ABSTRACT
Over the past 20 years, the Center for Medical Education Development Center, Gifu University has been working on training medical educators across the country. The Center offers a wide variety of programs to meet participants’ various needs and levels, targeting medical educators and administrative staff in various fields such as dentistry, pharmacy, nursing, physical therapy, and occupational therapy. This paper introduces the “Medical Education Starter Kit,” “Fellowship Program,” and “Master’s Course of Health Professions Education” among the programs. The objectives, target participants, and features of each program are outlined, including future prospects.
ABSTRACT
This paper outlines the essentials that each organizer of Faculty and Staff Development (FSD) programs in Health Professions Education should focus on when designing a program. The essentials are as follows: the reasons for studying at FDS, the place of practice, content, participants, peers, location, methods, timing, and evidence of learning. These will also help FSD participants think about their perspectives when they choose to participate in the program. It is hoped that more people will get involved in Health Professions Education to increase their knowledge and spice up their daily teaching practice. It is also hoped that those who complete the course will become Faculty Developers in their own areas and professions, revitalizing health professions education and cooperatively increasing the presence of Japanese Health Professions Education.
ABSTRACT
Introducción: La Escuela Nacional de Salud Pública utiliza el aula virtual como apoyo a la docencia en las maestrías que se imparten. La correcta gestión de este recurso por los profesores incide en la mejora del proceso de enseñanza y aprendizaje. Objetivo: Identificar la satisfacción de los profesores de maestrías de la Escuela Nacional de Salud Pública con el uso del aula virtual. Métodos: Estudio descriptivo, transversal; el universo estuvo constituido por 81 profesores que impartieron al menos un curso en seis maestrías que utilizan el aula virtual, entre enero 2015 y enero 2016 y consintieron en participar; se elaboró un cuestionario que fue validado por expertos, para identificar como consideraban la facilidad de acceso al aula virtual, la capacitación que poseían y su satisfacción con el empleo del aula virtual, entre otras variables. Resultados: Todos los profesores menores de 35 años expresaron estar muy satisfechos con el uso del aula virtual; en los de 35 años y más predominó la categoría satisfecho, 53,2 por ciento; en general, 54,3 por ciento identificó sencillo el acceso, 53,0 por ciento estaban capacitados, aunque 19,8 por ciento refirió requerir siempre ayuda para acceder al aula, solo 30,9 por ciento entra al aula casi todos los días y 49,3 por ciento demoran en calificar las tareas más de 72 horas. Conclusiones : La mayoría de los profesores refirieron estar satisfechos con el uso del aula virtual, aunque se observaron diferencias según la edad, los menores de 35 años expresaron estar muy satisfechos y los de mayor edad expresaron menores grados de satisfacción(AU)
Introduction: The Master Course of the National School of Public Health use the virtual classroom in support of on-site teaching. The use of this resource for the professors impacts in the improvement of the teaching process and learning. Objective: To identify the satisfaction of professors of the Master Course with the use of the virtual classroom. Method: An exploratory cross-sectional study was carried out in January 2015- January 2016; the universe was made up by 81professors, who imparted at least one course and consented in participating; a questionnaire, validated by experts, was elaborated to identify how they considered the access to the virtual classroom, the training that they possessed and its satisfaction with the employment of the virtual classroom, among other variables. Results: All professors, 100.0 percent, smaller than 35 years old expressed to be very satisfied with the virtual classroom, the major response between those with 35 years old and more was satisfied, 53,2 percent. In general, 54,3 percent of professors identified as simple the access to the virtual classroom, 53,0 percent expressed to be trained to use the virtual classroom but 19,8 percent referred require always some help to utilize it, only 30,9 percent of professors enter every day to the virtual classroom, and 49,3 percent of professor's delay in qualifying tasks more than 72 hours. Conclusions: Most of the professors of master course referred to be satisfied with the use of the virtual classroom, but differences were observed according to the age, those smaller than 35 years expressed to be very satisfied and those of more age expressed smaller grades of satisfaction(AU)
Subject(s)
Humans , Education, Medical, Graduate/methods , Faculty/psychology , Virtual Reality , Job SatisfactionABSTRACT
Introducción: la maestría de Farmacoepidemiología de la Escuela Nacional de Salud Pública utiliza el aula virtual como apoyo a la docencia presencial; no se conoce la opinión que los maestrantes tienen sobre su utilidad, esto importante porque refleja la eficiencia de la estrategia docente. Objetivo: valorar la satisfacción de los alumnos de la maestría de Farmacoepidemiología con el uso del aula virtual. Métodos: se realizó un estudio exploratorio de corte transversal, en los meses de julio-agosto de 2015; el universo estuvo constituido por 49 alumnos, alumnos egresados de la segunda edición y de la edición en curso de la maestría; se midió la satisfacción con el aula virtual, expresada en alta o baja según respuestas a una encuesta aplicada. Resultados: se observó predominio de la respuesta "el acceso a la plataforma virtual es normal" (38,8 por ciento); 46,0 por ciento consideró útil la fase no presencial de los cursos; 77,6 por ciento calificó adecuado el tiempo dedicado a actividades en el aula virtual; 57,1 por ciento accede más desde su centro de trabajo al aula virtual y la mayoría (61,2 %) prefiere que los cursos se desarrollen con el apoyo del aula virtual; todo esto llevó a valorar la satisfacción de los alumnos con el aula virtual como alta en 51,0 por ciento. Conclusiones: a pesar que la mayoría de los alumnos de la Maestría de Farmacoepidemiología refirieron alta satisfacción con el aula virtual como apoyo a la docencia presencial, una buena parte de ellos no está satisfecho; es necesario profundizar en el tema en investigaciones futuras(AU)
Introduction: The Master Course in Pharmacoepidemiology of the National School of Public Health uses the virtual classroom in support of on-site teaching; the students' opinion about its usefulness is not known, which is important because it reflects the efficiency of the teaching strategy. Objective: To evaluate the satisfaction of the students of the Master Course in Pharmacoepidemiology with the use of the virtual classroom. Methods: An exploratory cross-sectional study was carried out in July-August 2015; the universe was made up by 49 students, who graduated in the second edition and the current edition of the Master Course; we measured satisfaction with the virtual classroom, expressed as high or low according to responses to an applied survey. Results: The predominance of the response was "access to the virtual platform is normal" (38.8 percent); 46.0 percent considered the distance phase of the courses useful; 77.6 percent qualified the time dedicated to activities in the virtual classroom; 57.1 percent access more from their work centers to the virtual classroom, and most of them (61.2 percent) prefer that the courses be developed with the support of the virtual classroom; all this led to assess the satisfaction of students with the virtual classroom as high, with 51.0 percent. Conclusions: Although most students of the Master Course in Pharmacoepidemiology reported high satisfaction with the virtual classroom as a support for on-site teaching, a fair number of them are not satisfied; it is necessary to go deeper into the subject in future research(AU)
Subject(s)
Pharmacoepidemiology/education , Internet , Web BrowserABSTRACT
Background: Development in internet technology enables e-learning at the higher education level. We have developed the Internet PBL-Tutorial System/Rakuichi that allows multi-directional communication among participants with web-based bulletin boards. Although this system has been successful in medical education at the undergraduate level, we sought to encourage “readonly members” to participate more fully in the program. Methods: To this end, we compared the posting frequency among three strategies: (1) students and tutors had an off-site meeting to promote face-to-face communication during the course, (2) several classes were allowed to watch the discussion in other classes in the second half of the course, (3) three classes (5 – 6 students each) in one topic were combined into one class (16 students) in the second half. Results: No meaningful effects were observed for strategies (1) or (2). However, the posting frequency increased 50 % for strategy (3). Conclusion: Facilitation of communication among participants was achieved by increasing the number of student participants. We predicted that an optimal number of students in each class in internet-based PBL would be ~20 people.
ABSTRACT
La Maestría en Educación Médica que se ejecuta en la Universidad de Ciencias Médicas de Villa Clara desde 2002, ha desarrollado hasta el momento tres ediciones propias, y tiene como propósito perfeccionar el desempeño académico del profesorado. El estudio procura describir las características de la estrategia de perfeccionamiento elaborada a partir del diagnóstico realizado. Se emplearon métodos teóricos, empíricos y estadísticos; la triangulación metodológica a partir de los métodos empleados y los puntos de vista de los actores intervinientes permitió obtener una valoración integral de la realidad estudiada. La estrategia de perfeccionamiento tuvo en cuenta las limitantes identificadas y abarca un grupo de acciones que faciliten una mejor planificación, organización, ejecución y control de su puesta en marcha.
The Master´s Course in medical Education of Villa Clara University of Medical Sciences has developed three editions since 2002; its objective is to improve the professors' academic performance. The study describes the characteristics of the improvement strategy according to the results of the diagnoses. Empirical, theoretical and statistical methods were used; the information gathered and the points of view of the participants were contrasted, this allowed to rich an overall valuation of the object of study. The improvement strategy took into account the identified limitations and comprises a group of actions which facilitate a better planning, organization, execution and control of the strategy.
Subject(s)
Health Strategies , Total Quality Management , Education, Medical , Health Postgraduate Programs , AccreditationABSTRACT
To analyse the present condition and to survey Japanese medical graduate schools (Master's course), questionnaires were sent to all six universities in 1999. All the universities have the aim of, education of medical basic researchers, in common. This aim has high social needs. Four of the six universities also have the aim of, education of high grade specialists in the medical field. The number of applicants has increased for some national and public universities. For other universities, more public relations are necessary to increase the number of applicants. The social situation has altered, and finding employment has became difficult after completion of the course. It is therefore necessary to open new courses to match social needs. Buildings and equipment are not enough at present. As a result, a course for Master of Public Health will be established at Kyoto University.