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1.
Pan Afr Med J ; 33: 208, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31692729

RESUMO

The Mozambican Field Epidemiology and Laboratory Training Program (Moz-FELTP) is a two-year, competency-based post-graduate training and service program designed to build sustainable public health capacity in applied epidemiology. Despite the efforts, Moz-FELTP residents have historically difficulty to publishing their work for a variety of reasons that includes language barriers, lack of writing skills and motivation, limited budgetary support and lack of effective mentorship. This outline the need for different approaches to continuous improving the publication, such scientific writing mentorship for non-English FELTP residents.


Assuntos
Epidemiologia/educação , Linguagem , Editoração/estatística & dados numéricos , Pesquisa/educação , Educação Baseada em Competências , Humanos , Laboratórios , Mentores , Moçambique , Publicações Periódicas como Assunto/estatística & dados numéricos , Saúde Pública
2.
Pan Afr Med J ; 33: 68, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31448030

RESUMO

Introduction: Field Epidemiology Training Programmes (FETPs) are functional ways of strengthening epidemiology, surveillance and outbreak response capacity in countries. However, sustainability of FETPs is a major challenge facing most countries especially in Africa. The Ghana Field Epidemiology and Laboratory Training Program (GFELTP) started in 2007 in the University of Ghana School of Public Health as a solution to gaps in the public health workforce. This paper assessed the sustainability strategies embedded in the Ghana Field Epidemiology and Laboratory Training Programme. Methods: We assessed the sustainability of GFELTP by document reviews and interviews with programme staff and stakeholders to identify sustainability structures (programme, financial and institutional) that were in place. We grouped information into the following headings: programme structure, institutional, financial and political structures. Results: As of July 2017, a total of 350 public health experts have been trained in both frontline and advanced courses since the programme's inception. For funding structures, the programme is funded mainly by its partners and stakeholders who are local government organisations. They provide resources for running of programme activities. Under institutional and political structures, the programme was established as a Ministry of Health/Ghana Health Service programme based in the University of Ghana. The programme steering committee which is currently chaired by the Director Public Health of Ghana Health Service, jointly ensures its implementation. Other structures of sustainability observed were involvement of stakeholders and alumni in human resource of the programme; use of stakeholders as faculty for the programme. These stakeholders include staff from University of Ghana School of Public Health, Ghana Health Service and Veterinary Service Department, World Health Organization and Centers for Disease Control and Prevention. The programme showed evidence of stable sustainability strategies in all four structures evaluated. Conclusion: The assessment found the GFELTP to be sustainable. The main factors that contributed to rendering it sustainable were funding, programme, institutional and political structures embedded in the programme. One remarkable sustainability element observed was the strong collaboration that existed between stakeholders of the programme who worked hand in hand to ensure the programme runs smoothly. However, more sources of funding and other essential resources need to be considered to help the programme obtain a pool of resources for carrying out its activities.


Assuntos
Surtos de Doenças/prevenção & controle , Epidemiologia/educação , Vigilância da População/métodos , Saúde Pública/educação , Fortalecimento Institucional , Comportamento Cooperativo , Feminino , Gana , Humanos , Pessoal de Laboratório/educação , Masculino , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde
4.
Korean J Med Educ ; 31(2): 103-113, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-31230433

RESUMO

PURPOSE: The flipped classroom has been suggested as a method for efficient teaching in medical education. However, its feasibility and effectiveness in the educational environment are often overlooked. The authors redesigned an epidemiology course applying the flipped classroom method under a traditional curriculum consisting of heavily scheduled classroom hours and explored its feasibility and effectiveness. METHODS: In the fall semester of 2017, we flipped the 'practice of epidemiology' course for third-year medical students at Korea University College of Medicine. We provided online lectures and assigned readings as pre-class materials, and substituted group discussions and communicative activities for traditional lectures. We conducted pre- and post-course surveys to review students' perceptions. We also analyzed the pre-test results and final exam scores for quantitative comparison. RESULTS: Ninety-seven students out of 120 completed the course. Most students made use of the online lectures, but not the reading materials. Lack of time was the most frequently cited reason for under-preparedness. We observed improvements in preparedness, participation, and effectiveness at the end of the course, while changes in satisfaction were unclear. Students' perceptions of course relevance and difficulty were predictive of pre-test outcomes, but the effects of preparedness and length of materials were insignificant. The authors found no evidence of differing test scores before and after the course. CONCLUSION: This study supports the feasibility of the flipped classroom model even under a traditional, heavily scheduled medical curriculum. To encourage self-directed learning and achieve better learning outcomes, restructuring pre-existing curricular components should also be considered in parallel with new instructional methods.


Assuntos
Currículo , Educação de Graduação em Medicina/métodos , Epidemiologia/educação , Modelos Educacionais , Aprendizagem Baseada em Problemas , Faculdades de Medicina , Estudantes de Medicina , Desempenho Acadêmico , Adulto , Atitude , Avaliação Educacional , Estudos de Viabilidade , Feminino , Humanos , Masculino , República da Coreia , Universidades , Adulto Jovem
5.
Public Health Rep ; 134(4): 441-446, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31112451

RESUMO

OBJECTIVES: Schools and programs of public health are concerned about poor student writing. We determined the proportion of epidemiology courses that required writing assignments and the presence of 6 characteristics of these assignments. METHODS: We requested syllabi, writing assignments, and grading criteria from instructors of graduate and undergraduate epidemiology courses taught during 2016 or 2017. We assessed the extent to which these assignments incorporated 6 characteristics of effective writing assignments: (1) a description of the purpose of the writing or learning goals of the assignment, (2) a document type (eg, article, grant) used in public health, (3) an identified target audience, (4) incorporation of tasks that support the writing process (eg, revision), (5) a topic related to a public health problem that requires critical thinking (1-5 scale, 5 = most authentic), and (6) clear assignment expectations (1-5 scale, 5 = clearest). RESULTS: We contacted 594 instructors from 58 institutions and received at least some evaluable materials from 59 courses at 28 institutions. Of these, 47 of 53 (89%) courses required some writing. The purpose was adequately described in 11 of 36 assignments, the required document type was appropriate in 19 of 43 assignments, an audience was identified in 6 of 37 assignments, and tasks that supported a writing process were incorporated in 19 of 40 assignments. Median (interquartile range) scores were 5 (1-5) for an authentic problem that required critical thinking and 4 (2-5) for clarity of expectations. CONCLUSIONS: The characteristics of writing assignments in public health programs do not reflect best practices in writing instruction and should be improved.


Assuntos
Educação Médica/normas , Epidemiologia/educação , Ensino/normas , Pensamento , Redação/normas , Adulto , Feminino , Humanos , Masculino , Adulto Jovem
7.
Rev Bras Enferm ; 72(2): 414-419, 2019.
Artigo em Inglês, Português | MEDLINE | ID: mdl-31017204

RESUMO

OBJECTIVE: to implement a pedagogical strategy in the epidemiology course of a nursing school in a public university. METHOD: This is an interventional prospective study, with a critical epidemiological approach, based on the learner's worldview for a theoretical conception about science. The development of the study started from a field recognition for the systematization of the teaching-learning strategy and ended with the evaluation of the course. RESULTS: 67 students participated in the study, 91% were female and 54% were between 20 and 29 years old. Prior knowledge was mostly clinical/biological, and the strategy used enhanced the knowledge of science in a critical, creative and reflective way, stimulating intersectionality and teamwork through the use of Information and Communication Technologies. FINAL CONSIDERATION: The pedagogical strategy provided a meaningful learning about the principles of epidemiology.


Assuntos
Bacharelado em Enfermagem/métodos , Epidemiologia/educação , Ensino/tendências , Adulto , Brasil , Currículo/normas , Bacharelado em Enfermagem/normas , Feminino , Humanos , Masculino , Estudos Prospectivos , Saúde Pública/educação , Saúde Pública/métodos , Pesquisa Qualitativa , Autorrelato , Inquéritos e Questionários
8.
Int J Med Educ ; 10: 9-15, 2019 Jan 25.
Artigo em Inglês | MEDLINE | ID: mdl-30685751

RESUMO

Objectives: The study sought to evaluate near-peer tutors' teaching of critical appraisal skills to medical students as an aspect of Evidence-based Medicine. Methods: In a randomized crossover trial, 241 students completing a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module in the Faculty of Medicine Universitas Indonesia (FMUI) were randomly assigned to intervention or control groups. During tutorial sessions, intervention group participants were assigned to near-peer tutors, who were newly graduated doctors, and those in the control groups were assigned to staff tutors. After two tutorial sessions, intervention and control groups exchanged tutors for the next two sessions. Outcomes were measured using written knowledge and skills multiple choice questions (MCQ) test, the Evidence-based Practice Confidence Scale (EPIC) and a student attitude questionnaire, along with student evaluation of tutors to evaluate the process. Results: On completion of the module, the written test scores of intervention group students were similar to those of the control group (t(239) = 1.553, p=0.122), as well as overall Evidence-based Practice Confidence Scale scores (F(2/170) = 0.179, p = 0.673) and attitude scores (t(219) =-0.676, p = 0.085). In the tutor evaluations, the students rated their near-peer tutored sessions as better than those tutored by staff in most respects. Conclusions: Near-peer tutors were as effective as and more readily accepted than staff tutors in teaching critical appraisal skills. These findings support the broader implementation of peer-teaching in other areas of medical education.


Assuntos
Educação Médica/métodos , Epidemiologia/educação , Medicina Baseada em Evidências/educação , Docentes de Medicina , Grupo Associado , Aprendizagem Baseada em Problemas/métodos , Pensamento/fisiologia , Adolescente , Adulto , Fatores Etários , Atitude , Competência Clínica , Estudos Cross-Over , Docentes de Medicina/normas , Docentes de Medicina/estatística & dados numéricos , Feminino , Humanos , Aprendizagem , Masculino , Pessoa de Meia-Idade , Ensino , Adulto Jovem
9.
East Mediterr Health J ; 24(9): 905-913, 2018 Dec 09.
Artigo em Inglês | MEDLINE | ID: mdl-30570123

RESUMO

Background: The shortage of skilled public health workers, especially epidemiologists, remains an important challenge for building effective public health systems in many low-income countries, including Yemen. To address this need, in 2011 the Ministry of Public Health and Population established the Yemen Field Epidemiology Training Programme (Y-FETP). Aims: To describe the Y-FETP and its strengths and challenges in addressing Yemen's National Health System (NHS) needs. Methods: We describe the structure and functions of the Y-FETPs and analyse the achievements and challenges of the first 7 years of programme implementation as they relate to the NHS. Results: The Y-FETP is a postgraduate competency-based training with the objective of strengthening capacity in field epidemiology so that events of public health importance can be detected and investigated in a timely and effective manner. Since its establishment, the Y-FETP has successfully trained 30 health professionals in advanced field epidemiology. Furthermore, trainees investigated over 100 outbreaks, analysed and evaluated 95 surveillance systems, conducted 30 planned studies and presented 70 oral and poster presentations at national and international conferences. The main challenges are low retention of graduates by the NHS and financial unsustainability. Conclusions: The Y-FETP has strengthened the capacity of the Yemen health workforce and has been instrumental in supporting the NHS, especially during the war and the current crisis and health emergency as the security situation deteriorated and access to outside experts becomes limited. The programme provides a practical example of health systems strengthening through health workforce capacity development that can be replicated in countries with similar health workforce capacity challenges.


Assuntos
Epidemiologia/educação , Prática de Saúde Pública/estatística & dados numéricos , Currículo , Assistência à Saúde , Surtos de Doenças/prevenção & controle , Educação Profissional em Saúde Pública , Humanos , Vigilância da População , Iêmen
11.
Health Secur ; 16(S1): S87-S97, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30480499

RESUMO

Uganda is prone to epidemics of deadly infectious diseases and other public health emergencies. Though significant progress has been made in response to emergencies during the past 2 decades, system weaknesses still exist, including lack of a robust workforce with competencies to identify, investigate, and control disease outbreaks at the source. These deficiencies hamper global health security broadly. To address need for a highly competent workforce to combat infectious diseases, the Uganda Ministry of Health established the Public Health Fellowship Program (PHFP), the advanced-level Field Epidemiology Training Program (FETP), closely modeled after the CDC's Epidemic Intelligence Service (EIS) program. The 2-year, full-time, non-degree granting program is the first absolute post-master's FETP in Africa for mid-career public health professionals. Fellows gain competencies in 7 main domains, which are demonstrated by deliverables, while learning through service delivery 80% of the time in the ministry of health. During 2015-2017, PHFP enrolled 3 cohorts of 31 fellows. By January 2018, PHFP had graduated 2 cohorts (2015 and 2016) of 19 fellows. Fellows were placed in 17 priority areas of the ministry of health. They completed 153 projects (including 60 outbreak investigations, 12 refugee assessments, 40 surveillance projects, and 31 applied epidemiologic studies), of which 49 involved potential bioterrorism agents or epidemic-prone diseases. They made 132 conference presentations, prepared 40 manuscripts for peer-reviewed publication (17 published as of December 2017), and produced 3 case studies. Many of these projects have resulted in public health interventions that led to improvements in disease control and surveillance systems. The program has produced 19 issues of ministry of health bulletins. One year after graduation, graduates have been placed in key public health decision-making positions. Within 3 years, PHFP has strengthened global health security through improvement in public health emergency response; identification, investigation and control of outbreaks at their sources; and documentation and dissemination of findings to inform decision making by relevant stakeholders.


Assuntos
Educação de Pós-Graduação , Epidemiologia/educação , Bolsas de Estudo , Saúde Global , Desenvolvimento de Programas , Medidas de Segurança , Controle de Doenças Transmissíveis , Surtos de Doenças/prevenção & controle , Humanos , Pessoal de Laboratório/educação , Vigilância da População , Saúde Pública/educação , Uganda , Estados Unidos
12.
Asia Pac J Public Health ; 30(7): 655-665, 2018 10.
Artigo em Inglês | MEDLINE | ID: mdl-30288986

RESUMO

Streamed and recorded lectures as well as audience response technology are increasingly used in public health tertiary education, to train practitioners to address Asia-Pacific region's rapidly changing health needs. However, little is known about the impact on student performance, satisfaction, and understanding. This study aimed to assess postgraduate students' perceptions and their use of technology in a large epidemiology subject at an Australian university in internal and external modes. The study used both routinely collected student data (n = 453) and survey data (n = 88). Results indicate that students accept and use technology-based learning tools, and perceive audience response technology as well as streamed and recorded lectures as useful for their learning (96.6%). Students have shown a preference to review recorded lectures rather than viewing streamed lectures. Analyses further suggest that the use of recorded and streamed lectures may be linked to better student performance for external students (passing, any use odds ratio = 3.32). However, these effects are not consistent across all student subgroups and externally enrolled students may profit more than those enrolled internally.


Assuntos
Educação de Pós-Graduação , Tecnologia Educacional/estatística & dados numéricos , Saúde Pública/educação , Estudantes de Saúde Pública/psicologia , Austrália , Epidemiologia/educação , Humanos , Aprendizagem , Inquéritos e Questionários , Universidades
13.
PLoS One ; 13(8): e0202769, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-30133528

RESUMO

Statistics and Epidemiology are crucial both in clinical decision-making and clinical research. Teaching these disciplines in a Bachelor's Degree in Medicine is a significant challenge. In this paper, we aim to describe two participatory teaching methods used in a yearlong second-year course that includes both Epidemiology and Statistics, and to analyze how these two methodologies affect the students' perception of the course and their abilities related to these subjects. Both methodologies consist in carrying out a specific practical activity. The first practical activity is carried out using a website and aims to help students understand concepts and interpret information; the second involves analyzing a database using a statistical package and, subsequently, producing a scientific report. In addition, we prepared a questionnaire to find out the students' perception of these issues. The nine questionnaire items were assessed using a rating scale and adapted to characteristics of the course, which covers Epidemiology and Statistics in an integrated manner. Then we assessed the differences in perception before and after the activities were carried out. The results show that the students' perception improved significantly in the following items: "importance of Statistics and Epidemiology in Medicine"; "usefulness in clinical practice"; "understanding concepts"; "ability to perform a statistical analysis"; and "ability to sort data". The difference was not significant in the remaining four items. In conclusion, the students' perception of their ability in Statistics and Epidemiology significantly improved after completing the practical activities, and their perception of importance and usefulness of these subjects also improved.


Assuntos
Epidemiologia/educação , Estatística como Assunto/educação , Estudantes de Medicina/psicologia , Competência Clínica , Tomada de Decisão Clínica , Feminino , Humanos , Conhecimento , Masculino , Percepção , Inquéritos e Questionários , Ensino
15.
Zhonghua Liu Xing Bing Xue Za Zhi ; 39(7): 1009-1012, 2018 Jul 10.
Artigo em Chinês | MEDLINE | ID: mdl-30060321

RESUMO

Epidemiology is a traditional subject mainly based on principles and concepts, and its teaching method needs further improving to meet the requirement of the new trend of education reform. Lecture-based teaching, problem-based teaching, case-based teaching, and internet based teaching, such as flip class, massive open online course and micro-lecture, all have its own unique merits in the practice of epidemiology teaching. So the combination of traditional teaching and online teaching is the most promising mode. "Rain class" , a mixed mode, is an efficient tool to present the epidemiology case more actually in class. Thus, teaching design and application of "rain class" are worth research.


Assuntos
Epidemiologia/educação , Internet , Ensino , Instrução por Computador , Humanos , Sistemas On-Line , Pesquisa
16.
Indian J Public Health ; 62(2): 143-145, 2018.
Artigo em Inglês | MEDLINE | ID: mdl-29923540

RESUMO

To strengthen epidemiological capacity in the country, the Government of India in 2012 initiated a unique, competency-based training in epidemiology. Modeled along the United States Epidemic Intelligence Service (EIS), this 2-year mentor-driven and practical-oriented program, based on "learning by doing," is being implemented by the National Centre for Disease Control in Delhi, in close collaboration with the US Centers for Disease Control and Prevention, Atlanta. In its 4th year now, many lessons learned so far are being used to expand the program, without compromising on the technical quality. Many including the trainees who have completed the program speak highly of the epidemiological skills imparted in real time and feel that if the India EIS program is "regionalized" and expanded rapidly, it could in due course transform public health in the country.


Assuntos
Fortalecimento Institucional/organização & administração , Epidemiologia/educação , Mentores , Administração em Saúde Pública , Comportamento Cooperativo , Humanos , Índia , Resolução de Problemas , Competência Profissional , Estados Unidos
18.
FEMS Microbiol Lett ; 365(11)2018 06 01.
Artigo em Inglês | MEDLINE | ID: mdl-29718203

RESUMO

With the launch of the teaching excellence framework, teaching in higher education (HE) is under greater scrutiny than ever before. Didactic lecture delivery is still a core element of many HE programmes but there is now a greater expectation for academics to incorporate alternative approaches into their practice to increase student engagement. These approaches may include a large array of techniques from group activities, problem-based learning, practical experience and mock scenarios to newly emerging approaches such as flipped learning practices and the use of gamification. These participatory forms of learning encourage students to become more absorbed within a topic that may otherwise be seen as rather 'dry' and reduce students engagement with, and therefore retention of, material. Here we use participatory-based teaching approaches in microbiology as an example to illustrate to University undergraduate students the potentially devastating effects that a disease can have on a population. The 'threat' that diseases may pose and the manner in which they may spread and/or evolve can be challenging to communicate, especially in relation to the timescales associated with these factors in the case of an epidemic or pandemic.


Assuntos
Surtos de Doenças , Educação Médica/métodos , Epidemiologia/educação , Pandemias , Terapia Comportamental , Humanos , Estudantes/psicologia
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