia, an autobiographical work, as well as his personal memoirs. In both, Baroja had a high pessimistic view of his medical training and of his university professors that has been compared with data from other authors. We conclude that literary works of physicians-writers are of interest to learn about their specific time but should be compared with historical sources to evaluate the subjective component of each author in the right way


Assuntos
Humanos , História do Século XIX , História do Século XX , Educação Médica/história , Biografias como Assunto , Literatura/história , Ensino/organização & administração , Medicina na Literatura
12.
Educ. med. (Ed. impr.) ; 21(4): 261-264, jul.-ago. 2020.
Artigo em Espanhol | IBECS | ID: ibc-192656

RESUMO

El virus, además de provocar una pandemia, con centenares de miles de enfermos y con decenas de miles de fallecidos, ha tenido la capacidad («el poder») de romper las prácticas educativas estándar. Esto ha tenido, o puede tener, un beneficio: reconsiderar lo que es realmente importante y lo que no lo es tanto. Y eso tiene un gran valor para el docente y para el discente. Y también ha servido para reconocer y encontrar formas alternativas con las que se puede transmitir el saber. En definitiva, el profesor ha tenido la oportunidad de contribuir a crear un modelo educativo capaz de impulsar el desarrollo de nuevas formas y métodos de aprendizaje. Ciertas técnicas y recursos educativos han podido ser reconocidos como «presentes» o «ausentes» de nuestro sistema educativo. Esto implica que ciertos recursos han de estar presentes, o que es preciso optimizar los que ya están disponibles para enseñar, para aprender, o para evaluar. La tecnología permite facilitar el contacto «directo» entre profesor y alumno, entre profesores, y entre alumnos. Pero sobra decir que la tecnología ha de estar disponible


The virus, besides causing a pandemic, with hundreds of thousands ill, and with tens of thousands dead, has had the ability (‘the power’) to break standard education practices. This has had, or may have, one benefit: to reconsider that which is really important and that which is not so important. And this is of great value for the teacher and for the student. And it has also served to recognise and find alternative ways to transmit the knowledge. All things considered, the teacher has had the opportunity to contribute in creating an education model capable of boosting the development of new ways and methods of learning. Certain educational techniques and resources have been able to be recognised as 'present' or 'absent' in our education system. This implies that certain recourses have to be present, or that is required to optimise those that are available in order to teach, to learn, or to evaluate. Technology helps to provide 'direct' contact between teacher and student, between teachers and between students. But it goes without saying that the technology has to be available


Assuntos
Humanos , Infecções por Coronavirus/epidemiologia , Pneumonia Viral/epidemiologia , Pandemias , Educação Médica/organização & administração , Telemedicina/métodos , Ensino/organização & administração
13.
Nat Med ; 26(10): 1504-1505, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-32860007
14.
Med Educ Online ; 25(1): 1812225, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32822280

RESUMO

As the coronavirus pandemic started, we rapidly transitioned a preclinical social justice and health systems sciences course at our medical school to asynchronous, remote learning. We describe processes, curricular innovations, and lessons learned. Small groups were converted into independent learning modules and lectures were given live via videoconferencing technology. We started with a simplified approach and then built technological capabilities over time. Current events were incorporated into curriculum and assessment. Our course ran from 16 March-3 April 2020 for the 155-person first-year class. Student attendance for optional, synchronous remote sessions was higher than in-person attendance in previous years. Completion rates for assignments were high but with minimal student collaboration. Faculty office hours were underutilized. Focus group and formal evaluations were largely positive, with numerical ratings for quality of the course and faculty teaching higher than the 2 years prior. Student engagement with social justice topics in aremote format was successful through modifications to small groups and lecture structure. Students, faculty, and administrative staff appreciated the consistency of session format throughout the course. Students exam performance was similar to prior years. Attention should be paid to what can be learned via self-study as opposed to small group learning. Better methods of soliciting real-time student feedback, and encouraging engagement with each other and with faculty in aremote environment are needed.


Assuntos
Coronavirus , Currículo , Educação a Distância/métodos , Justiça Social/educação , Ensino/organização & administração , Assistência à Saúde , Humanos , Desenvolvimento de Programas , Faculdades de Medicina , Estudantes de Medicina , Comunicação por Videoconferência
15.
Zhonghua Liu Xing Bing Xue Za Zhi ; 41(7): 1151-1154, 2020 Jul 10.
Artigo em Chinês | MEDLINE | ID: mdl-32741186

RESUMO

Objective: To understand the cognitive emotion regulation strategies of college students after suffering from negative events in the life. Methods: The Cognitive Emotion Regulation Questionnaire was used for a survey in 472 college students born after 2000 and 343 college students born before 2000. Results: In the face of negative events, the college students born after 2000 usually adopted the strategies of positive appraisal, thinking differently, self-blame, rumination, catastrophizing, complaining others, the difference was significant (P<0.05). There was a gender specific difference in the use of the cognitive emotion regulation strategies, boys were more likely to choose complaining others and catastrophizing than girls, girls were more likely to have positive appraisal than boys, the difference was significant (P<0.05). Conclusion: In the use of the cognitive emotion regulationstrategies, there are obvious differences between college students born after 2000 and college students born before 2000. Age characteristics of the college students must be taken into account in the development of education programs.


Assuntos
Cognição , Regulação Emocional , Estudantes/psicologia , China , Feminino , Humanos , Masculino , Estudantes/estatística & dados numéricos , Inquéritos e Questionários , Ensino/organização & administração , Universidades , Adulto Jovem
16.
Am J Pharm Educ ; 84(6): ajpe8158, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32665729

RESUMO

The novel coronavirus identified in 2019 (COVID-19) pandemic has impacted pharmacy graduate and postgraduate education. This crisis has resulted in a cosmic shift in the administration of these programs to ensure core values are sustained. Adjustments may be needed at a minimum to ensure that postgraduate trainees complete program requirements while maintaining safety. Moving forward, additional issues may arise that will need to be addressed such as admissions and program onboarding, acclimating students to new training environments, and managing inadequate resources for distance education, distance practice, and remote versus in-person research opportunities.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação de Pós-Graduação/organização & administração , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Betacoronavirus , Educação a Distância , Educação de Pós-Graduação/normas , Educação em Farmácia/normas , Humanos , Relações Interprofissionais , Pandemias , Equipe de Assistência ao Paciente/organização & administração , Residências em Farmácia/organização & administração , Pesquisa/organização & administração , Critérios de Admissão Escolar , Ensino/organização & administração , Telemedicina/organização & administração
18.
West J Emerg Med ; 21(4): 974-977, 2020 Jun 15.
Artigo em Inglês | MEDLINE | ID: mdl-32726272

RESUMO

INTRODUCTION: Adverse effects of administrative burden on emergency physicians have been described previously, but the impact of electronic health record documentation by academic emergency attendings on resident education is not known. In this observational study of a quaternary care, academic emergency department, we sought to assess whether the amount of time attending physicians spent on documentation affected the amount of time they spent teaching. METHODS: A fourth-year emergency medicine (EM) resident observed 10 attending physicians over 42 hours during 11 shifts, recording their activities every 30 seconds. Activity categories were developed iteratively by the study team and validated through co-observation by an EM education fellow with a kappa of 0.89. We used regression analysis to assess the relationship between time spent documenting and time spent teaching, as well as the relationship between these two activities and all other attending activity categories. RESULTS: Results demonstrate that time spent documenting was significantly and specifically associated with less time spent teaching, controlling for patient arrivals per hour; every minute spent on documentation was associated with 0.48 fewer minutes spent teaching (p<0.05). Further, documentation time was not strongly associated with time spent on any other activity including patient care, nor did any other activity significantly predict teaching time. CONCLUSION: Findings suggest that academic attendings may face a trade-off between their documentation and teaching duties. Further study is needed to explore how administrative expectations placed on academic emergency physicians might interfere with trainee education.


Assuntos
Documentação/estatística & dados numéricos , Medicina de Emergência/educação , Internato e Residência , Ensino , Medicina de Emergência/métodos , Serviço Hospitalar de Emergência/estatística & dados numéricos , Humanos , Internato e Residência/métodos , Internato e Residência/normas , Massachusetts , Determinação de Necessidades de Cuidados de Saúde , Ensino/organização & administração , Ensino/estatística & dados numéricos
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