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2.
CBE Life Sci Educ ; 19(3): es11, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32870086

RESUMO

Recent calls in biology education research (BER) have recommended that researchers leverage learning theories and methodologies from other disciplines to investigate the mechanisms by which students to develop sophisticated ideas. We suggest design-based research from the learning sciences is a compelling methodology for achieving this aim. Design-based research investigates the "learning ecologies" that move student thinking toward mastery. These "learning ecologies" are grounded in theories of learning, produce measurable changes in student learning, generate design principles that guide the development of instructional tools, and are enacted using extended, iterative teaching experiments. In this essay, we introduce readers to the key elements of design-based research, using our own research into student learning in undergraduate physiology as an example of design-based research in BER. Then, we discuss how design-based research can extend work already done in BER and foster interdisciplinary collaborations among cognitive and learning scientists, biology education researchers, and instructors. We also explore some of the challenges associated with this methodological approach.


Assuntos
Biologia/educação , Pesquisa/educação , Comportamento Cooperativo , Humanos , Aprendizagem , Fisiologia/educação , Estudantes
4.
Trends Genet ; 36(8): 543-544, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32518044

RESUMO

Within the ivory tower of academia, the coronavirus disease 2019 (COVID-19) pandemic stands to disproportionately impact the invisible workforce of postdoctoral researchers (postdocs). Faced with university closures, hiring freezes, and a general lack of support and benefits, an entire generation of postdocs and their knowledge and skills may be lost to academia without intervention.


Assuntos
Pandemias/estatística & dados numéricos , Pesquisa/educação , Universidades/estatística & dados numéricos , Recursos Humanos/estatística & dados numéricos , Infecções por Coronavirus/epidemiologia , Humanos , Pneumonia Viral/epidemiologia , Pesquisa/estatística & dados numéricos , Universidades/tendências , Recursos Humanos/tendências
5.
Educ. med. (Ed. impr.) ; 21(3): 198-206, mayo-jun. 2020.
Artigo em Espanhol | IBECS | ID: ibc-195108

RESUMO

En el proceso de aprendizaje de la fisiología humana, la apropiación de conceptos y procesos fisiológicos que pueden ser abstractos para los estudiantes que se especializan en la salud es importante. Por eso es necesario asignar un rol más dinámico y participativo a los estudiantes. Con este objetivo se utilizaron metodologías de aprendizaje activo en clase, específicamente la construcción de modelos. Estas metodologías favorecieron el desarrollo de pensamiento reflexivo y crítico de los estudiantes y un intercambio de experiencias y opiniones a través del aprendizaje entre iguales, junto con el trabajo en equipo. Esta investigación tuvo como objetivo llevar a cabo una representación física o modelo de un proceso funcional asociado con el funcionamiento sistémico normal del ser humano, por grupos de estudiantes de 2 programas de pregrado de salud tales como Medicina y Nutrición y dietética. Por lo tanto, los estudiantes pudieron presentar de manera práctica la imagen física de su propio proceso de aprendizaje a medida que avanzaba su conocimiento. Se utilizó un estudio de metodología mixta como elementos de análisis cuantitativos y cualitativos. Los resultados se obtuvieron de una encuesta on-line. El objetivo fue determinar la percepción o satisfacción de 77 estudiantes de la Facultad de Medicina de la Universidad Católica de la Santísima Concepción. Se realizaron análisis de estadística descriptiva, distribución de frecuencia y estimación de análisis de confiabilidad Alfa de Cronbach. Además, se complementó con el desarrollo de focus group con estudiantes de Nutrición y dietética y una entrevista con 3 estudiantes del programa de Medicina. Finalmente, es posible enfatizar que para lograr un aprendizaje significativo, se deben tener en cuenta los estilos de aprendizaje de los estudiantes


In the process of human physiology learning, the appropriation of concepts and physiological processes that can be abstract for students majoring in health is important. That is why, it is necessary to assign a more dynamic and participatory role to students. With this objective active learning methodologies were used in class, specifically the construction of models. These methodologies favored the students' development of critical, reflective thinking and an exchange of experiences and opinions through peer learning, along with teamwork. This research aimed to carry out a physical representation or model of a functional process associated with the normal systemic working of the human being, by groups of students from two Health undergraduate programmes such as Medicine and Nutrition and Dietetics. Thus, the students were able to present in a practical way the physical image of their own learning process as their knowledge progressed. A mixed methodology study was used as elements of quantitative and qualitative analysis were employed. The results were obtained from an online survey. The objective was to determine the perception or satisfaction of 77 students of the Faculty of Medicine of the Catholic University of the Holy Conception. Analyses of descriptive statistics and frequency distribution, estimating reliability analysis Cronbach's alpha were conducted. In addition, it was complemented by the development of a focus group with students of Nutrition and Dietetics and an interview with three students from the Medicine programme. Finally, it is possible to emphasize that to achieve meaningful learning, the learning styles of students should be taken into consideration


Assuntos
Humanos , Modelos Educacionais , Pesquisa/educação , Ensino/organização & administração , Materiais de Ensino , Estudantes de Medicina , Educação Médica/métodos , Modelos Anatômicos , Inquéritos e Questionários , Autoaprendizagem como Assunto , Currículo
6.
GMS J Med Educ ; 37(1): Doc5, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32270019

RESUMO

Introduction: The curricular implementation of events (or programs) for science-related training in human medicine has been on the agenda of the medical faculties since the publication of the Federal-State Working Group [1]. The Medical Faculty of the University of Cologne developed and established a systematic, longitudinal science curriculum together with the start of the model curriculum in human medicine in 2003. Here, we investigate the questions of whether the described (para-) curricular elements are accepted by students and lecturers and how they are evaluated, especially by students. In addition, we investigate whether selected parameters can be used to demonstrate changes in the students' scientific activities. Project description: The program "Research and Medical Studies" (RaMS) consists of several components: these elements of the mandatory curricular (Scientific Projects, SP) and optional components (Research in Medical Studies (RiMS), Research Track (RT), Research Fair Cologne (RFC)) are described here. Results were recorded at various levels: Likert Scale evaluation of the event's elements were collected as satisfaction parameters from the studentsProcess data on participation in the voluntary events were collected and evaluated as absolute and relational figures (WS 12/13-SS 17). Data on the outcome of the RaMS program were collected: Type of scientific projects in the academic years 2011/12-2014/15), number and type of available projects offered at the RFC (in the years 2011-18) and number of student research funding applications in a comparison of the periods 2010-13 vs. 2014-17). Results: The students' acceptance of mandatory and paracurricular courses of the RaMS program is pleasingly high, which is not surprising, at least in the case of the voluntary courses. The participation of students in RiMS, RT and RFC is satisfactory for voluntary courses. In the case of the RT, with certified participation of approximately 47% of all registrations (corresponding to 10% of the total cohort), this is comparable to similar programs. It can be shown that the number of experimental science projects has more than doubled over time in parallel with the development of RaMS. The average number of provided projects according to the RFC is 42 (which corresponds to a placement rate of approx. 1:4). The number of successful student applications for a research support grant during the period the measures were implemented has doubled. Discussion and conclusion: The RaMS program shows a route for the implementation of the SP required by the next licensing regulations in medical education, which was initially supported and expanded solitarily, later by further elements (RiMS), also in the sense of a science-based career development (RT, RFC). The student acceptance and the measured success, in the form of successful participation in the Research Track, increased choice of experimental projects, significant increase of submitted as well as approved research grants and the high project placement rate of the Research Fair, encourage the further development of the program, which is indicated in the conclusion.


Assuntos
Avaliação de Programas e Projetos de Saúde/métodos , Pesquisa/educação , Currículo/normas , Currículo/tendências , Educação Médica/métodos , Educação Médica/tendências , Avaliação Educacional/métodos , Alemanha , Humanos , Pesquisa/tendências
7.
Am J Pharm Educ ; 84(3): ajpe7129, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32313286

RESUMO

Objective. To investigate pharmacy education researchers' experiences in conducting qualitative research and their perceptions of qualitative research in pharmacy education Methods. A phenomenological approach was used to conduct one-time, in-depth interviews with 19 participants from 12 schools and colleges of pharmacy. Interview transcripts were coded and themes were identified using a modified form of the Sort and Sift, Think and Shift method of data analysis. Results. Faculty members were the largest subgroup in the sample, followed by graduate students, postdoctoral fellows/scholars, and residents. Pharmacy education researchers had varying levels of training in conducting qualitative research and some had none at all. Salient findings included that pharmacy educators' lack of training and exposure to qualitative research was a barrier to entry to conducting qualitative research; the lack of understanding and value of qualitative research in pharmacy education impacts the acceptability of qualitative research projects in Journals and academic meetings; and qualitative research offers several benefits in answering complex research questions. Conclusion. The application of rigorous qualitative research in pharmacy education holds great potential in addressing complex and evolving healthcare problems. This work provides empirical evidence of the ongoing anecdotal dialogue that has long existed in pharmacy education concerning why some researchers are hesitant to conduct qualitative research, the challenges encountered by those who employ qualitative approaches, and the benefits qualitative approaches provide.


Assuntos
Pesquisa Qualitativa , Pesquisa/educação , Pesquisa/tendências , Coleta de Dados , Educação em Farmácia/tendências , Docentes , Bolsas de Estudo , Humanos , Internato e Residência , Entrevistas como Assunto , Percepção , Estudantes de Farmácia
8.
Nature ; 579(7798): 310, 2020 03.
Artigo em Inglês | MEDLINE | ID: mdl-32152602
9.
World Neurosurg ; 138: e620-e626, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32171931

RESUMO

BACKGROUND: Bibliometric indexes are often used to evaluate and compare neurosurgeons and departments, and they have been shown to correlate with academic rank and department reputation. We evaluated academic productivity of neurosurgeons practicing in departments accredited by the Joint Residency Advisory and Accreditation Committee and European Association of Neurological Surgeons. METHODS: In a cross-sectional study, we calculated number of publications, citations, h-index, and m-quotient from PubMed and Web of Science databases for 285 neurosurgeons affiliated with 19 departments that are accredited or in progress of accreditation by the Joint residency Advisory and Accreditation Committee. Academic productivity was compared as a function of academic rank and research degree. RESULTS: Median number of publications in PubMed and Web of Science indexed journals were 13 (range, 0-352) and 15 (range, 0-323), respectively. Median h-index was 4 (range, 0-41), and median m-quotient was 0.56 (range, 0-2.86). There was a significant variability between the studied departments in median number of publications and h-index (P = 0.001). Professors and associate professors had significantly higher bibliometric indexes than neurosurgeons without academic rank (all P values < 0.001). Department chairmen had higher bibliometric indexes than other faculty members (all P values < 0.001). Neurosurgeons holding a research degree authored more publications and had higher bibliometric indexes than faculty members not holding a research degree (P < 0.001). CONCLUSIONS: This is the first study to evaluate academic productivity of neurosurgeons practicing in Europe and Turkey. Higher academic rank and advanced research degree were associated with greater academic productivity. Further studies exploring regional differences in academic productivity of European neurosurgeons are encouraged.


Assuntos
Acreditação , Internato e Residência/organização & administração , Neurocirurgiões , Centros Médicos Acadêmicos , Comitês Consultivos , Bibliometria , Estudos Transversais , Bases de Dados Bibliográficas , Eficiência , Europa (Continente) , Docentes , Humanos , Internato e Residência/normas , Neurocirurgia/educação , PubMed , Publicações , Pesquisa/educação , Turquia
10.
Korean J Med Educ ; 32(1): 47-57, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32130850

RESUMO

PURPOSE: This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience. METHODS: This study included 40 second-year premedical students enrolled in "Scientific thinking and medical research," which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students' learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course. RESULTS: The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3. CONCLUSION: Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.


Assuntos
Educação de Graduação em Medicina , Aprendizagem Baseada em Problemas , Pesquisa/educação , Estudantes de Medicina/psicologia , Avaliação Educacional , Feminino , Humanos , Masculino , República da Coreia , Inquéritos e Questionários , Adulto Jovem
12.
J Grad Med Educ ; 12(1): 92-97, 2020 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-32089799

RESUMO

Background: Medical innovation depends on translation, the process of applying clinical insights to solve biological problems, and vice versa, yet existing training programs provide few opportunities for physician-scientists to integrate their clinical and research training. Objective: We developed and determined the feasibility and acceptability of a rotation on the Molecular Medicine Investigation Unit (MMIU), a novel program that engages trainees in the deliberate linkage of patient care and scientific inquiry to cultivate their interest and skills in translation. Methods: Between July 2017 and January 2019, fourth-year medical students and internal medicine residents were offered a 4-week elective rotation on the MMIU. Supervised by 2 part-time faculty, trainees evaluated patients with unusual and perplexing presentations with the goal of generating hypotheses and a research plan to elucidate the underlying mechanisms of disease. We tracked the development of research hypotheses and resulting projects and surveyed participants about their satisfaction with the program. Results: Over 18 months, 21 trainees (11 medical students and 10 residents) participated in the program and evaluated a total of 70 patients. Trainees generated a mechanistic hypothesis in 45 (64%) cases, and this resulted in a patient-centered research project in 38 (54%) cases. Trainees unanimously agreed that the program gave them an opportunity to integrate their clinical and research training, and many expressed that it reinforced their interests in translational research. Conclusions: With modest funding support, it was feasible to deliver authentic experiences of translational inquiry for medical students and internal medical residents, and these experiences were valued by trainees.


Assuntos
Atitude do Pessoal de Saúde , Medicina Molecular/educação , Médicos/psicologia , Pesquisa/educação , Estudantes de Medicina/psicologia , Educação de Graduação em Medicina , Humanos , Internato e Residência , Pessoal de Laboratório , Avaliação de Programas e Projetos de Saúde , Pesquisadores , São Francisco
13.
Respir Care ; 65(3): 388-399, 2020 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-32086335

RESUMO

Scientific research traditionally has been the domain of graduate school training, and it is based on higher cognitive levels associated with reflective thought. Such skills differ markedly from those needed to train competent respiratory therapists at the undergraduate level. Trainees at the undergraduate level need to acquire, comprehend, and apply large amounts of functional knowledge within a relatively brief time period. As a consequence, there is a pragmatic restriction on the level of complexity that characterizes pathophysiology, therapeutics, and associated technology that can be taught without causing confusion and thereby impeding the learning process. The era of evidence-based medicine is characterized both by the increasing complexity of medical technology and therapeutics. Because respiratory care is fundamentally a technology-driven profession, cultivating research skills among a select group of motivated practitioners is essential. Moreover, it is incumbent on all respiratory therapists to possess a rudimentary understanding of scientific methodology and a familiarity with the processes of reflective thought to become more discerning consumers of medical information. Organizing and implementing a research program within a respiratory care department or training program require forethought and devoted leadership. Crucial to this endeavor is developing mentors to guide those with little or no exposure to scientific inquiry. This article provides an overview of the pedagogical issues that underlie this predicament and then describes practical steps that can be taken to slowly build such a program.


Assuntos
Pesquisa/educação , Terapia Respiratória/educação , Currículo , Humanos , Liderança , Mentores , Redação
14.
BMJ Open ; 10(1): e031568, 2020 01 26.
Artigo em Inglês | MEDLINE | ID: mdl-31988222

RESUMO

OBJECTIVES: Narrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education. METHODS: We conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised individuals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility. RESULTS: Of 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation; evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence/personal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence/personal accomplishment, narrative competence, and ethical inquiry. CONCLUSION: Evaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.


Assuntos
Currículo , Educação Médica , Pessoal de Saúde/educação , Medicina Narrativa , Competência Profissional , Avaliação de Programas e Projetos de Saúde , Humanos , Pesquisa/educação
15.
Trials ; 20(1): 779, 2019 Dec 27.
Artigo em Inglês | MEDLINE | ID: mdl-31881919

RESUMO

BACKGROUND: Building capacity in research funding organizations to support the conduct of pragmatic clinical trials is an essential component of advancing biomedical and public health research. To date, efforts to increase the ability to design and carry out pragmatic trials have largely focused on training researchers. To complement these efforts, we developed an interactive workshop tailored to meet the roles and responsibilities of program scientists at the National Cancer Institute-the leading cancer research funding agency in the USA. The objectives of the workshop were to improve the understanding of pragmatic trials and enhance the capacity to distinguish between elements that make a trial more pragmatic or more explanatory among key programmatic staff. To our knowledge, this is the first reported description of such a workshop. MAIN BODY: The workshop was developed to meet the needs of program scientists as researchers and stewards of research funds, which often includes promoting scientific initiatives, advising prospective applicants, collaborating with grantees, and creating training programs. The workshop consisted of presentations from researchers with expertise in the design and interpretation of trials across the explanatory-pragmatic continuum. Presentations were followed by interactive, small-group exercises to solidify participants' understanding of the purpose and conduct of these trials, which were tailored to attendees' areas of expertise across the cancer control continuum and designed to reflect their scope of work as program scientists at NCI. A total of 29 program scientists from the Division of Cancer Control and Population Sciences and the Division of Cancer Prevention participated; 19 completed a post-workshop evaluation. Attendees were very enthusiastic about the workshop: they reported improved knowledge, significant relevance of the material to their work, and increased interest in pragmatic trials across the cancer control continuum. CONCLUSION: Training program scientists at major biomedical research agencies who are responsible for developing funding opportunities and advising grantees is essential for increasing the quality and quantity of pragmatic trials. Together with workshops for other target audiences (e.g., academic researchers), this approach has the potential to shape the future of pragmatic trials and continue to generate more and better actionable evidence to guide decisions that are of critical importance to health care practitioners, policymakers, and patients.


Assuntos
Educação , Neoplasias , Ensaios Clínicos Pragmáticos como Assunto , Pesquisadores/educação , Pesquisa , Fortalecimento Institucional/métodos , Fortalecimento Institucional/organização & administração , Educação/métodos , Educação/organização & administração , Humanos , National Cancer Institute (U.S.) , Neoplasias/epidemiologia , Neoplasias/psicologia , Neoplasias/terapia , Ensaios Clínicos Pragmáticos como Assunto/métodos , Ensaios Clínicos Pragmáticos como Assunto/normas , Melhoria de Qualidade , Pesquisa/classificação , Pesquisa/educação , Pesquisa/organização & administração , Apoio à Pesquisa como Assunto , Estados Unidos
16.
Rev. Hosp. Ital. B. Aires (2004) ; 39(4): 135-145, dic. 2019. tab
Artigo em Espanhol | LILACS | ID: biblio-1099771

RESUMO

La Licenciatura en Instrumentación Quirúrgica se ha propuesto desarrollar las competencias propias del profesional que actúa en un ámbito de gestión, sin descuidar las que sostiene el instrumentador en su práctica asistencial. El objetivo de esta investigación es articular los contenidos que se brindan en instituciones educativas de formación de grado para instrumentadores quirúrgicos, con las competencias que se requieren para desempeñarse en diferentes puestos jerárquicos. Se realizó un estudio cualitativo, descriptivo, de corte transversal, en el cual se procedió a entrevistar a siete profesionales de la salud que ocupan un cargo jerárquico, utilizando una guía de preguntas abiertas cuyos resultados se trabajaron mediante el análisis de contenido. También se compararon los listados de las asignaturas que se brindan en la Licenciatura para Instrumentadores Quirúrgicos en distintas universidades, cotejando los resultados con los de las entrevistas. Estas evidenciaron que los licenciados ocupan cargos jerárquicos de importancia en las instituciones para las que se desempeñan, donde necesitan poner en juego competencias como la comunicación, la gestión y el liderazgo, entre otras. En las licenciaturas ofrecidas a instrumentadores quirúrgicos se dictan asignaturas que brindan a los profesionales conocimientos generales acerca de gestión, administración, investigación y educación, concluyendo que la formación de grado sirve como base a la hora de adentrarse en el mundo laboral; no obstante, el contenido de las asignaturas varía según cada institución; por lo tanto, el nivel de formación de los licenciados resulta dispar y muchos deben realizar otros cursos o capacitaciones para complementarla. (AU)


The incorporation of a bachelor's degree for surgical-instrumentation practitioners, the academic field aims to develop the competencies required by professionals in management positions while improving the ones of surgical-instrumentation practitioners in an operating room. The following research articulated the academic training provided by different higher education institutions with the competences required to perform in several hierarchical positions. We conducted a qualitative, descriptive and cross-sectional study: we carried out interviews with seven health-professionals who work in different hierarchical roles, using open-ended questions, whose answers were studied through content analysis; and we analyzed the study-plans for Surgical Instrumentation degrees offered by a select group of universities. We also compared the lists of the subjects of the different universities that are offered in the degree for surgical instrumenters, collating the results with the interviews. The interviews revealed that graduates often get middle-level management roles that require not only the competences directly related to their surgical-assistance practice, but also a set of skills regarding human-management, such as administration, communication and leadership among others. Generally, in the analyzed bachelor's degrees curricula, the contents are properly organized and provide students with abilities in management, administration, investigation and education, concluding undergraduate academic education is an added value in graduates' resume for labor insertion. However, it exits a variation in the subject's content between higher education institutions, which creates a disparity in the academic level between graduates from different universities and force some of them to take further courses and trainings to complement their academic background. (AU)


Assuntos
Humanos , Auxiliares de Cirurgia/educação , Competência Profissional , Auxiliares de Cirurgia/história , Auxiliares de Cirurgia/ética , Administração de Recursos Humanos , Argentina , Pesquisa/educação , Instituições Acadêmicas , Estudantes de Ciências da Saúde , Universidades , Sistemas de Saúde/tendências , Inquéritos e Questionários , Comunicação , Gestão em Saúde , Currículo , Educação/métodos , Avaliação Educacional , Emprego/psicologia , Promoção da Pesquisa , Instituições de Ensino Superior , Cursos de Capacitação , Capacitação Profissional , Liderança , Aprendizagem
17.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(6): 279-286, nov.-dic. 2019. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-187787

RESUMO

Objetivo: Analizar la distribución de competencias generales y específicas de investigación en los Grados en Medicina. Sujetos y métodos: Se utilizaron las memorias de verificación, las fichas de las asignaturas y la información del Registro de Universidades, Centros y Titulaciones como bases documentales para el estudio. Las competencias generales y específicas analizadas son las contenidas en la Orden ECI 332/2008. Se consideraron asignaturas de investigación las que así lo indican en su denominación, y complementarias, aquellas otras relacionadas con el proceso de investigación. Resultados: El Grado en Medicina es impartido en 40 universidades, que proponen 49 asignaturas de investigación: 22,5% básicas, 40,8% obligatorias y 36,7% optativas. Las asignaturas complementarias identificadas fueron 91: 46,1% básicas, 41,8% obligatorias y 12,1% optativas. Las competencias generales de investigación se encuentran mayoritariamente en asignaturas relacionadas con los módulos 'Medicina social, habilidades de comunicación e iniciación a la investigación' y 'Prácticas tuteladas y trabajo de fin de grado', mientras que las competencias específicas se concentran en los módulos 'Medicina social' y 'Optatividad'. Algunos grados no asignan competencias generales (n = 11) ni específicas (n = 30) de investigación al trabajo de fin de grado; de los que lo hacen, 16 le atribuyen todas las competencias generales, y cinco, todas las específicas. Conclusiones: La distribución de competencias y la presencia de asignaturas de investigación es heterogénea. En pocas universidades, el trabajo de fin de grado tiene una clara orientación a la investigación. Los grados en general no están orientados a la investigación


Aim: To analyse the distribution of general and specific research competences in Medicine Degrees. Subjects and methods: Verification reports, subject sheets and information included in the RUCT were used as documentary bases for the study. The general and specific competences analysed were those contained in the legislation ECI 332/2008. As research subjects were considered those that mentioned research in their name, and as complementary subjects those related with the research process. Results: Medicine Degree is taught at 40 universities across Spain, with 49 research subjects: 22.5% core, 40.8% mandatory and 36.7% optional. Ninety-one complementary subjects have been identified: 46.1% core, 41.8% mandatory and 12.1% optional. General research competences were found to a greater extent in subjects related to the module 'Social Medicine, Communication Skills and Initiation to Research' and the module 'Clinical Clerkships and Degree Final Project'. The specific competences were focused on modules 'Social Medicine' and 'Optional'. Several degrees analysed did not assign competences of research to the degree final project, neither general (n = 11) nor specific (n = 30) competences. However, other degrees assigned competences of research attributed to general and specific research competences with a distribution of sixteen and five, respectively. Conclusions: The distribution of competences and the presence of research subjects across Medicine Degrees in Spain was very heterogeneous. Surprisingly, only in a few universities the degree final project has a clear research orientation, suggesting a main focus on clinical medicine. Medicine Degree are not oriented to research


Assuntos
Humanos , Educação Médica/métodos , Pesquisa/educação , 34600/métodos , Espanha , Análise Estatística , Educação Superior
18.
Educ. med. (Ed. impr.) ; 20(6): 360-367, nov.-dic. 2019. ilus, tab, graf
Artigo em Espanhol | IBECS | ID: ibc-191843

RESUMO

INTRODUCCIÓN: Durante el curso académico 2015-16 se implantó el 6.o curso del Grado de Medicina en la Facultad de Medicina y Ciencias de la Salud de la Universidad de Alcalá. Comprende prácticas clínicas tuteladas y trabajo fin de grado/máster. La Facultad de Medicina y Ciencias de la Salud quería que el programa formativo fuera integral e integrador centrado en la adquisición y potenciación de competencias clínicas, de comunicación e investigación, con una estructura de coordinación que permitiera una evaluación y detección continua de desviaciones, y por supuesto establecer una evaluación de los resultados a medio y largo plazo. El objetivo de este trabajo es presentar el programa formativo desarrollado. MATERIALES Y MÉTODOS: Se formó un equipo de docente y estudiantes para diseñar el curso, con un calendario de reuniones y un programa de acciones a llevar a cabo, siempre intentando que todas las decisiones fueran consensuadas, se tuvieran en cuenta los diferentes escenarios, con herramientas comunes didácticas y de evaluación, flexibles y adaptadas a los diferentes entornos. RESULTADOS: El curso tiene diversidad de entornos y actividades docentes. Las rotaciones integran al estudiante en los servicios y unidades asistenciales. Además, se realizan actividades innovadoras transversales en la Facultad. Se ha diseñado una estructura de coordinación del programa y para su valoración los instrumentos tanto de evaluación del estudiante como del programa son variados y complejos. Se han diseñado numerosas encuestas de opinión que reflejan una satisfacción muy elevada y los resultados académicos son excelentes. CONCLUSIONES: Se ha conseguido desarrollar un programa formativo integral e integrador, con una estructura de coordinación y unos instrumentos de evaluación adecuados. Los indicadores académicos y de opinión son muy positivos e indican que los objetivos de aprendizaje se cumplen con éxito. La coordinación es eficaz y homogeniza la docencia en entornos diferentes, facilitando la detección y subsanación de deficiencias


INTRODUCTION: During 2015-16 academic implanted the 6th course of medicine degree in the Faculty of Medicine and Health Sciences of the Universidad de Alcalá. Includes clinical practices and master's dissertation. The Faculty of Medicine and Health Sciences wanted the training program to be integral and integrator focused on the acquisition and promotion of clinical skills, communication and research, with a coordination structure that would enable an assessment and continuous detection of deviations, and of course establish an assessment of results in the medium and long term. The objective of this work is to present the developed training programme. MATERIALS AND METHODS: A team of teachers and students was formed to design the course, with a calendar of meetings and a program of actions to be carried out, always trying to that all decisions were consensual, the different took into account scenarios, with common teaching tools and assessment, flexible and adapted to the different environments. RESULTS: The course has diversity of environments and teaching activities. Rotations integrated student services and healthcare units. In addition, are cross-cutting innovative activities at the Faculty. A coordination of the program structure is designed and for their evaluation, both of student assessment and program, instruments are varied and complex. Numerous opinion tests that reflect a very high satisfaction and academic results are excellent have been designed. CONCLUSIONS: We have managed to develop a training program comprehensive and inclusive, with a coordination structure and appropriate assessment tools. Academic and opinion indicators are very positive and indicate that the learning objectives are met with success. He has been established very effective coordination to homogenize the teaching in different environments, and facilitates the detection and correction of deficiencies


Assuntos
Humanos , Competência Clínica , Pesquisa/educação , Estudantes Pré-Médicos , Educação Pré-Médica/métodos , Comunicação , Docentes , Currículo , Inquéritos e Questionários
19.
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
20.
Pan Afr Med J ; 33: 298, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31692770

RESUMO

In Africa, training programmes as well as institutional policies on research integrity are lacking. Institutions have a responsibility to oversee research integrity through various efforts, including policies and training. We developed, implemented and evaluated an institutional approach to promote research integrity at African institutions, comprising a workshop for researchers ("bottom-up") and discussions with senior faculty on institutional policies ("top-down"). During the first day, we facilitated a workshop to introduce research integrity and promote best practices with regards to authorship, plagiarism, redundant publication and conflicts of interest. We used a variety of interactive teaching approaches to facilitate learning, including individual and group activities, small group discussions and case-based learning. We met with senior faculty on the following day to provide feedback and insights from the workshop, review current institutional policies and provide examples of what other research groups are doing. We evaluated the process. Participants actively engaged in discussions, recognised the importance of the topic and acknowledged that poor practices occurred at their institution. Discussions with senior researchers resulted in the establishment of a working group tasked with developing a publication policy for the institution. Our approach kick-started conversations on research integrity at institutions. There is a need for continued discussions, integrated training programmes and implementation of institutional policies and guidelines to promote good practices.


Assuntos
Política Organizacional , Pesquisadores/organização & administração , Pesquisa/normas , África , Autoria/normas , Humanos , Publicações/normas , Pesquisa/educação , Pesquisadores/educação
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