ABSTRACT
This educational intervention study was conducted in a municipal medical college in Maharashtra, India. 60 rst-year MBBS students aged 18 years and above, of either gender, were briefed about peer-assisted learning. A pre-test was administered after a faculty-delivered conventional lecture. Subsequently, a trained peer teacher taught the same topic and an identical test was again administered. The mean marks (out of 20) of students increased from 15.37 +/- 2.69 (pre-test) to 17.80 +/- 1.97 (post-test), exhibiting signicant difference (p<0.00001). The differences in the mean marks obtained in the pre-and post-tests by male (p=0.000079) and female (p=0.000063) students were also signicant. The gender differences in the mean marks were not statistically signicant in the pre-test (p=0.633) and the post-test (p=0.696). The results suggest that case scenarios combined with peer-assisted learning increases cognitive domain scores and have the potential to be used as a supplementary method, as an adjunct to faculty teaching.
ABSTRACT
Introducción: El currículo formal manifestado en planes de estudio se encuentra en tensión con la perspectiva del currículo como conjunto de experiencias, denominado currículo vivido o currículo como práctica. Objetivo: Realizar un acercamiento a las vivencias cotidianas en cada uno de los espacios en que ocurre el proceso formativo de los estudiantes que cursan el último semestre de la Licenciatura en Enfermería. Métodos: Estudio cualitativo descriptivo basado en entrevistas colectivas de 2 grupos focales con un total de 16 estudiantes de la Licenciatura en Enfermería del 8º Semestre de la carrera. Las entrevistas se realizaron con una guía semiestructurada previo consentimiento informado. Se efectuó análisis de contenido siguiendo la técnica de Strauss, Corbin y De Souza; se generaron 3 categorías principales, de las cuales en este manuscrito solo se presenta una. Resultados: Del análisis se seleccionó la categoría denominada "espacios vividos de la práctica", con las subcategorías a) Viviendo la enfermería en el aula; b) Viviendo la enfermería en el hospital, y c) Viviendo la enfermería más allá del hospital. Discusión y conclusiones: El cotidiano del estudiante se conforma tanto por las actividades académicas como por las experiencias del día a día, del vivir en un aula, laboratorio, hospital o más allá del hospital; estos son espacios de desarrollo, vivencias y emociones que les hacen fortalecerse día a día. Así, el aprendizaje del cuidado se da a través de la experiencia, que es a su vez una vivencia espacial y entramada en relaciones complejas que le alimentan. La cultura escolar contribuye a interiorizar representaciones, creencias, gustos, ideologías, que en su conjunto se constituyen en el saber cultural expresado en el currículo real o vivido.
Introduction: The formal curriculum presented in the study plans is in tension with the perspective of the curriculum as a group of experiences, called lived curriculum or curriculum as practice. Objective: To present an approach to the daily experiences that occur in each of the spaces of the formative process of the students in the last semester of the nursing undergraduate program. Methods: Qualitative descriptive study based on collective interviews of 2 focus groups with a total of 16 students in their 8th semester of the nursing undergraduate program. The interviews were performed with a semi-structured guide, and with informed consent. A content analysis was performed following the Strauss, Corbin, and De Souza technique. Three principal categories were generated, and this study will show one of them. Results: From the analysis, the category named "lived spaces of the practice" was selected, including its sub-categories a) Living the nursing in the classroom; b) Living the nursing in the hospital; and c) Living the nursing beyond the hospital. Discussion and conclusions: The regular experiences of the student are made up of academic activities as well as the everyday ones, as regards living in a classroom, laboratory, hospital, or beyond. These are spaces of development, experiences and emotions which strengthen the students day by day. Thus, care learning is achieved through experience, which at the same time is a special living and links complex relationships which feed it. The scholastic culture helps interiorize representations, beliefs, preferences, ideologies, which all together form the knowledge culture expressed in the real or lived curriculum.
Subject(s)
Humans , Male , FemaleABSTRACT
Objective To discuss the construction of training model for cooperation between doctors and nurses and evaluate its teaching effect.Methods 101 nursing students and 80 clinical medicine students were involved in an overall training for the purpose of cooperation between doctors and nurses by using of Sim-man and then test and questionnaire were conducted to evaluate the effect of the training.Results Statistics showed that training for cooperation between doctors and nurses had improved in such factors as attitude to the cooperation,communication skills,team work,and adaptability (operant skill was note included).In addition,88％ of the subjects supported the views that this kind of training should be offered before their internship.Conclusions Training for cooperation between doctors and nurses by using Sim-man can cultivate awareness of cooperation between doctors and nurses and improve team work,and set a better foundation for good collaboration between doctors and nurses.