Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 11.021
Filtrar
1.
Surg Clin North Am ; 101(4): 555-563, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34242599

RESUMO

Bedside teaching plays a vital role the training future physicians, allowing for instruction in history taking, physical examination skills, differential diagnosis development, professionalism, teamwork integration, effective communication, and discussions of medical ethics. Due to changes in the health care system, accreditation bodies, and shortened admittance of patients, rates of bedside teaching have declined. Attending surgeons feel increased external pressures to meet performance metrics while resident physicians adhere to duty hour restrictions. This article highlights popular methods, including bedside rounds, near-peer teaching, and resident versus attending preceptors, and discusses how teaching on rounds has an impact on patients.


Assuntos
Internato e Residência/métodos , Modelos Educacionais , Visitas com Preceptor/métodos , Ensino , Humanos , Personalidade , Estudantes de Medicina/psicologia , Estados Unidos
2.
Surg Clin North Am ; 101(4): 565-576, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34242600

RESUMO

Large group settings display no signs of disappearing. Most surgeons charged with this education have received no formal training. Lecturing remains the most common method of educating large groups. Even though factors required for an excellent lecture are known, their inconsistent application results in variation of effectiveness. Long-standing principles of rhetoric and recent advances in neuroscience, cognitive science, learning models, and teaching theory play a role in achieving effectiveness. This article makes recommendations for creating and delivering lectures, including active learning opportunities and modern innovations in information technology supporting teaching methods. Effective lecturing skills are acquired by persistent deliberate practice.


Assuntos
Educação de Pós-Graduação em Medicina/métodos , Cirurgia Geral/educação , Aprendizagem , Modelos Educacionais , Ensino , Humanos , Aprendizagem Baseada em Problemas , Estados Unidos
3.
Surg Clin North Am ; 101(4): 577-586, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34242601

RESUMO

Surgical training programs have long used quantitative measures of knowledge, as well as subjective evaluation of technical skills, to define the competence of trainees. However, a growing body of literature has shown the importance of nontechnical surgical skills as vital components of quality surgical care. Institutions must train nontechnical surgical skills, including leadership, communication, teamwork, situational awareness, and decision making, and incorporate these attributes into their evaluative processes to maximally enhance surgical performance at every career stage.


Assuntos
Conscientização , Competência Clínica , Comunicação , Tomada de Decisões , Cirurgia Geral/educação , Liderança , Equipe de Assistência ao Paciente , Humanos , Relações Interprofissionais , Modelos Educacionais , Assistência Perioperatória/educação , Assistência Perioperatória/métodos , Estados Unidos
4.
Nurs Sci Q ; 34(3): 247-252, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-34212812

RESUMO

In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.


Assuntos
Educação em Enfermagem/normas , Docentes de Enfermagem/organização & administração , Robótica , COVID-19/epidemiologia , Humanos , Modelos Educacionais , Pandemias , SARS-CoV-2 , Estudantes de Enfermagem/psicologia
5.
J Surg Oncol ; 124(2): 231-240, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34245572

RESUMO

Educating surgeons is a time-consuming process. In addition to theoretical knowledge, the practical tasks of surgical procedures must be mastered. Translation of such knowledge from mentor to mentee may be efficiently done by surgical telementoring (ST). This is a review on surgical telementoring. Recent technological advances have made this tool in surgical education more available and applicable but future applications of ST have to be wisely guided by high-quality trials.


Assuntos
Educação à Distância/métodos , Educação de Pós-Graduação em Medicina/métodos , Tutoria/métodos , Especialidades Cirúrgicas/educação , Telemedicina/métodos , Competência Clínica , Currículo , Educação à Distância/organização & administração , Educação de Pós-Graduação em Medicina/organização & administração , Europa (Continente) , Feedback Formativo , Humanos , Modelos Educacionais , América do Norte , Desenvolvimento de Programas
6.
J Surg Oncol ; 124(2): 241-245, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34245573

RESUMO

Surgical training does not end at the conclusion of residency training. Expansions in medical technology and surgical technique have created a steep learning curve for the young attending surgeon. The emergence of intraoperative telementoring has allowed experienced surgeons to guide learners through complex surgical cases remotely with the assistance of streaming video technology. Here, we describe the basics of telementoring, financial and legal considerations, and recommend hardware specifications for optimal use.


Assuntos
Educação à Distância/métodos , Educação de Pós-Graduação em Medicina/métodos , Tutoria/métodos , Especialidades Cirúrgicas/educação , Telemedicina/métodos , Tecnologia Educacional , Estudos de Viabilidade , Humanos , Modelos Educacionais , Estados Unidos
7.
J Surg Oncol ; 124(2): 174-180, 2021 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-34245581

RESUMO

Electronic resources have changed surgical education in the 21st century. Resources spanning from digital textbooks to multiple choice question banks, online society meetings, and social media can facilitate surgical education. The COVID pandemic drastically changed the paradigm for education. The ramifications of Zoom lectures and online surgical society meetings will last into the future. Educators and learners can be empowered by the many available electronic resources to enhance surgical training and education.


Assuntos
Educação à Distância/tendências , Educação de Pós-Graduação em Medicina/tendências , Cirurgia Geral/educação , Internet/tendências , Recursos Audiovisuais , COVID-19/epidemiologia , COVID-19/prevenção & controle , Congressos como Assunto/tendências , Educação à Distância/métodos , Educação de Pós-Graduação em Medicina/métodos , Cirurgia Geral/tendências , Humanos , Modelos Educacionais , Mídias Sociais/tendências , Sociedades Médicas/tendências , Estados Unidos/epidemiologia , Comunicação por Videoconferência/tendências
10.
Acad Med ; 96(7S): S6-S8, 2021 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-34183595

RESUMO

The COVID-19 pandemic of 2020 exposed the reactive nature of the medical education community in response to a disruption that, at one time, may have seemed preposterous. In this article, the author reflected on the impact of an unpredictable plight on a system of medical education that (1) is continuous but doesn't function as a continuum and (2) requires adaptation but is steeped in a fixed mindset and structure that resists change. As a result, innovations which were previously considered impossible, such as time variable education and training, were forced into being. Inspired by the changes brought about by the pandemic, the ensuing decade is explored through a lens of possible futures to envision a path forward based on resilience rather than reactivity.


Assuntos
COVID-19 , Educação Baseada em Competências/organização & administração , Educação Médica/organização & administração , Modelos Educacionais , Inovação Organizacional , Educação Baseada em Competências/métodos , Criatividade , Educação Médica/métodos , Humanos , Resiliência Psicológica , Análise de Sistemas , Estados Unidos
12.
J Contin Educ Health Prof ; 41(2): 104-110, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: covidwho-1234139

RESUMO

INTRODUCTION: With the proliferation of virtual learning programs during the COVID-19 pandemic, there is increased need to understand learner experiences and impact on developing expertise. Project Extension for Community Healthcare Outcomes (Project ECHO®) is an established hub-and-spoke tele-education model aimed at building capacity and expertise in primary care providers. Our qualitative study explored how learning experiences within an ECHO mental health care program supported provider learning and ability to solve complex clinical problems. METHODS: We sampled ECHO sessions across a 34-week cycle and analyzed audio transcribed data. Two individuals coded participant interactions during 2-hour recorded sessions using an iterative, constant comparative methodology. RESULTS: The authors identified four key mechanisms of learning in ECHO: (1) fostering participants' productive struggle with cases, (2) development of an integrated understanding, (3) collaborative reformulation of cases, and (4) generation of conceptual solutions based on a new understanding. Throughout the ECHO sessions, learning was observed to be multidirectional from both the hub-to-spoke and between spoke sites. DISCUSSION: Despite the widespread implementation of Project ECHO and other virtual learning models, a paucity of research has focused on mechanisms of virtual learning within these models. Our study demonstrated a bidirectional exchange of knowledge between hub specialist teams and primary care provider spokes that aligned with the development of adaptive expertise through specific learning experiences in Project ECHO. Moreover, the ECHO structure may further support the development of adaptive expertise to better prepare participants to address patients' complex mental health needs.


Assuntos
Competência Clínica , Educação Continuada/organização & administração , Pessoal de Saúde/educação , Atenção Primária à Saúde/organização & administração , Educação à Distância/métodos , Humanos , Saúde Mental/estatística & dados numéricos , Modelos Educacionais , Avaliação de Programas e Projetos de Saúde
13.
J Contin Educ Health Prof ; 41(2): 104-110, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-34009840

RESUMO

INTRODUCTION: With the proliferation of virtual learning programs during the COVID-19 pandemic, there is increased need to understand learner experiences and impact on developing expertise. Project Extension for Community Healthcare Outcomes (Project ECHO®) is an established hub-and-spoke tele-education model aimed at building capacity and expertise in primary care providers. Our qualitative study explored how learning experiences within an ECHO mental health care program supported provider learning and ability to solve complex clinical problems. METHODS: We sampled ECHO sessions across a 34-week cycle and analyzed audio transcribed data. Two individuals coded participant interactions during 2-hour recorded sessions using an iterative, constant comparative methodology. RESULTS: The authors identified four key mechanisms of learning in ECHO: (1) fostering participants' productive struggle with cases, (2) development of an integrated understanding, (3) collaborative reformulation of cases, and (4) generation of conceptual solutions based on a new understanding. Throughout the ECHO sessions, learning was observed to be multidirectional from both the hub-to-spoke and between spoke sites. DISCUSSION: Despite the widespread implementation of Project ECHO and other virtual learning models, a paucity of research has focused on mechanisms of virtual learning within these models. Our study demonstrated a bidirectional exchange of knowledge between hub specialist teams and primary care provider spokes that aligned with the development of adaptive expertise through specific learning experiences in Project ECHO. Moreover, the ECHO structure may further support the development of adaptive expertise to better prepare participants to address patients' complex mental health needs.


Assuntos
Competência Clínica , Educação Continuada/organização & administração , Pessoal de Saúde/educação , Atenção Primária à Saúde/organização & administração , Educação à Distância/métodos , Humanos , Saúde Mental/estatística & dados numéricos , Modelos Educacionais , Avaliação de Programas e Projetos de Saúde
14.
Medicine (Baltimore) ; 100(20): e25853, 2021 May 21.
Artigo em Inglês | MEDLINE | ID: mdl-34011051

RESUMO

ABSTRACT: Teaching resource of nursing students play an important role in improving clinical performance, while there is a little know and dearth of the access and development criteria or guidance of teaching resources for nursing undergraduates.To develop the admission and development criteria of education resources for nursing undergraduates, and to explore and determine its composition and connotation.A cross-sectional survey has been used.A total of 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers).A total of 20 nursing experts were consulted to develop the questionnaire of admission and development criteria of teaching resource for nursing undergraduates in China, and then 285 valid experts from 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers) conducted the questionnaire survey to evaluate experts' consensus rate and view on the composition and connotation of the developed criteria.There were 6 domains and 43 items included in the admission and development criteria of teaching resource for nursing undergraduates, which domains included educational budget and allocation of resources, infrastructure, clinical teaching bases, books and information services, educational experts, and educational exchanges. The experts' consensus rate was more than 90.2%.The standard is helpful to guide the future admission and development of teaching resource for nursing undergraduates, and favor the education quality improvement of nursing undergraduates.


Assuntos
Educação em Enfermagem/organização & administração , Pessoal de Educação/organização & administração , Seleção de Pessoal/normas , Escolas de Enfermagem/organização & administração , Ensino/organização & administração , Adulto , China , Estudos Transversais , Educação em Enfermagem/métodos , Educação em Enfermagem/normas , Pessoal de Educação/normas , Pessoal de Educação/estatística & dados numéricos , Escolaridade , Humanos , Masculino , Pessoa de Meia-Idade , Modelos Educacionais , Seleção de Pessoal/organização & administração , Melhoria de Qualidade , Escolas de Enfermagem/normas , Escolas de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários/estatística & dados numéricos
15.
J Contin Educ Health Prof ; 41(2): 91-93, 2021 04 01.
Artigo em Inglês | MEDLINE | ID: mdl-33929354

RESUMO

ABSTRACT: As a result of the COVID-19 pandemic, the Harvard Medical School Master of Medical Sciences in Medical Education program implemented the Plus/Delta debriefing model to collect real-time learner feedback and facilitate continuous quality improvement within our assessment and program evaluation module, which rapidly transitioned online. The model is grounded in quality improvement methodology and encourages bidirectional rather than top-down feedback. Learners identified specifically what went well with each module session (Plus) and how to improve for the next time (Delta). After each session, narrative responses were reviewed, aggregated into meaningful categories, and implemented when possible. Implemented improvements focused on increasing session interactivity and enhancing communication. Learners pointed to the uniqueness of the model and applauded efforts to embed them in the cocreation process. Asking learners to debrief their experience-especially during a module which is iteratively redesigned week-by-week-can offer a realistic view of what is working and what needs further refinement. As we continue to navigate the COVID-19 pandemic, rapid, continuous educational quality improvement deserves renewed emphasis. Implementing the Plus/Delta debriefing model into longitudinal online teaching sessions is a translatable, easily replicable, and free method of receiving immediate and valuable learner feedback.


Assuntos
COVID-19/epidemiologia , Competência Clínica , Educação à Distância/organização & administração , Medicina Interna/educação , COVID-19/terapia , Instrução por Computador/métodos , Currículo/estatística & dados numéricos , Humanos , Modelos Educacionais
16.
Medicina (Kaunas) ; 57(3)2021 Mar 05.
Artigo em Inglês | MEDLINE | ID: mdl-33808011

RESUMO

Background and Objectives: The techniques directed to the cranial field in osteopathy are the most questioned due to the lack of scientific evidence. In osteopathic practice, manual palpation is essential and, therefore, measuring reliability is fundamental. The objective of this study is to assess the precision and objectification of an educational model in cranial osteopathy based on experience. Materials and Methods: A reliability study was conducted in a cadaver skull where a strain gauge was placed on the sphenobasilar synchondrosis (SBS) of the base of the skull. Three cranial osteopathic techniques (lateral compression, anteroposterior compression, and compression maneuver of the mastoids) were performed 25 times by osteopaths with different degrees of experience (5-10 years, 1-5 years, <1 year). Measurements were computed for each of the three techniques of each group in comparison with the osteopath with >15 years of experience. Data were analyzed to check for inter- and intra-observer reliability using intra-class correlation coefficients (ICC). Results: Reliability in osteopaths with 5-10 years' experience (observer 1 and observer 2) performing all three techniques was higher (p < 0.001) than the osteopath with >15 years' experience. Little or no reliability were observed in osteopaths with less experience. Conclusions: The experience of the osteopaths determines the reliability and effectiveness of the cranial techniques, a fundamental part in objectifying these techniques. This model can help implement objective training in cranial osteopathy formation.


Assuntos
Manipulação Osteopática , Médicos Osteopáticos , Humanos , Modelos Educacionais , Palpação , Reprodutibilidade dos Testes
17.
J Prof Nurs ; 37(2): 435-440, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33867102

RESUMO

With advancements in health care and changes in reimbursement that contribute to shorter hospitalizations, health care delivery is increasingly shifting to other settings to include skilled nursing, home care, and outpatient areas. There is a well-documented shortage of hospital-based capacity for clinical placements in California. The need for clinical placements is creating an opportunity to utilize ambulatory care settings as innovative alternative learning experiences for prelicensure nursing students. Care coordination, health coaching, and population health management are examples of skills useful for all RNs that ambulatory care settings offer as learning experiences for nursing students. The skills and knowledge students gain in ambulatory care are valuable for a wide range of employment settings. Additionally, these alternative settings provide faculty other clinical placement options since acute care placements are difficult to secure and sustain. The University of San Francisco (USF), School of Nursing and Health Professions (SONHP) developed two educational models to prepare nurses for complex disease management. One was a post-graduate new RN program that focused on outpatient/ambulatory care, the Transition to Practice Program (TTP). The other was a prelicensure Master's-Entry Master's of Science in Nursing (ME-MSN) program that has an ambulatory and acute care pathway.


Assuntos
Educação de Pós-Graduação em Enfermagem , Enfermagem de Atenção Primária , Estudantes de Enfermagem , Atenção à Saúde , Docentes , Humanos , Modelos Educacionais
18.
Urol Clin North Am ; 48(2): 195-202, 2021 May.
Artigo em Inglês | MEDLINE | ID: mdl-33795053

RESUMO

The millennial generation has become the largest generation thus far and continues to grow, as it makes up a substantial part of the workforce. Often misunderstood, those identifying as millennials offer skills, traits, and characteristics that previous generations have been unable to provide. Learning to understand these millennials and all they have to offer serves key to a successful training program or practice. A millennial's understanding of technology, grasp of patient-provider relationships, and desire to work hard contribute to their success as urologists.


Assuntos
Educação Médica , Relação entre Gerações , Urologistas/educação , Urologia/educação , Adulto , Humanos , Modelos Educacionais , Estados Unidos
19.
Yakugaku Zasshi ; 141(3): 289-291, 2021.
Artigo em Japonês | MEDLINE | ID: mdl-33642493

RESUMO

The Model Core Curriculum for Pharmacy Education was revised in 2013 and has been applied to all pharmaceutical universities throughout Japan since 2015. Based on this revised core curriculum for pharmaceutical education, Pharmacy Practice Experiences began in February 2019. This Model Core Curriculum focuses on application of outcome-based education in order to achieve "professional competencies for pharmacists". The Model Core Curriculum for Pharmacy Practice Experiences addressed two main points: the eight common diseases that trainees should learn about, and collaboration between universities, pharmacies, and hospitals to conduct effective training for students. In Hokkaido, the Pharmacy Education Council Hokkaido District Coordination Agency, organized by the Hokkaido Pharmaceutical Association, the Hokkaido Society of Hospital Pharmacists, Hokkaido University, and Hokkaido University of Science, and Health Sciences University of Hokkaido has worked to improve practical pharmacy education since four-year pharmacy education programs. Additionally, the agency is central to coordinating and responding to various issues and working toward the implementation of practical pharmacy training. I contributed as chair of the working group to implement pharmacy practice experiences based on revisions of the core curriculum. In particular, we formulated evaluation standards based on sample evaluations presented at a liaison conference on the practical aspects of pharmacy. In addition, in order to convey the changes in pharmacy practice experiences based on this revised core curriculum for pharmacists, I contributed to the implementation of new pharmacy practices as an instructor at seminars in Hokkaido.


Assuntos
Currículo , Educação em Farmácia/métodos , Prática Farmacêutica Baseada em Evidências/educação , Modelos Educacionais , Farmacêuticos , Farmacologia Clínica/educação , Humanos , Japão
20.
Med Educ ; 55(7): 770-772, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-33786868
SELEÇÃO DE REFERÊNCIAS
DETALHE DA PESQUISA
...