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3.
Med Educ Online ; 26(1): 1891610, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33618631

RESUMO

Multiple mini-interview (MMI) is a 'multiple sample-based' approach comprising multiple focused encounters intended to access and assess a range of attributes in order to gain more objectively multiple impressions of an applicant's interpersonal skills, thoughtfulness and general demeanour. It is designed to focus on four domains that are not considered to be comprehensive, but are considered to be vital for a successful career in the health sciences: critical thinking, ethical decision making, communication and knowledge of the healthcare system. Traditionally, the MMI is conducted face-to-face, but with COVID-19 pandemic and the implementation of social distancing measures, no onsite or campus teaching, banning of mass gatherings and cancellation of face-to-face interviews, Pengiran Anak Puteri Rashidah Sa'adatul Bolkiah Institute of Health Sciences at Universiti Brunei Darussalam explored the feasibility of conducting MMI through virtual means. This report provides an account of our experience in conducting internet-MMI for the selection of new applicants into the August 2020 cohort of the Medicine programme. We also aimed to determine whether the scores derived from internet-MMI were reliable and equivalent to the scores derived from traditional MMI.


Assuntos
/epidemiologia , Entrevistas como Assunto/métodos , Critérios de Admissão Escolar , Faculdades de Medicina/organização & administração , Comunicação , Tomada de Decisões , Ética Médica , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Pandemias , Pensamento
4.
Mo Med ; 118(1): 7-12, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33551470

RESUMO

Medical students, residents, and practicing physicians experience high burnout, depression, and suicide rates, and the COVID-19 pandemic has exacerbated stress for many.1-6 While laudable, current well-being efforts appear insufficient to meet the challenges that so many are facing. This essay explores approaches that individuals and organizations can take to promote mental health and well-being from medical school to practice.


Assuntos
/psicologia , Saúde Mental/normas , Médicos/psicologia , Estudantes de Medicina/psicologia , Adaptação Psicológica/fisiologia , Esgotamento Profissional/epidemiologia , Esgotamento Profissional/terapia , /epidemiologia , Terapia Cognitivo-Comportamental/métodos , Depressão/epidemiologia , Depressão/terapia , Humanos , Sistema Límbico/fisiopatologia , Saúde Mental/estatística & dados numéricos , Atenção Plena/métodos , Faculdades de Medicina/organização & administração , Faculdades de Medicina/normas , Estresse Psicológico/complicações , Estresse Psicológico/epidemiologia , Estresse Psicológico/psicologia , Suicídio/prevenção & controle , Suicídio/psicologia , Suicídio/estatística & dados numéricos
5.
Tex Med ; 117(2): 36-38, 2021 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-33641120

RESUMO

Texas opened two new medical schools in July - the University of Houston College of Medicine in Houston and Sam Houston State University College of Osteopathic Medicine in Conroe. Thanks to COVID-19, both opened under circumstances that would have seemed bizarre just a year ago.


Assuntos
/epidemiologia , Faculdades de Medicina/organização & administração , Educação Médica/métodos , Educação Médica/organização & administração , Humanos , Texas/epidemiologia
6.
Soc Work Health Care ; 60(1): 49-61, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33557718

RESUMO

The COVID-19 pandemic has exposed the systemic inequities in our health care system and society has called for actions to meet the clinical, psychosocial and educational needs in health care settings and communities. In this paper we describe how an organized Department of Health Social Work in a medical school played a unique role in responding to the challenges of a pandemic with community, clinical, and educational initiatives that were integral to our community's health.


Assuntos
/epidemiologia , Liderança , Faculdades de Medicina/organização & administração , Serviço Social/organização & administração , Fadiga por Compaixão/epidemiologia , Abastecimento de Alimentos/métodos , Nível de Saúde , Linhas Diretas/organização & administração , Humanos , Capacitação em Serviço/organização & administração , Saúde Mental , Cuidados Paliativos/organização & administração , Pandemias , Telemedicina/organização & administração , Estados Unidos/epidemiologia
11.
Acad Med ; 96(2): 186-192, 2021 02 01.
Artigo em Inglês | MEDLINE | ID: mdl-33492834

RESUMO

Clerkship grades (like money) are a social construct that function as the currency through which value exchanges in medical education are negotiated between the system's various stakeholders. They provide a widely recognizable and efficient medium through which learner development can be assessed, tracked, compared, and demonstrated and are commonly used to make decisions regarding progression, distinction, and selection for residency. However, substantial literature has demonstrated how grades imprecisely and unreliably reflect the value of learners. In this article, the authors suggest that challenges with clerkship grades are fundamentally tied to their role as currency in the medical education system. Associations are drawn between clerkship grades and the history of the U.S. economy; 2 major concepts are highlighted: regulation and stock prices. The authors describe the history of these economic concepts and how they relate to challenges in clerkship grading. Using lessons learned from the history of the U.S. economy, the authors then propose a 2-step solution to improve upon grading for future generations of medical students: (1) transition from grades to a federally regulated competency-based assessment model and (2) development of a departmental competency letter that incorporates competency-based assessments rather than letter grades and meets the needs of program directors.


Assuntos
Estágio Clínico/normas , Economia/história , Educação Médica/legislação & jurisprudência , Avaliação Educacional/métodos , Internato e Residência/ética , Estágio Clínico/estatística & dados numéricos , Competência Clínica/normas , Avaliação Educacional/estatística & dados numéricos , Feminino , História do Século XX , Humanos , Internato e Residência/estatística & dados numéricos , Masculino , Faculdades de Medicina/organização & administração , Estudantes de Medicina/estatística & dados numéricos , Estados Unidos/epidemiologia
13.
BMC Med Educ ; 20(1): 516, 2020 Dec 28.
Artigo em Inglês | MEDLINE | ID: mdl-33371878

RESUMO

BACKGROUND: The re-introduction of medical students into healthcare systems struggling with the COVID-19 pandemic raises concerns as to whether they will be supported when confronted with death and dying patients in resource-limited settings and with reduced support from senior clinicians. Better understanding of how medical students respond to death and dying will inform educationalists and clinicians on how to best support them. METHODS: We adopt Krishna's Systematic Evidence Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on the impact of death and dying on medical students. This structured search process and concurrent use of thematic and directed content analysis of data from six databases (Split Approach) enhances the transparency and reproducibility of this review. RESULTS: Seven thousand six hundred nineteen were identified, 149 articles reviewed and 52 articles included. The Split Approach revealed similar themes and categories that correspond to the Innate, Individual, Relational and Societal domains in the Ring Theory of Personhood. CONCLUSION: Facing death and dying amongst their patients affect how medical students envisage their personhood. This underlines the need for timely, holistic and longitudinal support systems to ensure that problems faced are addressed early. To do so, there must be effective training and a structured support mechanism.


Assuntos
Morte , Pessoalidade , Estudantes de Medicina/psicologia , /mortalidade , Currículo , Humanos , Pandemias , Projetos de Pesquisa , Faculdades de Medicina/organização & administração , Apoio Social
14.
BMC Med Educ ; 20(1): 400, 2020 Nov 02.
Artigo em Inglês | MEDLINE | ID: mdl-33138818

RESUMO

BACKGROUND: COVID - 19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression. AIM OF THE WORK: This work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning. METHODS: This qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole. RESULTS: Participants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method. CONCLUSION: In order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.


Assuntos
Competência Clínica , Infecções por Coronavirus/prevenção & controle , Educação a Distância/métodos , Educação a Distância/estatística & dados numéricos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Controle de Doenças Transmissíveis/organização & administração , Estudos Transversais , Currículo , Educação de Graduação em Medicina/organização & administração , Feminino , Humanos , Masculino , Inovação Organizacional , Pandemias/estatística & dados numéricos , Pesquisa Qualitativa , Faculdades de Medicina/organização & administração , Estudantes de Medicina/psicologia
15.
BMC Med Educ ; 20(1): 396, 2020 Oct 31.
Artigo em Inglês | MEDLINE | ID: mdl-33129295

RESUMO

BACKGROUND: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students' educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. METHODS: One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students' Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. RESULTS: 82% of respondents were highly satisfied with the WVC CBD session's teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). CONCLUSIONS: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers' educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação de Graduação em Medicina/métodos , Pneumonia Viral/epidemiologia , Estudantes de Medicina/estatística & dados numéricos , Comunicação por Videoconferência/organização & administração , Betacoronavirus , Humanos , Pandemias , Satisfação Pessoal , Arábia Saudita , Faculdades de Medicina/organização & administração , Estudantes de Medicina/psicologia
16.
Eur. j. anat ; 24(6): 507-512, nov. 2020.
Artigo em Inglês | IBECS | ID: ibc-196144

RESUMO

The Coronavirus disease was declared a pandemic this year, causing an impact on medical education. Following the World Health Organization's (WHO) recommendations, Universities around the world implemented social distancing and the use of online platforms. Anatomists lead medical students, most of which are part of Generation Z. Different technological tools have been used in the gross anatomy course in combination with face-to-face classes, but now are forced to move exclusively online. The Human Anatomy Department in the Medical School of the Universidad Autonoma de Nuevo León (UANL) implemented asynchronous sessions as a short-term resolution, transformed to synchronous sessions as the pandemic progressed. It is important to consider the adaptability of the student, the near-peer teacher, and academic staff, with the creation of innovative ideas to facilitate the learning for the student and to maintain the quality of the course. Their role in this modality should be assessed, as it may change medical education and the way to teach in the future for the new generation of medical students. Professors' roles are changing and it is necessary to adapt to new situations


No disponible


Assuntos
Humanos , Anatomia/educação , Faculdades de Medicina/organização & administração , Infecções por Coronavirus/epidemiologia , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Betacoronavirus , Docentes/organização & administração , Educação Médica/métodos , Anatomia/organização & administração , Infecções por Coronavirus/prevenção & controle , Pneumonia Viral/prevenção & controle , México/epidemiologia , Universidades/organização & administração , Estudantes de Medicina
17.
Med Ref Serv Q ; 39(4): 406-410, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33085947

RESUMO

Collaboration between several College of Medicine departments, including the library, resulted in a creation of a new service for faculty during the COVID-19 pandemic crisis. By combining efforts, support for teaching online became a united effort and much less daunting for faculty, who could consult one group for online teaching support, rather than three or four different entities. The resulting endeavor led to a website FAQ and consulting email address that is accessible to all faculty to provide focused and timely technology and education assistance to faculty.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus , Educação a Distância/organização & administração , Tecnologia Educacional/organização & administração , Docentes de Medicina/educação , Bibliotecas Médicas/organização & administração , Pandemias , Pneumonia Viral , Faculdades de Medicina/organização & administração , Adulto , Betacoronavirus , Currículo , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudos de Casos Organizacionais , Pennsylvania
18.
Niger J Clin Pract ; 23(10): 1462-1469, 2020 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-33047707

RESUMO

Background: Educational environment (EE) affects transfer/acquisition of knowledge and skills needed in training medical students. Evaluation of EE by students is paramount to rating the EE of a medical school as well as evaluate effects of interventions. Assessing EE of medical schools is a current global trend. Objectives: : To evaluate EE at the new medical school of the Chukwuemeka Odumegwu Ojukwu University Teaching Hospital Awka, Anambra State, Nigeria; calculate the total and subscale (Dundee Ready Educational Environment Measure) DREEM scores and assess differences in these scores amongst the different classes, age groups, and sexes. Methodology: This was a descriptive cross-sectional study using census survey. We administered DREEM questionnaire to 4th, 5th, and 6th year medical students in the 2018/2019 academic session after ethical approval from Health Research and Ethics Committee (HREC). Data entry and analysis done using SPSS. ANOVA was used for association between level of study, age group, and total DREEM/Subscale scores. Test for association between sex and mean subscale/total score was done using independent sample t-test. P value <0.05 was adjudged significant. Cronbach's alpha for internal consistency was calculated. Results: Of 206 students, 185 filled in the questionnaire. Total DREEM score was 119.66, Students' perception of teachers 26.74, Students' academic self Perception 21.94, Students' Perception of Learning 30.75, Students' Social Self Perception 15.04, Students' Perception of Atmosphere 25.26. Three items scored above 3 while 11 items scored ≤2. Fourth year students significantly scored higher than others for all subscale and total DREEM score. No significant associations between age or gender and subscale or total DREEM scores. Cronbach's alpha for all scores was 0.91. Conclusions: The EE was not excellent but "more positive than negative." Improvements are necessary in all domains of DREEM to ensure better quality of the educational environment.


Assuntos
Educação de Graduação em Medicina , Faculdades de Medicina/organização & administração , Autoimagem , Meio Social , Estudantes de Medicina/psicologia , Adulto , Estudos Transversais , Feminino , Humanos , Aprendizagem , Masculino , Nigéria , Inquéritos e Questionários , Ensino , Universidades
19.
J. negat. no posit. results ; 5(10): 1097-1105, oct. 2020. tab
Artigo em Espanhol | IBECS | ID: ibc-199384

RESUMO

INTRODUCCIÓN: El ambiente educativo hace referencia a condiciones tangibles e intangibles en una institución y está asociado a la satisfacción de los estudiantes. OBJETIVO: Determinar la percepción del ambiente educativo que tienen los médicos internos de pregrado de la Facultad de Medicina y Cirugía (URSE) durante el ciclo escolar 2018-2019. MATERIALES Y MÉTODOS: Estudio descriptivo-transversal, se empleó el cuestionario Postgraduate Hospital Education Environment (PHEEM) a médicos internos de pregrado, el análisis de los datos se realizó a través de estadística descriptiva mediante SPSS(R) y la base de datos fue elaborada a través de Excel(R). RESULTADOS: El cuestionario fue respondido por 124 médicos internos (mujeres: 44%, hombres: 56%; edad: 24.71 años), la puntuación global del PHEEM fue catalogado como un ambiente educacional excelente. CONCLUSIONES: El ambiente educativo es percibido como excelente, aún se debe mejorar el desarrollo de prácticas médico-quirúrgicas y el diagnóstico en los diversos servicios del internado, como aspecto negativo se observa la pobre rotación por el servicio de Medicina Familiar


INTRODUCTION: The educational environment refers to tangible and intangible conditions in an institution and is associated with student satisfaction. OBJECTIVE: To determine the perception of the educational environment that internal undergraduate doctors of the Faculty of Medicine and Surgery (URSE) have during the 2018-2019 school year. MATERIALS AND METHODS: Descriptive-cross-sectional study, the Postgraduate Hospital Education Environment (PHEEM) questionnaire was used to undergraduate internal physicians, the data analysis was performed through descriptive statistics using SPSS(R) and the database was prepared through Excel(R). RESULTS: The questionnaire was answered by 124 internal doctors (women: 44%, men: 56%; age: 24.71 years), the overall PHEEM score was classified as an excellent educational environment. CONCLUSIONS: The educational environment is perceived as excellent, the development of medical-surgical practices and diagnosis in the various boarding school services must still be improved, as a negative aspect, the poor rotation by the Family Medicine service is observed


Assuntos
Humanos , Educação Médica/tendências , Faculdades de Medicina/organização & administração , Meio Social , México/epidemiologia , Satisfação Pessoal , Estudos Transversais , Inquéritos e Questionários/estatística & dados numéricos , Internato e Residência/estatística & dados numéricos
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