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1.
Cell ; 182(6): 1366-1371, 2020 09 17.
Artigo em Inglês | MEDLINE | ID: mdl-32905783

RESUMO

Operation Outbreak (OO) is a Bluetooth-based simulation platform that teaches students how pathogens spread and the impact of interventions, thereby facilitating the safe reopening of schools. OO also generates data to inform epidemiological models and prevent future outbreaks. Before SARS-CoV-2 was reported, we repeatedly simulated a virus with similar features, correctly predicting many human behaviors later observed during the pandemic.


Assuntos
Simulação por Computador , Instrução por Computador/métodos , Busca de Comunicante/métodos , Infecções por Coronavirus/epidemiologia , Epidemiologia/educação , Pneumonia Viral/epidemiologia , Número Básico de Reprodução , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/transmissão , Humanos , Aplicativos Móveis , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Pneumonia Viral/transmissão , Smartphone
2.
Ann Epidemiol ; 47: 8-12, 2020 07.
Artigo em Inglês | MEDLINE | ID: mdl-32713507

RESUMO

PURPOSE: The aim of the study was to determine if epidemiology instruction for high school students can improve science literacy skills compared with other science, technology, engineering, and math courses. METHODS: The Test of Scientific Literacy Skills (TOSLS), a validated measure of scientific inquiry and interpretation, was used to assess the change in students' (n = 116; 63% female, 36% Asian, 30% Hispanic, 54% 12th grade, 48% mid poverty, and 24% high poverty) science literacy skills based on pre-post performance. RESULTS: Multilevel models adjusted for individual-level student gender, race-ethnicity, grade level, age, semester, and poverty status showed similar TOSLS performance for physics (ß = 0.58; 95% confidence interval [CI], -0.44 to 1.61), biology (ß = 0.09; 95% CI, -0.82 to 1.00), and statistics (ß = -0.76; 95% CI, -1.84 to 0.32), and lower for chemistry (ß = -1.09; 95% CI, -2.26 to 0.08) and geology (ß = -1.04; 95% CI, -2.06 to -0.02) relative to the reference group, epidemiology. Models testing the interaction of course subject and sociodemographic factors did not show gender differences in TOSLS performance for epidemiology, in contrast with physics (lower in females) and biology (higher in females). CONCLUSIONS: Study findings suggest that epidemiology may be an appropriate method for supporting high school students' development of science literacy skills, although larger and more nuanced studies are needed.


Assuntos
Avaliação Educacional/métodos , Epidemiologia/educação , Aprendizagem , Saúde Pública/educação , Ciência/educação , Estudantes/estatística & dados numéricos , Adolescente , Avaliação Educacional/estatística & dados numéricos , Docentes , Feminino , Humanos , Masculino , Ensino
3.
East Mediterr Health J ; 26(6): 626-629, 2020 Jun 24.
Artigo em Inglês | MEDLINE | ID: mdl-32621492

RESUMO

The COVID-19 pandemic began as a cluster of reported cases of acute respiratory illness in China on 31 December 2019 and went on to spread with exponential growth across the globe. By the time it was characterized as a global pandemic on 11 March 2020, 17 of 22 countries in the Eastern Mediterranean Region (EMR) had reports of infected persons. EMR countries are particularly susceptible to such outbreaks due to the presence of globally interconnected markets; complex emergencies in more than half of the countries; religious mass gatherings that draw tens of millions of pilgrims annually; and variation in emergency care systems capacity and health systems performance within and between countries.


Assuntos
Infecções por Coronavirus/terapia , Serviços Médicos de Emergência/organização & administração , Serviço Hospitalar de Emergência/organização & administração , Epidemiologia/educação , Cooperação Internacional , Pneumonia Viral/terapia , Saúde Pública/educação , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Política de Saúde , Acesso aos Serviços de Saúde , Humanos , Região do Mediterrâneo/epidemiologia , Pandemias , Pneumonia Viral/epidemiologia , Prática de Saúde Pública , Organização Mundial da Saúde
4.
Public Health Rep ; 135(4): 428-434, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32579862

RESUMO

Although writing is a valued public health competency, authors face a multitude of barriers (eg, lack of time, lack of mentorship, lack of appropriate instruction) to publication. Few writing courses for applied public health professionals have been documented. In 2017 and 2018, the Council of State and Territorial Epidemiologists and the Centers for Disease Control and Prevention partnered to implement a Morbidity and Mortality Weekly Report Intensive Writing Training course to improve the quality of submissions from applied epidemiologists working at health departments. The course included 3 webinars, expert mentorship from experienced authors, and a 2-day in-person session. As of April 2020, 39 epidemiologists had participated in the course. Twenty-four (62%) of the 39 epidemiologists had submitted manuscripts, 17 (71%) of which were published. The program's evaluation demonstrates the value of mentorship and peer feedback during the publishing process, the importance of case study exercises, and the need to address structural challenges (eg, competing work responsibilities or supervisor support) in the work environment.


Assuntos
Currículo , Educação Médica Continuada/organização & administração , Epidemiologistas/educação , Epidemiologia/educação , Editoração/normas , Redação/normas , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
5.
Am J Epidemiol ; 189(10): 1154-1162, 2020 10 01.
Artigo em Inglês | MEDLINE | ID: mdl-32383443

RESUMO

Although epidemiology core competencies are established by the Association of Schools and Programs of Public Health for masters-level trainees, no equivalent currently exists for the doctoral level. Thus, the objective of the Doctoral Education in Epidemiology Survey (2019) was to collect information on doctoral-level competencies in general epidemiology (doctoral) degree programs and other pertinent information from accredited programs in the United States and Canada. Participants (doctoral program directors or knowledgeable representatives of the program) from 57 institutions were invited to respond to a 39-item survey (18 core competencies; 9 noncore or emerging topic-related competencies; and 12 program-related items). Participants from 55 institutions (96.5%) responded to the survey, of whom over 85% rated 11 out of 18 core competencies as "very important" or "extremely important." More than 80% of the programs currently emphasize 2 of 9 noncore competencies (i.e., competency to ( 1) develop and write grant proposals, and ( 2) assess evidence for causality on the basis of different causal inference concepts). "Big data" is the most frequently cited topic currently lacking in doctoral curricula. Information gleaned from previous efforts and this survey should prompt a dialog among relevant stakeholders to establish a cohesive set of core competencies for doctoral training in epidemiology.


Assuntos
Educação Baseada em Competências , Epidemiologia/educação , Inquéritos e Questionários
6.
JMIR Public Health Surveill ; 6(1): e18503, 2020 03 27.
Artigo em Inglês | MEDLINE | ID: mdl-32217506

RESUMO

The World Health Organization (WHO) declared the current COVID-19 a public health emergency of international concern on January 30, 2020. Countries in the Eastern Mediterranean Region (EMR) have a high vulnerability and variable capacity to respond to outbreaks. Many of these countries addressed the need for increasing capacity in the areas of surveillance and rapid response to public health threats. Moreover, countries addressed the need for communication strategies that direct the public to actions for self- and community protection. This viewpoint article aims to highlight the contribution of the Global Health Development (GHD)/Eastern Mediterranean Public Health Network (EMPHNET) and the EMR's Field Epidemiology Training Program (FETPs) to prepare for and respond to the current COVID-19 threat. GHD/EMPHNET has the scientific expertise to contribute to elevating the level of country alert and preparedness in the EMR and to provide technical support through health promotion, training and training materials, guidelines, coordination, and communication. The FETPs are currently actively participating in surveillance and screening at the ports of entry, development of communication materials and guidelines, and sharing information to health professionals and the public. However, some countries remain ill-equipped, have poor diagnostic capacity, and are in need of further capacity development in response to public health threats. It is essential that GHD/EMPHNET and FETPs continue building the capacity to respond to COVID-19 and intensify support for preparedness and response to public health emergencies.


Assuntos
Fortalecimento Institucional , Comportamento Cooperativo , Infecções por Coronavirus , Surtos de Doenças/prevenção & controle , Epidemiologia/educação , Saúde Global , Pandemias , Pneumonia Viral , Vigilância em Saúde Pública/métodos , Saúde Pública/educação , Rede Social , Betacoronavirus , Defesa Civil , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Epidemiologia/normas , Promoção da Saúde , Humanos , Região do Mediterrâneo , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Saúde Pública/normas , Prática de Saúde Pública , Recursos Humanos
7.
PLoS One ; 15(2): e0228640, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32045433

RESUMO

Medical practitioners, trained to isolate health within and upon the body of the individual, are now challenged to negotiate research and population health theories that link health status to geographic location as evidence suggests a connection between place and health. This paper builds an integrated place-health model and structural competency analytical framework with nine domains and four levels of proficiency that is utilized to assess a community-based photovoice project's ability to shift the practice of medicine by medical students from the surface of the body to the body within a place. Analysis of the medical student's photovoice data demonstrated that the students achieved structural competency level 1 proficiency and came to understand how health might be connected to place represented by six of the nine domains of the structural competency framework. Results suggest that medical student's engagement with place-health systemic, institutional and structural forces deepens when they co-create narratives of their lived experiences in a place with patients as community members during a community-based photovoice project. Given the importance of place-health theories to explain population health outcomes, a place-health model and structural competency analytical framework utilized during a community-based photovoice project could help medical students merge the image of patients as singular bodies into bodies set within a context.


Assuntos
Educação de Pós-Graduação em Medicina/métodos , Epidemiologia/educação , Nível de Saúde , Adulto , Meio Ambiente , Feminino , Humanos , Masculino , População , Estudantes de Medicina/estatística & dados numéricos
8.
Am J Epidemiol ; 189(7): 634-639, 2020 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-32003778

RESUMO

Over the past century, the field of epidemiology has evolved and adapted to changing public health needs. Challenges include newly emerging public health concerns across broad and diverse content areas, new methods, and vast data sources. We recognize the need to engage and educate the next generation of epidemiologists and prepare them to tackle these issues of the 21st century. In this commentary, we suggest a skeleton framework upon which departments of epidemiology should build their curriculum. We propose domains that include applied epidemiology, biological and social determinants of health, communication, creativity and ability to collaborate and lead, statistical methods, and study design. We believe all students should gain skills across these domains to tackle the challenges posed to us. The aim is to train smart thinkers, not technicians, to embrace challenges and move the expanding field of epidemiology forward.


Assuntos
Currículo , Epidemiologistas/educação , Epidemiologia/educação , Epidemiologia/tendências , Previsões , Humanos , Saúde Pública/educação , Saúde Pública/tendências
9.
Am J Epidemiol ; 189(4): 261-264, 2020 04 02.
Artigo em Inglês | MEDLINE | ID: mdl-31595956

RESUMO

Epidemiologic methods have advanced tremendously in the last several decades. As important as they are, even the most sophisticated approaches are unable to provide meaningful answers when the user lacks a clear study question. Yet, instructors have more and more resources on how to conduct studies and analyze data but few resources on how to ask clearly defined study questions that will guide those methods. Training programs have limited time for coursework, and if novel statistical estimation methods become the focus of instruction, programs that go this route may end up underemphasizing the process of asking good study questions, designing robust studies, considering potential biases in the collected data, and appropriately interpreting the results of the analysis. Given the demands for space in curricula, now is an appropriate time to reevaluate what we teach epidemiology doctoral students. We advocate that programs place a renewed focus on asking good study questions and following a comprehensive approach to study design and data analysis in which questions guide the choice of appropriate methods, helping us avoid methods for methods' sake and highlighting when application of a new method can provide the opportunity to answer questions that were intractable with traditional approaches.


Assuntos
Epidemiologia/educação , Educação de Pós-Graduação
10.
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 , Idioma , Editoração/estatística & dados numéricos , Pesquisa/educação , Educação Baseada em Competências , Humanos , Laboratórios , Mentores , Moçambique , Publicações Periódicas como Assunto/estatística & dados numéricos , Saúde Pública
11.
Euro Surveill ; 24(36)2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31507267

RESUMO

IntroductionMost evaluations of field epidemiology training programmes (FETP) are limited to process measures, but stakeholders may need evidence of impact.ObjectiveTo ascertain if the United Kingdom (UK) FETP met its objectives to: (i) strengthen capacity and provision of national epidemiology services, (ii) develop a network of highly skilled field epidemiologists with a shared sense of purpose working to common standards and (iii) raise the profile of field epidemiology through embedding it into everyday health protection practice.MethodsThe evaluation consisted of: (i) focus groups with training site staff, (ii) individual interviews with stakeholders and (iii) an online survey of FETP fellows and graduates. Findings were synthesised and triangulated across the three evaluation components to identify cross-cutting themes and subthemes.FindingsEight focus groups were undertaken with 38 staff, ten stakeholders were interviewed and 28 (76%) graduates and fellows responded to the survey. Three themes emerged: confidence, application and rigour. FETP was perceived to have contributed to the development, directly and indirectly, of a skilled workforce in field epidemiology, increasing stakeholders' confidence in the service. Graduates applied their learning in practice, collaborating with a wide range of disciplines. Fellows and graduates demonstrated rigour by introducing innovations, supporting service improvements and helping supervisors maintain their skills and share good practice.ConclusionThe UK FETP appears to have met its three key objectives, and also had wider organisational impact. FETPs should systematically and prospectively collect information on how they have influenced changes to field epidemiology practice.


Assuntos
Surtos de Doenças/prevenção & controle , Epidemiologia/educação , Humanos , Vigilância da População , Desenvolvimento de Programas , Avaliação de Programas e Projetos de Saúde , Saúde Pública/educação , Reino Unido , Recursos Humanos
12.
Am J Epidemiol ; 188(12): 2043-2048, 2019 12 31.
Artigo em Inglês | MEDLINE | ID: mdl-31509178

RESUMO

The Department of Epidemiology at Johns Hopkins School of Hygiene and Public Health was founded in 1919, with Wade Hampton Frost as inaugural chair. In our Centennial Year, we review how our research and educational programs have changed. Early years focused on doctoral education in epidemiology and some limited undergraduate training for practice. Foundational work on concepts and methods linked to the infectious diseases of the day made major contributions to study designs and analytical methodologies, largely still in use. With the epidemiologic transition from infectious to chronic disease, new methods were developed. The Department of Chronic Diseases merged with the Department of Epidemiology in 1970, under the leadership of Abraham Lilienfeld. Leon Gordis became chair in 1975, and multiple educational tracks were developed. Genetic epidemiology began in 1979, followed by advances in infectious disease epidemiology spurred by the human immunodeficiency virus/acquired immune deficiency syndrome epidemic. Collaborations with the Department of Medicine led to development of the Welch Center for Prevention, Epidemiology, and Clinical Research in 1989. Between 1994 and 2008, the department experienced rapid growth in faculty and students. A new methods curriculum was instituted for upper-level epidemiologic training in 2006. Today's research projects are increasingly collaborative, taking advantage of new technologies and methods of data collection, responding to "big data" analysis challenges. In our second century, the department continues to address issues of disease etiology and epidemiologic practice.


Assuntos
Epidemiologia/história , Universidades/história , Epidemiologia/educação , História do Século XX , História do Século XXI , Maryland
13.
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
15.
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
16.
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
17.
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
19.
Rev. bras. enferm ; 72(2): 414-419, Mar.-Apr. 2019. tab
Artigo em Inglês | LILACS, BDENF - Enfermagem | ID: biblio-1003456

RESUMO

ABSTRACT 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.


RESUMEN Objetivo: implementar una estrategia pedagógica en la unidad curricular de epidemiología de la carrera de enfermería de una universidad pública. Método: Se trata de un estudio de intervención, prospectivo, bajo el foco de la epidemiología crítica, partiendo de la visión de mundo del educando para la concepción teórica sobre la ciencia. El desarrollo de la investigación tuvo como base el reconocimiento de campo para sistematización de la estrategia de enseñanza-aprendizaje hasta la evaluación de unidad curricular. Resultados: Participaron 67 estudiantes, 91% del sexo femenino y 54% entre 20 a 29 años. El conocimiento previo en los núcleos de significados fue mayoritariamente clínico/biológico, donde la estrategia potenció el conocimiento de la ciencia de forma crítica, creativa, reflexiva, estimulando la transversalidad y el trabajo en equipo por el uso de las Tecnologías de Información y Comunicación. Consideraciones Finales: La estrategia pedagógica motivó a los estudiantes a un aprendizaje significativo sobre los principios de la epidemiología.


RESUMO Objetivo: Implementar uma estratégia pedagógica na unidade curricular de Epidemiologia do curso de enfermagem de uma universidade pública. Método: Trata-se um estudo intervencional, prospectivo, sob o foco da Epidemiologia crítica, partindo da visão de mundo do educando para a concepção teórica sobre a ciência. O desenvolvimento teve como base o reconhecimento de campo para sistematização da estratégia de ensino-aprendizagem até a avaliação de unidade curricular. Resultados: Participaram 67 estudantes, 91% do sexo feminino e 54% entre 20 a 29 anos. O conhecimento prévio nos núcleos de significados foi majoritariamente clínico/biológico, em que a estratégia potencializou o conhecimento da ciência de forma crítica, criativa, reflexiva, estimulando a transversalidade e o trabalho em equipe pelo uso das Tecnologias de Informação e Comunicação. Considerações Finais: A estratégia pedagógica motivou os estudantes a uma aprendizagem significativa sobre os princípios da Epidemiologia.


Assuntos
Humanos , Masculino , Feminino , Adulto , Ensino/tendências , Epidemiologia/educação , Bacharelado em Enfermagem/métodos , Brasil , Saúde Pública/educação , Saúde Pública/métodos , Estudos Prospectivos , Inquéritos e Questionários , Currículo/estatística & dados numéricos , Pesquisa Qualitativa , Bacharelado em Enfermagem/normas , Autorrelato
20.
Am J Epidemiol ; 188(6): 979-986, 2019 06 01.
Artigo em Inglês | MEDLINE | ID: mdl-30834428

RESUMO

Epidemiology education is increasingly recognized as a core science necessary for career preparation throughout the health sector, and graduate epidemiology instruction is continually being reevaluated to ensure students receive appropriate training. Recent work has also focused on the potential for epidemiology to be formally incorporated as a stand-alone discipline in undergraduate education and even integrated into wide-scale high-school science learning. As epidemiology educators, however, we face a tremendous challenge in that we should appreciate differences in students' instructional needs and goals (e.g., concepts and skills) at each educational level. In this article we propose an epidemiology learning continuum for students from high school through graduate school. We call for a student-centered instructional approach to best hone learners' grasp of concepts and skills. Furthermore, we propose scaffolded learning to help epidemiology students to develop more advanced insights and abilities as they progress in the field. This approach will not only best serve the discipline but also is well-aligned with the Association of Schools and Programs of Public Health's "Framing the Future" initiative for public health education for the 21st century.


Assuntos
Educação Profissionalizante/organização & administração , Epidemiologia/educação , Universidades/organização & administração , Educação de Pós-Graduação/organização & administração , Humanos , Aprendizagem Baseada em Problemas , Instituições Acadêmicas/organização & administração , Ensino/organização & administração
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