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1.
Artigo em Alemão | MEDLINE | ID: mdl-36623531

RESUMO

How future physicians can learn about role models during their medical training - an approach on teaching personal skills as described in the new "National Competence-based Catalogue of Learning Objectives in Medicine 2.0".


Assuntos
Currículo , Educação de Graduação em Medicina , Humanos , Autocuidado , Aprendizagem , Competência Clínica , Ensino
3.
Artigo em Inglês | MEDLINE | ID: mdl-36613200

RESUMO

Previous research has looked at the positive consequences generated by teacher-generated climates on the motivational experiences of pre-service teachers. However, there is scant research focusing on the adverse motivational consequences that affect the perceptions of future teachers during the training process. The objective of this study was to explore the dark side of Duda's multidimensional conceptualization, its influence on academic engagement, and the intention of pre-service teachers to be educators. A total of 1,410 university students in initial teacher training (including physical education pre-service teachers) (59.6% women; 40.3% men; 0.1% other; Mage = 23.85; SD = 5.13) participated. The following scales were used: disempowering motivational climate, frustration of basic psychological needs, academic motivation, academic engagement, and the intention to choose teaching. The results of the structural equation model with latent variables show the positive prediction of the disempowering climate on the dark side and its negative influence on the intention to be a teacher. Controlled motivation preceded by academic engagement significantly mediates the relationship between a disempowering climate and the intention to be a teacher, increasing the total effect on the latter variable. Therefore, this research highlights for both teachers and researchers the impact of a disempowering motivational style, as well as its influence on the dark side as a negative promoter in trainee teachers regarding their intention to become teachers.


Assuntos
Intenção , Capacitação de Professores , Masculino , Humanos , Feminino , Adulto Jovem , Adulto , Educação Física e Treinamento , Estudantes/psicologia , Motivação , Ensino
4.
BMC Med Educ ; 23(1): 21, 2023 Jan 12.
Artigo em Inglês | MEDLINE | ID: mdl-36631886

RESUMO

BACKGROUND: Good clinical examination skills can both increase the quality of patient care and reduce its cost. A previous study by our group demonstrated that face-to-face training is the gold standard for teaching these skills. It is unclear if high quality educational videos can augment this teaching. METHODS: Forty-two Medical Students naïve to large joint examination were recruited and block randomised to two groups. The control group had face-to-face teaching alone. The intervention group had their teaching augmented with a custom educational video accessed via a web portal. Participants were assessed on their examination of a large joint using a previously standardised assessment tool at baseline and 7 days post intervention. Assessors were blinded to intervention type. RESULTS: There was no significant difference in the mean baseline scores. Mean baseline scores were 3.35 (11.2%, SD = 2.2, SE = 0.49) for the face-to-face only group and 2.65 (8.8%, SD = 1.39, SE = 0.31) for the video adjunct group [p = 0.137]. There was a significant difference in the improvement in score after intervention between each group [p = 0.005]. The mean improvement in score was 15.42 (SD = 5.64, SE = 1.29) for the face-to-face only group and 20.68 (SD = 4.33,SE = 0.99) for the video adjunct group. CONCLUSION: When used as an adjunct to more traditional face-to-face teaching methods, a custom-made educational video significantly improves the teaching of clinical examination skills and there is a role for these resources in augmenting traditional teaching methods.


Assuntos
Estudantes de Medicina , Humanos , Competência Clínica , Avaliação Educacional , Aprendizagem , Exame Físico , Ensino , Educação à Distância
5.
Proc Natl Acad Sci U S A ; 120(4): e2118466120, 2023 Jan 24.
Artigo em Inglês | MEDLINE | ID: mdl-36649402

RESUMO

Women are underrepresented in academia's higher ranks. Promotion oftentimes requires positive student-provided course evaluations. At a U.S. university, both an archival and an experimental investigation uncovered gender discrimination that affected both men and women. A department's gender composition and the course levels being taught interacted to predict biases in evaluations. However, women were disproportionately impacted because women were more often in the gender minority. A subsequent audit of the university's promotion guidelines suggested a disproportionate impact on women's career trajectories. Our framework was guided by role congruity theory, which poses that workplace positions are gendered by the ratios of men and women who fill them. We hypothesized that students would expect educators in a department's gender majority to fill more so essential positions of teaching upper-level courses and those in the minority to fill more so supportive positions of teaching lower-level courses. Consistent with role congruity theory when an educator's gender violated expected gendered roles, we generally found discrimination in the form of lower evaluation scores. A follow-up experiment demonstrated that it was possible to change students' expectations about which gender would teach their courses. When we assigned students randomly to picture themselves as students in a male-dominated, female-dominated, or gender-parity department, we shifted their expectations of whether men or women would teach upper- and lower-level courses. Violating students' expectations created negative biases in teaching evaluations. This provided a causal link between department gender composition and discrimination. The importance of gender representation and ameliorating strategies are discussed.


Assuntos
Sexismo , Estudantes , Humanos , Masculino , Feminino , Escolaridade , Ensino
6.
Mymensingh Med J ; 32(1): 207-212, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-36594322

RESUMO

Sudden cardiac arrest out-side hospital is serious global concern. If non-medical people are taught to initiate the basic life support (BLS) training with cardiopulmonary resuscitation (CPR) then the mortality could be reduced significantly. This was a non-randomized controlled study to evaluate clinical skills laboratory (CSL) as teaching tool for basic life support (BLS) training in comparison to traditional lecture. Sample size was 68 and performed in Sylhet Women's Medical College from July 2022 to September 2022. All the participants were third year nursing students. They were enrolled in to two groups. Group-A were taught BLS by clinical skills laboratory (CSL) and Group-B were taught by traditional lecture (TL). At the end of the teaching all of them were tested by a vetted multiple choice question (MCQ) set. The questions were set according the 5 levels of revised Blood's taxonomy. Mean score of Group-A (CSL) were higher the TL group (p=0.0003). Among the revised Bloom's taxonomy understand, apply and evaluate domains were significantly better taught (p<0.05) by CSL. The sensitivity of CSL was 0.559 in comparison to TL for BLS training. In the modern medical education teaching and assessment should be focused on the higher levels of learning taxonomy. Introducing CSL in medical education could boost up the psychomotor and cognition both in the medical education.


Assuntos
Reanimação Cardiopulmonar , Competência Clínica , Humanos , Feminino , Avaliação Educacional , Bangladesh , Reanimação Cardiopulmonar/educação , Cognição , Ensino
7.
J Sport Exerc Psychol ; 45(1): 26-40, 2023 Feb 01.
Artigo em Inglês | MEDLINE | ID: mdl-36634307

RESUMO

Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students' social functioning.


Assuntos
Transtorno da Personalidade Antissocial , Pessoal de Educação , Humanos , Motivação , Estudantes/psicologia , Educação Física e Treinamento , Ensino
8.
BMJ Open ; 13(1): e068738, 2023 01 25.
Artigo em Inglês | MEDLINE | ID: mdl-36697044

RESUMO

INTRODUCTION: Addressing communication skills in pharmacy curricula is one of the effective tactics to equip future pharmacists with better skillsets for medication counselling. To achieve this, blended teaching of PowerPoint slides and videos holds great potential for undergraduate pharmacy education majors by integrating multimedia and performance feedback into instruction. This study will develop a blended teaching programme featuring didactic lectures with video-based materials to improve students' self-efficacy and skills in medication counselling. METHODS AND ANALYSIS: This study applies critical principles and effects outlined in multimedia learning by Richard Mayer et al to develop teaching materials and perform skill evaluation for two undergraduate cohorts (class of 2025 and 2026) enrolled in Introduction to Community Pharmacy separately in 2022 and 2023. Students will receive different teaching approaches to medication counselling. In the control cohort (ie, class of 2025), students will receive a 4-week PowerPoint slides-based instruction in communication skills. We will develop six videos illustrating common scenarios of over-the-counter (OTC) medication counselling in community pharmacies. In the intervention cohort (ie, class of 2026), students will receive a 3-week PowerPoint slides-based instruction and a week-long video-based instruction in communication skills. A pre-and-post survey will be administered to evaluate students' self-efficacy in OTC counselling. In addition, each student will be evaluated through one-on-one role-playing with standardised patients in the final to demonstrate their skills in OTC counselling. A structured checklist will be used to assess students' counselling skills. T-tests will be applied to examine differences in self-efficacy of OTC counselling. Multivariate regression analyses will determine which teaching approach better facilitates the development of self-efficacy and performance in OTC counselling. ETHICS AND DISSEMINATION: The Research Ethics Committee of the National Taiwan University Hospital approved this study. The findings will be shared with pharmacy educators and contribute to existing instructional methods to facilitate the competence of pharmacy students in OTC counselling.


Assuntos
Multimídia , Estudantes de Farmácia , Humanos , Autoeficácia , Faculdades de Farmácia , Estudos Prospectivos , Taiwan , Estudantes , Aconselhamento , Ensino
9.
Sci Rep ; 13(1): 1531, 2023 Jan 27.
Artigo em Inglês | MEDLINE | ID: mdl-36707532

RESUMO

The multidisciplinary diagnosis and treatment (MDT) model has significant advantages in the diagnosing and treatment of intricate cases. In addition, it can eliminate subspecialty barriers and provide a more accurate and individualized diagnosis and treatment plan. It has been assumed that the future development of diagnosis and treatment will retain this course, and the MDT is an essential type of clinical thinking, especially for medical students. This study attempted to guide stomatology undergraduates' thinking via an MDT simulation in oral histopathology practicums through typical case-based education and paired-teachers' explanations. The aim was to cultivate clinical thinking among students based on individual cases and to improve class participation and students' clinical thinking ability. Forty-six undergraduates in a 5-year stomatology program who enrolled in 2018 participated in a simulation MDT model. Ten typical clinical cases were selected, and they were previously collected and analyzed by clinicians in accordance with the simulation MDT model and handed out to teachers and students before the class. Two to three cases were interpreted by teacher pairs that included a pathologist (oral pathology teacher) and a radiologist (oral imaging teacher). The rest of the cases were used for simulation MDT student groups in class. The oral pathology teacher and oral imaging teacher illustrated the corresponding data from typical cases in advance. The simulation MDT group members acting as a surgeon, pathologist, or radiologist demonstrated their own cases assigned randomly before the class. A curriculum satisfaction survey illustrated that the simulation MDT group agreed that simulation MDT was novel for them, and they had a strong sense of participation. The mimic MDT training with typical cases guided by paired teachers was useful for establishing student clinical thinking.


Assuntos
Currículo , Estudantes de Medicina , Humanos , Simulação por Computador , Inquéritos e Questionários , Ensino
10.
Br Dent J ; 234(2): 73, 2023 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-36707555
11.
Lancet ; 401(10373): 268, 2023 Jan 28.
Artigo em Inglês | MEDLINE | ID: mdl-36709072
12.
PLoS One ; 18(1): e0280207, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36689411

RESUMO

BACKGROUND: During critical care procedural skills training (e.g., in intubation and pericardiocentesis) the appropriate supervision level is important to ensure correct use of techniques and guarantee patient safety. The appropriate teaching style should be selected to address residents' learning behavior and foster their competence. The aim of this study was to explore the number of repetitions for given skills needed to achieve a specified supervision level and a specific teaching style. METHODS: This cross-sectional multicenter survey obtained data from residents and faculty of three multidisciplinary intensive care units (ICU) in Switzerland. Using a 4-point Likert scale, participants were asked to indicate the number of repetitions required to achieve the specified supervision level and teaching style. RESULTS: Among 91 physicians, the response rate was 64% (n = 59). Their median estimations of the numbers of skill repetitions needed to achieve the final fourth level of supervision and final fourth stage of teaching style were as follows: arterial catheter insertion: supervision level 32, teaching style 17.5; peritoneal paracentesis: supervision level 27, teaching style 17; central venous catheter insertion: supervision level 38, teaching style 28; lumbar puncture: supervision level 38, teaching style 21; endotracheal intubation: supervision level 100, teaching style 45; chest drain insertion: supervision level 27, teaching style 21.5; temporary pacemaker placement: supervision level 50, teaching style 19.5; percutaneous tracheostomy: supervision level 50, teaching style 29; pericardiocentesis: supervision level 50, teaching style 35. Comparison of repetitions between supervision level and teaching style revealed no difference at the first and second levels, except for endotracheal intubation at level 2 (p = 0.03). Differences were observed at the third and fourth levels of supervision level and teaching style (p≤0.04). CONCLUSIONS: It appears that the supervision level and teaching style applied by faculty should change according to both the number of repetitions and the difficulty of critical care procedural skills.


Assuntos
Cateterismo Venoso Central , Internato e Residência , Humanos , Estudos Transversais , Cateterismo Venoso Central/métodos , Currículo , Intubação Intratraqueal , Cuidados Críticos , Competência Clínica , Ensino
13.
BMC Med Educ ; 23(1): 44, 2023 Jan 19.
Artigo em Inglês | MEDLINE | ID: mdl-36658530

RESUMO

BACKGROUND: In recent years, flipped classes have emerged and become popular in college medical education. However, due to the huge medical learning system and the limited pre-class study time of students, it is difficult to implement in all courses. And then we adopted the semi-flipped classes (SFCs) to evaluate its teaching effect. This study analysed three educational methods that can be used in oral medicine courses: online education, offline education, and semi-flipped classes. METHODS: We used two surveys to evaluate the three educational methods. In the first survey 46 teachers and 238 undergraduates shared their experience of the live-streaming and traditional offline courses offered in the different oral medicine curricula; we used anonymous questionnaires to evaluate their class experience. In the second survey 94 students shared their experience of the semi-flipped and traditional classrooms. Students who attended the SFCs in the experimental group learned about the oral mucosa disease by themselves using an online video course and then participated in offline interaction with teachers. The evaluation of the above educational methods was conducted using the anonymous questionnaires and final exam assessment. RESULTS: According to the first survey, teachers and students both agreed that the overall teaching experience and learning effectiveness in offline education are superior to those in online education. According to the second survey, students who participated in the SFCs performed better in the final exam than those who participated in the simple offline classes. Additionally, the survey showed that the new teaching method helped students gain more knowledge and positively influenced their clinical practice. CONCLUSIONS: Compared with the online and offline educational methods, the SFC showed better results in both the questionnaire and final exam assessment. Hence, the effectiveness of medical education can be improved by adopting a teaching mode that combines online and offline teaching methods. Scientific and logical SFCs designs, along with their effective implementation, would eventually make SFCs an important tool for medical education.


Assuntos
Medicina Bucal , Humanos , Currículo , Aprendizagem , Estudantes , Escolaridade , Aprendizagem Baseada em Problemas , Ensino
14.
BMC Med Educ ; 23(1): 4, 2023 Jan 04.
Artigo em Inglês | MEDLINE | ID: mdl-36600232

RESUMO

BACKGROUND: The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. METHODS: We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. RESULTS: Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. CONCLUSIONS: Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.


Assuntos
COVID-19 , Simulação de Paciente , Estudantes de Medicina , Humanos , Competência Clínica , COVID-19/epidemiologia , Aprendizagem , Pandemias , Ensino
15.
BMC Med Educ ; 23(1): 51, 2023 Jan 23.
Artigo em Inglês | MEDLINE | ID: mdl-36690994

RESUMO

INTRODUCTION: General surgery departments are busy, meaning educational opportunities may be sporadic. Clinical priorities can sometimes supersede teaching and trainees may feel alienated at the periphery of the working community. In this study, we demonstrate how a reflective, multidisciplinary general surgery teaching programme was established and use this to assess the impact of structured teaching on surgical doctors of all grades in the department. METHODS: Twelve semi-structured telephone interviews were conducted with participants of varying grades. Transcripts were analysed using a grounded theory thematic analysis, revealing four themes: the value of teaching; learning as a community; barriers to successful training; and culture of surgery. DISCUSSION: Teaching helped juniors construct healthy narratives around general surgery and encouraged a process of professional identity formation. Pairing junior and senior colleagues allowed both to develop their skills, and reflective learning revealed new learning opportunities. Transparency across the 'community of practice' was achieved and the programme helped juniors overcome negative stereotypes of intimidation embedded in the hidden surgical curriculum. CONCLUSION: Reflective, multidisciplinary learning can challenge the hidden curriculum and encourage team cohesion. A commitment to critical reflective teaching will be vital in cultivating surgeons of the future.


Assuntos
Currículo , Cirurgia Geral , Humanos , Aprendizagem , Educação de Pós-Graduação em Medicina , Estudos Interdisciplinares , Competência Clínica , Ensino , Cirurgia Geral/educação
16.
BMC Med Educ ; 23(1): 29, 2023 Jan 14.
Artigo em Inglês | MEDLINE | ID: mdl-36641444

RESUMO

BACKGROUND: This paper proposes a novel approach to the development of competence-oriented higher education, a national transformation aimed at harmonising and digitising undergraduate medical and dental education in Finland. METHODS: We apply phenomenography as a viable qualitative method for medical education research. To better understand medical teachers' expectations towards the change in the educational paradigm, we need to study teachers' experiences of the current practices in undergraduate medical and dental education. The phenomenographic approach facilitates solid links between research, educational development, and change. RESULTS: The phenomenographic study maps the qualitatively different ways in which medical teachers experience undergraduate medical and dental education practices. The answers reflect the changing educational paradigm in medical schools, suggesting practical implications for further development of medical and dental education and training. Core content analysis is preferred instructional scaffold for both teachers and students to prioritise the extensive medical education objectives. The change towards competence-based orientation is in progress and national co-operation accelerates its impact. CONCLUSION: There is an obvious need to enrich the content of the current curriculum with national guidelines that aim for congruence in assessment and objectives. Our results suggest an assessment application for the theoretical concepts presented and promote the competence orientation of education throughout the curricula of medical and dental undergraduate education. Moreover, our results contribute to current European discourses on competence-based approaches in higher education. Up-to-date pedagogical faculty development programmes are a key prerequisite for teacher empowerment and future orientation in teaching and learning for healthcare professions.


Assuntos
Educação Médica , Aprendizagem , Humanos , Currículo , Docentes , Estudantes , Ensino
17.
18.
BMC Med Educ ; 23(1): 31, 2023 Jan 17.
Artigo em Inglês | MEDLINE | ID: mdl-36650494

RESUMO

INTRODUCTION: The complementarity between research and teaching is still debated, although several higher education institutions require instructors to do research. In the absence of a consensus on this matter and given the lack of related studies in Lebanon, this study aimed to describe students' perception of research integration into teaching, and to link research and professional skills to quality teaching, using validated scales related to these concepts. METHODS: A standardized questionnaire was diffused to university students; it included validated scales: the Student Perception of Research Integration Questionnaire (SPRIQ), the Adapted-Teachers' quality assessment questionnaire (A-TQAQ), the Student Evaluation of Teaching short form (SET37-QS), and Knowledge and Attitudes Towards Health Research Questionnaire. RESULTS: Research integration was well perceived, and teaching was well evaluated by 445 participants from various disciplines, particularly those of a higher socioeconomic level, majoring in health, and females, as indicated by their mean scores. Research-active instructors had a significantly better-perceived teaching quality (17%; p < 0.001) than their non-active counterparts. This finding was particularly true among postgraduate and higher GPA students. The multivariable analysis showed that the knowledge and attitude towards research were related to students' better perception of research integration and higher evaluation of teaching. CONCLUSION: This study showed an overall good perception of research and teaching evaluation among participants from various disciplines, with research-active instructors having a better-perceived teaching quality. These findings could guide decisions on research integration into curricula using multidisciplinary methodologies to strengthen research integration and involve students in research activities.


Assuntos
Currículo , Estudantes , Feminino , Humanos , Estudos Transversais , Universidades , Líbano , Ensino
19.
PLoS One ; 18(1): e0279921, 2023.
Artigo em Inglês | MEDLINE | ID: mdl-36607973

RESUMO

The rapid spread of COVID-19 has forced schools and universities to close. Globally, education systems face unprecedented challenges, and learning management systems (LMS) are the only solution. The current study aimed to investigate the effectiveness of a Blackboard collaborative breakout group on the cognitive achievement of physical education teaching styles. The quasi-experimental method involved creating two groups: one experimental and one control, with the experimental group using Blackboard collaborative breakout groups and the control group relying exclusively on online lectures and continuing with the same method without breakout groups. The study sample consisted of 40 students who were randomly assigned and divided equally into the two groups. Based on the research sample, homogeneity within the group and equivalence between groups in terms of age, Grade Point Average (GPA), and high intelligence test (IQ) were evaluated. The results showed that the experimental group's cognitive achievement was superior to that of the control group. Therefore, the design of the learning process enhances student collaboration, participation, and reinforcement. Additionally, the experimental group retained the learning outcomes for a month after the cessation of all teaching and learning processes. To conclude, giving a lecture using webinar tools such as Blackboard Collaborate Ultra does not necessarily mean achieving the intended educational goals. As a result, it is necessary to look for ways to integrate active learning strategies, such as collaborative learning, to enhance student involvement in distance learning.


Assuntos
COVID-19 , Educação à Distância , Humanos , Cognição , COVID-19/epidemiologia , Pandemias , Educação Física e Treinamento , Estudantes/psicologia , Ensino
20.
Rev. esp. patol ; 56(1): 21-31, Ene-Mar. 2023. graf, tab
Artigo em Espanhol | IBECS | ID: ibc-214174

RESUMO

Desde la Sociedad Española de Anatomía Patológica se ha realizado una encuesta entre las facultades de medicina españolas con el fin de obtener una imagen global del estado de la docencia de la asignatura de Anatomía Patológica en pregrado valorando los diferentes planes de estudio, la metodología empleada y la dotación de recursos. La encuesta se envió a los coordinadores de la asignatura en las diferentes facultades de medicina españolas a través de un formulario creado con la herramienta Formularios de Google.El 62% de las 55 unidades docentes encuestadas participaron en el estudio (76% universidades públicas y 24% privadas). Prácticamente en la mitad de los casos, la Anatomía Patológica se imparte como asignatura única, y en la otra mitad como una asignatura general y otra especial. Solo un 18% de las facultades contempla la asignatura especial integrada con otras asignaturas clínicas, y en general, solo en un 55% de los centros con Anatomía Patológica Especial, el contenido está coordinado con el de otras asignaturas clínicas.Los resultados de este estudio ponen en evidencia la heterogeneidad de la formación ofrecida en la asignatura de Anatomía Patológica para los estudiantes de Medicina en las diversas universidades españolas. Solamente planteando una asignatura en pregrado que sea atractiva y estimulante podremos motivar suficientemente a los estudiantes para elegir Anatomía Patológica como especialidad. En este artículo presentamos los resultados de la encuesta con todos los comentarios recogidos y las reflexiones planteadas a partir de los mismos. Las principales medidas propuestas están relacionadas con insistir en el carácter asistencial de la especialidad y en ofrecer rotaciones prácticas en los servicios de Anatomía Patológica.(AU)


In order to ascertain the present state of undergraduate pathology teaching in Spain, the Spanish Society of Pathology sent a survey to the coordinators of the subject in every Medical School. The survey consisted of a form created using Google Forms tool and covered various aspects of teaching, such as the different syllabi, methodology and resources.62% of the 55 Medical Schools contacted participated in the study (76% public and 25% private). In about half of cases, Pathology was taught as a single subject, while in the rest it was divided into General and Special Pathology. Only 18% integrated other clinical subjects into Pathology teaching and only 55% coordinated the timing of the course in order to coordinate with the content of other clinical subjects.We present the results of the survey together with all the accompanying comments and reflections, which highlight the heterogeneity of the Pathology syllabus in Spanish Medical Schools. We consider that if undergraduate Pathology is taught in an attractive, stimulating and clinically relevant manner, more students would be motivated to choose Pathology as their future speciality. Our main recommendations would be to emphasize the clinical application of Pathology and offer opportunities to gain practical, hands-on experience in Pathology departments.(AU)


Assuntos
Humanos , Masculino , Feminino , Ensino , Patologia , Educação de Graduação em Medicina , Faculdades de Medicina , Especialização , Patologia Clínica , Estudos Transversais , Inquéritos e Questionários , Espanha
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