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1.
Adv Emerg Nurs J ; 46(2): 169-181, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38736101

RESUMO

INTRODUCTION: Emergency department (ED) fast track (FT) for the ambulatory, minor injury patient cohort requires rapid patient assessment, treatment, and turnover, yet specific nursing education is limited. The study aimed to test the feasibility and staff satisfaction of an education program to expand nursing skills and knowledge of managing FT patients during the COVID-19 pandemic. METHODS: This quasi-experimental study, including self-rating surveys and interviews, assessed the pre- and postimplementation of an education program for nurses working in FT in a metropolitan hospital ED in Australia. Hybrid (face-to-face and Teams) education sessions on 10 topics of staff-perceived limited knowledge were delivered over 8 months. RESULTS: Participants demonstrated higher knowledge scores after the implementation of short online education sessions to cover the core facets of minor injury management. Overall staff satisfaction with the program was high. Interview discussions involved three key themes, including "benefits to staff learning," "positive impact on patient care and flow," and "preferred mode of delivery." CONCLUSIIONS: Recorded education sessions on minor injury topics for nurses working in FT have proved effective, and this program has now become a core facet of ED education in our hospital.


Assuntos
COVID-19 , Enfermagem em Emergência , Serviço Hospitalar de Emergência , Humanos , COVID-19/enfermagem , Serviço Hospitalar de Emergência/organização & administração , Enfermagem em Emergência/educação , Feminino , Masculino , Austrália , Adulto , SARS-CoV-2 , Modelos Educacionais , Pandemias , Recursos Humanos de Enfermagem Hospitalar/educação , Competência Clínica
2.
Pan Afr Med J ; 47: 70, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38681112

RESUMO

Introduction: the effectiveness of the flipped classroom model (FCM) method for building self-directed learning readiness (SDLR) in a research methodology course has not yet been scientifically researched. This study aims to assess the effect of FCM on SDLR among Nigerian nursing students enrolled in a research methodology course. Methods: sixty-four 400-level nursing students from two government-owned universities in Southeast Nigeria were recruited for this quasi-experimental study. They were randomly divided into two groups, the experimental group, and the control group, and exposed to FCM and conventional teaching methods (CTM) throughout the months of April and July 2021. Before and after the intervention, the validated self-directed learning readiness scale (SDLRS) was used to gather data, and a structured questionnaire was used to collect demographic data. Results: the SDLR was high if the SDLRS mean score was ≥3.75. Pre-test results from SDLR showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for CTM and FCM, respectively, while post-test results showed overall scores of 3.84 ± 0.77 for CTM and 4.01 ± 0.81 for FCM. The mean scores between the pre-and post-tests were statistically different (p=0.030). Conclusion: the FCM had a positive effect on Nigerian nursing undergraduates' SDLR and should be encouraged as it provides a viable alternative to the traditional teaching method.


Assuntos
Estudantes de Enfermagem , Ensino , Humanos , Estudantes de Enfermagem/psicologia , Nigéria , Feminino , Masculino , Adulto Jovem , Inquéritos e Questionários , Modelos Educacionais , Adulto , Autoaprendizagem como Assunto , Currículo , Projetos de Pesquisa , Avaliação Educacional , Aprendizagem
3.
J Contin Educ Nurs ; 55(5): 212-216, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38687099

RESUMO

Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model© (OB-CE Model©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. [J Contin Educ Nurs. 2024;55(5):212-216.].


Assuntos
Credenciamento , Educação Continuada em Enfermagem , Preceptoria , Humanos , Preceptoria/organização & administração , Preceptoria/normas , Educação Continuada em Enfermagem/organização & administração , Credenciamento/normas , Feminino , Adulto , Masculino , Estados Unidos , Pessoa de Meia-Idade , Recursos Humanos de Enfermagem Hospitalar/educação , Mentores/psicologia , Desenvolvimento de Pessoal/organização & administração , Competência Clínica/normas , Modelos Educacionais , Currículo
4.
Rev. Ciênc. Plur ; 10 (1) 2024;10(1): 34461, 2024 abr. 30.
Artigo em Português | LILACS, BBO - Odontologia | ID: biblio-1553350

RESUMO

Introdução:A formação em saúde norteia a prática profissional, incidindo diretamente na atenção e assistência à saúde ofertada à população. Nesse sentido, o uso de métodos ativos de aprendizagem e avaliação, como por exemplo, o portfólio, podem contribuir para a construção de conhecimentos crítico-reflexivos. Objetivo:Evidenciara percepção de estudantes dos cursos da área da saúde, que cursam a disciplina de Saúde e Cidadania na Universidade Federal do Rio Grande do Norte sobre o uso do portfólio enquanto instrumento de avaliação do ensino aprendizagem. Metodologia:Os dados foram obtidos por meio da formação de grupo focaleanalisados pela análise do conteúdo. Definiram-se, então, as categorias temáticas:percepção sobre o portfólio; a elaboração do portfólio e a sua contribuição para a formação; dificuldades para formulação doportfólio;o portfólio como instrumento de avaliação. Resultados:Os estudantes compreendem o portfólio como instrumento de diálogo entre docentes e discentes, através dos relatos das vivências em grupo nos equipamentos sociais e reflexões individuais na construção de conceitos e aprofundamento teórico. Ainda referem inseguranças e dúvidas acerca da estruturação e confecção do instrumento, no entanto, percebem o portfólio como potente e inovador no auxílio aconstrução do conhecimento uma vez que permite oacompanhamento do processo de ensino-aprendizagem, possibilitando maior interação entre educador-educando, com produção de uma aprendizagem significativa.Conclusões:o portfólio estimula a reflexão e a crítica acerca das vivências nos cenários de práticas onde se desenvolve o componente curricular Saúde e Cidadaniacorroborando, sobremaneira, para a construção do conhecimento dos estudantes (AU).


Introduction:A degreein healthcare guides the professional practice, directly affecting the healthcare attention and assistance offered to the population. In this sense, the use of active learning and assessment methods, such as portfolios, can contribute to the construction of critical-reflective knowledge. Objective:To highlight the perception of students from health courses, who study the Health and Citizenship discipline at the Federal University of Rio Grande do Norte, regarding the use of the portfolio as an instrument for evaluating teaching and learning.Methodology:Data were obtained through the formation of a focus group and analyzed using content analysis. Thematic categories were then defined: perception of the portfolio; the preparation of the portfolio and its contribution to training; difficulties in formulating the portfolio; the portfolio as an assessment tool. Results:Students understand the portfolio as an instrument of dialogue between teachers and students, through reports of group experiences in social facilities and individual reflections in the construction of concepts and theoretical deepening. They still report insecurities and doubts about the structuring and creation of the instrument, however, they perceive the portfolio as powerful and innovativein helping to build knowledge as it allows the monitoring of the teaching-learning process, enabling greater interaction between educator and student, with the production of significant learning. Conclusions:The portfolio encourages reflection and criticism about the experiences in the practical scenarios where the curricular component -SACI is developed, greatly supporting the construction of students' knowledge (AU).


Introducción:La formación en salud orienta la práctica profesional, incidiendo directamente en la atención y asistencia sanitaria que se ofrece a la población. En este sentido, el uso de métodos activos de aprendizaje y evaluación, como los portafolios, puedecontribuir a la construcción de conocimiento crítico-reflexivo. Objetivo:Resaltar la percepción de estudiantes de carreras de salud, que cursan la disciplina Salud y Ciudadanía de la Universidad Federal de Rio Grande do Norte, sobre el uso del portafolios como instrumento de evaluación de la enseñanza y del aprendizaje. Metodología:Los datos se obtuvieron mediante la formación de un grupo focal y se analizaron mediante análisis de contenido. Luego se definieron categorías temáticas: percepción del portafolio; la elaboración del portafolio y su contribución a la formación; dificultades para formular el portafolio; el portafolio como herramienta de evaluación.Resultados:Los estudiantes entienden el portafolio como un instrumento de diálogo entre docentes y estudiantes, a través de relatos de experiencias grupales en establecimientos sociales y reflexiones individuales en la construcción de conceptos y profundización teórica. Aún reportan inseguridades y dudas sobre la estructuración y creación del instrumento, sin embargo, perciben el portafolio como poderoso e innovador para ayudar a la construcción de conocimiento ya que permite el seguimiento del proceso de enseñanza-aprendizaje, posibilitando una mayor interacción entre educador y estudiante, con la producción de aprendizajes significativos.Conclusiones: El portafolio incentiva la reflexión y crítica sobre las experiencias en los escenarios prácticos donde se desarrolla el componente curricular -SACI, apoyando en gran medida la construcción del conocimiento de los estudiantes (AU).


Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Estudantes de Ciências da Saúde , Pessoal de Saúde , Modelos Educacionais , Aprendizagem Baseada em Problemas/métodos , Grupos Focais/métodos , Pesquisa Qualitativa , Estudos de Avaliação como Assunto
5.
Subst Use Addctn J ; 45(2): 168-175, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38375666

RESUMO

Novel adulterants and synthetic substances are rapidly infiltrating the US drug supply causing new clinical harms. There is an urgent need for responsive education and training to address these evolving harms and mitigate new risks. Since 2020, xylazine, a veterinary tranquilizer, has become increasingly common in the illicit opioid supply, especially alongside fentanyl. Training and technical assistance (TTA) programs employing an adaptive model can quickly disseminate emerging information and provide the tools to respond effectively. We describe our TTA program's experience developing and delivering virtual instructor-led xylazine training to a diverse group of addiction care professionals. The training objectives included the following: (1) introducing epidemiologic trends, pharmacology, and existing literature related to xylazine; (2) reviewing xylazine-associated harms and management; and (3) discussing harm reduction strategies related to xylazine use. We conducted 14 training sessions between October 2022 and July 2023, which were attended by over 2000 individuals across 49 states. We review our experience developing innovative training content and managing flexible training logistics and highlight our lessons learned, including targeting multidisciplinary professionals, leveraging online synchronous delivery methods, and a need for sustainable funding for TTA programs.


Assuntos
Modelos Educacionais , Xilazina , Humanos , Analgésicos Opioides , Escolaridade , Preparações Farmacêuticas
7.
Am J Speech Lang Pathol ; 33(3): 1157-1173, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38363726

RESUMO

PURPOSE: Due to the scope of practice of speech-language pathology (SLP) expanding considerably in recent times, there is reduced emphasis on certain communication conditions within the curricula of SLP university programs. Stuttering and cluttering are neglected components of such curricula, despite the complex clinical skill set required to work with these client groups. Evaluation of the content and quality of modules on stuttering and cluttering is warranted to ensure that SLP students are graduating with adequate competence and confidence for supporting people with these conditions. This tutorial, based on a review of the literature, aims to provide guidance to educators who are designing or revising such modules. METHOD: The All Ireland Society for Higher Education (AISHE) model for module design provides a practical and theoretically underpinned guide to educators in higher education on the design of a new module or the review of an existing one. The model's seven key components are discussed, and their application to a module on stuttering and cluttering is outlined. RESULTS: The AISHE model provides a systematic and user-friendly approach to module design in SLP university programs. It supports educators who are designing a new module or revising a module currently being taught on stuttering and cluttering. CONCLUSIONS: Educators are encouraged to familiarize themselves with the seven components of the AISHE model and to use it as a tool to design or revise modules on stuttering and cluttering. This will ensure that SLP students are graduating with increased competence and confidence in working with these client groups.


Assuntos
Currículo , Patologia da Fala e Linguagem , Gagueira , Humanos , Patologia da Fala e Linguagem/educação , Gagueira/terapia , Gagueira/diagnóstico , Modelos Educacionais , Competência Clínica
8.
J Prof Nurs ; 50: 47-52, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369371

RESUMO

BACKGROUND: Many nurse educators have pivoted their teaching to online formats since the COVID-19 pandemic began. Nurse educators face the dilemma that person-centred approaches are particularly challenging to replicate online. Current research provides general recommendations for designing and delivering online learning, but less is known about the usefulness of discipline-specific pedagogies for nursing education. AIM: This study explores the value of creating discipline-specific pedagogies for online learning in baccalaureate nursing education. METHOD: Using an action research approach, the authors document their lived experience of designing and delivering a course in two different formats - blended and entirely online. Drawing on existing and new educational models related to online learning, we explore how practice can inform the development of emergent frameworks to guide online education. RESULTS: Using reflective practice, the authors developed an emergent framework that draws on embodied learning theory to enhance the online delivery of a disability and enablement course for nursing students. CONCLUSIONS: The concept of embodied pedagogies may offer a starting point for developing guidelines for person-centred and student-centred nursing education online.


Assuntos
Bacharelado em Enfermagem , Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Pandemias , Modelos Educacionais
10.
BMC Med Educ ; 24(1): 30, 2024 Jan 04.
Artigo em Inglês | MEDLINE | ID: mdl-38178050

RESUMO

BACKGROUND: Train-the-trainer (TTT) programs are widely applied to disseminate knowledge within healthcare systems, but evidence of the effectiveness of this educational model remains unclear. We systematically reviewed studies evaluating the impact of train-the-trainer models on the learning outcomes of nurses. METHODS: The reporting of our systematic review followed PRISMA 2020 checklist. Records identified from MEDLINE, Embase, CINAHL, and ERIC were independently screened by two researchers and deemed eligible if studies evaluated learning outcomes of a train-the-trainer intervention for trainers or trainees targeting nurses. Study quality was assessed with Joanna Briggs Institute's critical appraisal tools and data of study characteristics extracted (objective, design, population, outcomes, results). Heterogeneity of outcomes ruled out meta-analysis; a narrative synthesis and vote counting based on direction of effects (p < 0.05) synthesized the results. All records were uploaded and organized in EPPI-Reviewer. RESULTS: Of the 3800 identified records 11 studies were included. The included studies were published between 1998 and 2021 and mostly performed in the US or Northern Europe. Nine studies had quasi-experimental designs and two were randomized controlled trials. All evaluated effects on nurses of which two also included nurses' assistants. The direction of effects of the 13 outcomes (knowledge, n = 10; skills, n = 2; practice, n = 1) measured in the 11 included studies were all beneficial. The statistical analysis of the vote counting showed that train-the-trainer programs could significantly (p < 0.05) improve trainees' knowledge, but the number of outcomes measuring impact on skills or practice was insufficient for synthesis. CONCLUSIONS: Train-the-trainer models can successfully disseminate knowledge to nurses within healthcare systems. Considering the nurse shortages faced by most Western healthcare systems, train-the-trainer models can be a timesaving and sustainable way of delivering education. However, new comparative studies that evaluate practice outcomes are needed to conclude whether TTT programs are more effective, affordable and timesaving alternatives to other training programs. TRIAL REGISTRATION: The protocol was registered in Research Registry ( https://www.researchregistry.com , unique identifying number 941, 29 June 2020).


Assuntos
Atenção à Saúde , Aprendizagem , Humanos , Competência Clínica , Escolaridade , Modelos Educacionais
11.
Acad Med ; 99(5): 518-523, 2024 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-38285547

RESUMO

PROBLEM: Competency-based medical education is increasingly regarded as a preferred framework for physician training, but implementation is limited. U.S. residency programs remain largely time based, with variable assessments and limited opportunities for individualization. Gaps in graduates' readiness for unsupervised care have been noted across specialties. Logistical barriers and regulatory requirements constrain movement toward competency-based, time-variable (CBTV) graduate medical education (GME), despite its theoretical benefits. APPROACH: The authors describe a vision for CBTV-GME and an implementation model that can be applied across specialties. Termed "Promotion in Place" (PIP), the model relies on enhanced assessment, clear criteria for advancement, and flexibility to adjust individuals' responsibilities and time in training based on demonstrated competence. PIP allows a resident's graduation to be advanced or delayed accordingly. Residents deemed competent for early graduation can transition to attending physician status within their training institution and benefit from a period of "sheltered independence" until the standard graduation date. Residents who need extended time to achieve competency have graduation delayed to incorporate additional targeted education. OUTCOMES: A proposal to pilot the PIP model of CBTV-GME received funding through the American Medical Association's "Reimagining Residency" initiative in 2019. Ten of 46 residency programs in a multihospital system expressed interest and pursued initial planning. Seven programs withdrew for reasons including program director transitions, uncertainty about resident reactions, and the COVID-19 pandemic. Three programs petitioned their specialty boards for exemptions from time-based training. One program was granted the needed exemption and launched a PIP pilot, now in year 4, demonstrating the feasibility of implementing this model. Implementation tools and templates are described. NEXT STEPS: Larger-scale implementation with longer-term assessment is needed to evaluate the impact and generalizability of this CBTV-GME model.


Assuntos
COVID-19 , Competência Clínica , Educação Baseada em Competências , Educação de Pós-Graduação em Medicina , Internato e Residência , Humanos , Educação de Pós-Graduação em Medicina/métodos , Educação Baseada em Competências/métodos , Estados Unidos , COVID-19/epidemiologia , SARS-CoV-2 , Fatores de Tempo , Modelos Educacionais
12.
BMC Med Educ ; 24(1): 36, 2024 Jan 08.
Artigo em Inglês | MEDLINE | ID: mdl-38191401

RESUMO

BACKGROUND AND AIM: Driven by Innovation 2.0 (the information age, the innovation form of the knowledge society), the form evolved by the Internet development, giving rise to economic and social development ("Internet +"). With this background, a novel approach is presented for fostering excellence in physicians, aligning with the contemporary demands of our era. METHODS: Self-administered questionnaire was used to facilitate the collection of data on medical advanced mathematics course offerings, distribution of teaching hours of each major and the perception of the course teaching system in 11 medical universities in China. The distribution of course offerings in each major was analyzed, and one-sample t-test was conducted on the perspectives of course offerings, content settings (theoretical & practical), educational objectives, teaching reforms, and Synthetical Sensation (SS) of the curriculum system and educational model. RESULTS: The study included various specialties such as clinical medicine, pharmacy, public health, health management, and life sciences, all of which offered advanced mathematics course. The content of medical mathematics textbooks was designed to meet the practical needs of relevant professions, and encompass online laboratory classes and social practice. However, a noticeable misalignment was observed between the content of medical mathematics courses and the realistic requirements of professions (t = -3.614~-3.018, P < 0.05). The perceived difference in the completeness of curriculum systems was not significantly apparent. There was a difference in the perception of the effectiveness of teaching reforms (t = -4.485, P < 0.05), and there was a difference in the perception of the synthesis of the educational model in all cases (t = -5.067, P < 0.05). CONCLUSION: There are localized differences in curricula, and the number of course hours is basically reasonable; course content needs to be updated; the implementation of course objectives is not in place; the curriculum system can meet the needs of talent training; the innovation of the education model needs to be put into practice; and there are obvious differences in the comprehensive cognition of the teaching system and the education model. Based on the analysis of the problems, we build a new STC teaching mode with smart classroom based on "professional needs, practical needs and requirements for cultivating excellent physician talents".


Assuntos
Currículo , Modelos Educacionais , Humanos , Universidades , China , Escolaridade
13.
Patient Educ Couns ; 119: 108053, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-37976672

RESUMO

OBJECTIVES: To use the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework to evaluate an educational model addressing self-management of uncontrolled hypertension. METHODS: We used a pre-post single cohort design to identify minoritized patients with uncontrolled hypertension (systolic > 160 mmHg and/or diastolic > 100 mmHg). Trained Ambassadors provided telephone outreach, skill-based blood pressure (BP) monitoring, and goal-setting for 4 months. Follow-up occurred at 7 months. We evaluated the initiative using the RE-AIM framework and quantitative analysis for process and outcome measures post-intervention. RESULTS: Among Black patients (n = 345), the average age was 55.4 years (8.7), half identified as male (n = 173, 50.1 %); many were uninsured (n = 159, 46.1 %). Engagement in calls occurred for 67.8 % (n = 234) of the cohort; monitor distribution was 22.9 % (n = 79); and goal setting occurred for 64 patients. BP improved for 40 % of the cohort (mean pre: 168/98 mmHg, mean post: 150/89 mmHg; p < 0.0001) and 40 % of patients' last known BP was < 140/90. CONCLUSIONS: RE-AIM evaluation of the Closing the Gap initiative suggests that the model is associated with BP reduction in high-risk Black patients. PRACTICE IMPLICATIONS: An educational model for patient-centered hypertension management in low-income populations is feasible and addresses self-monitoring barriers.


Assuntos
Equidade em Saúde , Hipertensão , Humanos , Masculino , Pessoa de Meia-Idade , Anti-Hipertensivos/uso terapêutico , Pressão Sanguínea , Determinação da Pressão Arterial , Hipertensão/tratamento farmacológico , Modelos Educacionais , Feminino , Negro ou Afro-Americano
14.
Nurse Educ ; 49(2): E92-E96, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-37657089

RESUMO

BACKGROUND: Cocreation is a collaborative process that uses problem-based learning to construct new initiatives. It has many known benefits associated with innovation in the development of programs, such as by creating simulations based on firsthand experiences. METHODS: Thirty second-year prelicensure nursing students cocreated simulations and associated lesson plans for a simulated practice placement. They followed a 4-step process described in the article. RESULTS: Cocreation combines lecturers' and students' unique skills and knowledge, creating programs based on the unique firsthand experiences of stakeholders. As the students take control of their own workloads, facilitators need to be adaptable in the support they provide, depending on the needs of the students. CONCLUSION: The staged process provided a structure for the students to produce their simulations and lesson plans. The cocreation of the simulated practice placement provided an innovative educational model that supported student development and produced lessons and simulations based on stakeholder need.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Pesquisa em Educação em Enfermagem , Aprendizagem Baseada em Problemas , Modelos Educacionais , Criatividade
15.
J Contin Educ Health Prof ; 43(4S): S30-S34, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-38054489

RESUMO

ABSTRACT: This Foundations paper introduces the "Working as Learning Framework (WALF)" to the continuing professional development community. Developed by researchers in the domain of workplace learning, the WALF draws upon theories and concepts from economics, sociology of work, and sociocultural theories of learning. The Framework provides conceptual tools to analyze interconnections between workplaces, the organization of work tasks, and learning. Through these interconnections, the Framework introduces the concepts of "expansive learning environments" and "restrictive learning environments." This paper provides an overview of the WALF before discussing possible implications for continuing professional development educators and researchers. Ultimately, this Foundations paper invites readers to engage with the rich scholarship on workplace learning informed by sociocultural concepts of learning and complemented by research on work and workplaces.


Assuntos
Aprendizagem , Local de Trabalho , Humanos , Modelos Educacionais
16.
Acta Biomed ; 94(S3): e2023123, 2023 08 30.
Artigo em Inglês | MEDLINE | ID: mdl-37695199

RESUMO

BACKGROUND AND AIM: Rolling reviews have been widely used by the scientific community during the COVID-19 pandemic to provide guidelines and identify potential treatments in such a quickly evolving emergency. Throughout the two pandemic years, we provided independent and continuously updated (rolling) e-learning courses on COVID-19 targeted to Italian healthcare professionals with the aim of increasing dissemination based on the emerging evidence. The results of this project are presented in this brief report. METHODS: We launched five main courses on COVID-19 - with focus on treatments and vaccines - from February 2020 to December 2022. For each course, we collected and analised participation data and, via questionnaires, customer-satisfaction data on relevance, quality, efficacy and sponsor perception. RESULTS: From 22 February 2020 to 31 December 2022, a total of 224,459 enrollments were registered over the five courses with 192,966 passes (86%), for which Continuing Medical Education (CME) credits were awarded. Over 94% of participants considered the contents of high quality, relevant and effective for their educational needs. The absence of sponsorship perception, 83% overall, decreased relevantly for the two courses on COVID-19 vaccines (68.3%). CONCLUSIONS: Italian healthcare professionals working during the pandemic overwhelmingly appreciated and valued the rolling e-learning offer aimed at widening the dissemination of the best practices on COVID-19. This educational model provides independent, evidence-based and tailored information with the undoubted advantages of time flexibility, remote participation and continuous update, all elements that make it a useful tool in a pandemic as well as in a post-pandemic era.


Assuntos
COVID-19 , Instrução por Computador , Humanos , Pandemias , Vacinas contra COVID-19 , Modelos Educacionais , Atenção à Saúde
18.
Rev. cuba. estomatol ; 60(3)sept. 2023.
Artigo em Espanhol | LILACS, CUMED | ID: biblio-1536278

RESUMO

Introducción: El Sistema de Créditos Transferibles fue desarrollado para traducir la carga de trabajo de los estudiantes en créditos académicos que son reconocidos en todos los países, apuntando al logro del aprendizaje. El aprendizaje autónomo es un objetivo que la mayoría de los programas educativos promueven como una opción estratégica para conectar la profesión, el entorno de estudio y las expectativas profesionales. Objetivo: Analizar las horas de trabajo autónomo utilizadas por los estudiantes para lograr los resultados de aprendizaje determinados en los programas de asignaturas, su efectividad en cuanto al rendimiento académico y su correspondencia con lo establecido en el plan de estudio, ajustado al Sistema de Créditos Transferibles. Métodos: Se realizó un análisis descriptivo transversal retrospectivo a partir de datos de un registro manual de estudiantes (n = 54) y docentes (n = 6) respecto a seis asignaturas de primer nivel de la Carrera de Odontología de la Universidad Autónoma de Chile, sede Temuco. Resultados: Los análisis revelan una incoherencia entre las horas de trabajo autónomo utilizadas por los estudiantes con respecto a lo establecido en el plan de estudio y las horas de trabajo extra-aula estimadas por los profesores. Conclusión: Se concluye que la implementación del Sistema de Créditos Transferibles por sí sola no asegura una mejora en el desempeño de los estudiantes, requiriendo revisar el procedimiento institucional para definirlas; por parte de los docentes una mayor apropiación de los resultados de aprendizajes y la didáctica necesaria para orientar a los estudiantes a obtener un mayor rendimiento del trabajo autónomo, por otro lado, los estudiantes deben ser responsables del uso consciente de dichas horas(AU)


Introduction: The Transferable Credit System was developed to translate student workload into academic credits that are recognized in all countries, aiming at learning achievement. Autonomous learning is an objective that most educational programs promote as a strategic option to connect career, study environment and professional expectations. Objective: Analyzing the hours of autonomous work used by students to achieve the learning outcomes determined in the subject programs, their effectiveness in terms of academic performance and their correspondence with what is established in the study plan, adjusted to the Transferable Credit System. Methods: A retrospective cross-sectional descriptive analysis was carried out using data from a manual record of students (n= 54) and teachers (n= 6) regarding six first level subjects of the Dentistry course of the Universidad Autónoma de Chile, Temuco campus. Results: The analysis revealed an incoherence between the hours of autonomous work used by the students with respect to what is established in the study plan and the hours of extra-classroom work estimated by the professors. Conclusion: It is concluded that the implementation of the Transferable Credit System alone does not ensure an improvement in student performance, requiring a review of the institutional procedure to define them; on the part of teachers a greater appropriation of the learning outcomes and the didactics necessary to guide students to obtain a higher yield of autonomous work, on the other hand, students must be responsible for the conscious use of these hours(AU)


Assuntos
Humanos , Modelos Educacionais , Desempenho Acadêmico , Epidemiologia Descritiva , Estudos Transversais , Estudos Retrospectivos
19.
Clin Transl Sci ; 16(8): 1340-1351, 2023 08.
Artigo em Inglês | MEDLINE | ID: mdl-37587756

RESUMO

The purpose of this article is to propose and provide a blueprint for a graduate-level curriculum in clinical data science, devoted to the measurement, acquisition, care, treatment, and inferencing of clinical research data. The curriculum presented here contains a series of five required core courses, five required research courses, and a list of potential electives. The coursework draws from but does not duplicate content from the foundational areas of biostatistics, clinical medicine, biomedical informatics, and regulatory affairs, and may be reproduced by any institution interested in and capable of offering such a program. This new curriculum in "clinical" data science will prepare students for work in academic, industry, and government research settings as well as offer a unifying knowledge base for the profession.


Assuntos
Gerenciamento de Dados , Ciência de Dados , Humanos , Modelos Educacionais , Biometria , Currículo
20.
Spec Care Dentist ; 43(6): 772-775, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-37544886

RESUMO

Dental school graduates often have a basic knowledge in the management of patients with specialized healthcare needs. As of August 2019, CODA amended their accreditation standard 2-25: dental school graduates must be competent in the assessment and management of treatment of patients with specialized healthcare needs and disabilities. While the majority of these patients require modified dental care, many dental schools lack the facilities to provide both the proper care and education. This paper identifies improvements to dental education brought on by the innovations at Penn Dental Medicines' Personalized Care Suite for Persons with Disabilities (PCARE). Patient centered care is the emphasis of the PCARE curriculum. Although the clinic has special rooms and equipment to assist in accommodating the special needs of the patients, the program focuses on teaching dental students how to provide comfortable, safe, and effective care in a typical office setting. Detailed patient assessment, non-pharmacological management techniques, and treatment plans designed to meet the needs and abilities of the patients and caregivers are taught through lecture and direct patient care. Teaching assessment and management of this population is of great importance. Including treatment in Standard 2-25 creates another challenge to dental education. Penn Dental's facility allows multidisciplinary care in a cohesive and timely manner. The experience in PCARE offers unique opportunities to educate dental professionals in developing a patient centered approach in the treatment and maintenance of oral health in those patients who require accommodation.


Assuntos
Assistência Odontológica para a Pessoa com Deficiência , Modelos Educacionais , Humanos , Currículo , Educação em Odontologia , Assistência ao Paciente
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