ABSTRACT
Resumo Este estudo relata a estratégia para aprimorar o portfólio como instrumento de avaliação da aprendizagem em uma disciplina oferecida aos estudantes do quarto ano de graduação em Medicina, por meio do portfólio on-line. A disciplina é constituída de atividades práticas de atendimento integral à saúde da criança, do adolescente, do adulto e da mulher na atenção primária do município de Campinas. A utilização do portfólio permite que os estudantes reflitam sobre os atendimentos realizados em relação ao conhecimento, à habilidade clínica e ao vínculo médico-paciente na consulta. O portfólio on-line possibilitou rever os critérios de avaliação, agilizar e facilitar a gestão da correção, realizada por oitenta avaliadores de três especialidades médicas. O acesso às informações do portfólio na plataforma moodle permitiu a rápida tomada de decisão em aspectos que precisam ser adequados para a melhoria do processo ensino-aprendizagem.(AU)
Abstract This study reports on the strategy to improve the use of online portfolios as a learning assessment instrument of a discipline taught to fourth-year medical students. The discipline comprises practical activities of comprehensive care of children, teenagers, adults, and women in primary care in the Brazilian city of Campinas. Using portfolios, students are able to reflect upon the provided care as to the knowledge, clinical skills, and doctor-patient bond shown in the appointment. The online portfolio enabled to review the assessment criteria, and streamline and facilitate managing the assessment conducted by 80 evaluators from three medical specialties. Access to the portfolio's information in the Moodle platform enabled a fast decision-making process in aspects that need to be adequate to improve the teaching and learning process.(AU)
Resumen Este estudio relata la estrategia para perfeccionar el portafolio como instrumento de evaluación del aprendizaje en una disciplina ofrecida a los estudiantes del 4º. año de la graduación en medicina, por medio del portafolio online. La asignatura se compone de actividades prácticas de atención integral a la salud del niño, del adolescente, del adulto y de la mujer en la atención primaria del municipio de Campinas. La utilización del portafolio permite que los estudiantes reflexionen sobre las atenciones realizadas con relación al conocimiento, a la habilidad clínica y al vínculo médico-paciente en la consulta. El portafolio online posibilitó revisar los criterios de evaluación, agilizar y facilitar la gestión de la corrección realizada por 80 evaluadores de tres especialidades médicas. El acceso a las informaciones del portafolio en la plataforma Moodle permitió la rápida toma de decisiones en aspectos que tienen que adecuarse para la mejora del proceso enseñanza-aprendizaje.(AU)
Subject(s)
Humans , Online Systems/instrumentation , Education, Medical, Undergraduate/standards , Educational Measurement/methodsABSTRACT
A Universidade Federal de São Carlos (UFSCar) implantou seu curso de Medicina em 2006, com currículo baseado em competências e aprendizado prático integrado ao SUS. O objetivo deste trabalho é apresentar uma pesquisa com docentes e graduandos da Primeira Turma da Medicina-UFSCar, realizada por meio da metodologia da História Oral de Vida. As narrativas indicam que o currículo favoreceu o desenvolvimento de competências como: capacidade de busca, pensamento crítico-reflexivo e autogerenciamento do aprendizado, apesar de relatos sobre deficiências em infraestrutura. A prática integrada ao SUS, especialmente nas Unidades de Saúde da Família, aprimorou as dimensões intelectivas, relacionais e afetivas do cuidado, favorecendo a autonomia profissional.(AU)
Universidade Federal de Sao Carlos (UFSCar) launched in 2006 the UFSCar Medical School, with constructivist, competency curriculum and practice based learning, interweaved in the SUS structure. The objective of the present study is to analyze the perceptions of teachers and students from the first group of graduates about their experience usingthe methodology called Life Oral History. Despite reports of infrastructure deficiencies, the narratives suggest that the curriculum favored the development of competencies such as search capability, critical and reflective thinking and self-managed learning. The fact of having practice integrated into the SUS, especially within the Family Health Units, improved intellective, relational and affective dimensions of patient care, favoring professional autonomy.(AU)
La Universidad Federal de São Carlos (UFSCar) implantó su curso de Medicina en 2006, con un currículo basado en competencia y aprendizaje práctico integrado al SUS. El objetivo de este trabajo es presentar una encuesta con docentes y alumnos de graduación de la Primera Promoción de Medicina-UFSCar, realizada por medio de la Metodología de la Historia Oral de Vida. Las narrativas indican que el currículum favoreció el desarrollo de competencias tales como: capacidad de búsqueda, pensamiento crítico-reflexivo y auto-gestión del aprendizaje, a pesar de relatos sobre deficiencias en infraestructura. La práctica integrada al SUS, especialmente en las Unidades de Salud de la Familia, perfeccionó las dimensiones intelectivas, relacionales y afectivas del cuidado, favoreciendo la autonomía profesional.(AU)
Subject(s)
Humans , Male , Female , Competency-Based Education , Faculty, Medical/psychology , Schools, Medical/history , Schools, Medical/organization & administration , Students, Medical/psychology , Unified Health System , NarrationABSTRACT
OBJECTIVE:To explore medical course construction for community pharmaceutical service talents cultivation. METHODS:According to the requirements for community pharmaceutical service talents cultivation in vocational colleges, Yancheng Health Vocational & Technical College strengthened the medical course construction by optimizing the curriculum system structure,selecting the teaching contents,reinforcing the students’vocational ability education and infiltrating humanistic educa-tion. RESULTS:In terms of medical curriculum structure,the college integrated the basic medical and clinical disciplines respec-tively into Essentials of Basic Medicine and Essentials of Clinical Medicine. In terms of selection the teaching contents,the college tried to weaken medical discipline consciousness and to follow the logical relationship among medical disciplines,not only pursuing the integrity and systematization of the knowledge from different subjects. Besides,the college added teaching contents,strength-ened the cultivation of vocational skills,and increased the practical teaching contents as well as infiltrates the humanistic education into the practical teaching. CONCLUSIONS:Strengthening medical course construction makes it better for medical course structure and teaching contents to achieve the requirements of the pharmaceutical service talent cultivation goals of“good command of medi-cine and pharmacy”.
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El artículo relata una experiencia de docencia universitaria en la recientemente creada Carrera de Medicina de la Universidad Nacional de La Matanza. Se trata de la asignatura Historia de la salud argentina y latinoamericana que se inscribe en un currículo que pretende un enfoque innovador en la formación de médicos. Se propone un desplazamiento conceptual y metodológico de las perspectivas clásicas de "historia de la medicina" a uno que nos permita comprender a la "salud en la historia" con eje en la región latinoamericana. Las fuentes que utilizamos son heterogéneas: documentos, fuentes literarias, esculturas, pinturas, grabados, películas y documentales ya que buscamos reconstruir la historia de la salud a través de una intertextualidad. Se realiza esta primera evaluación pedagógica con la intención de compartir esta experiencia y debatir con otros colegas interesados en temáticas y modos de abordaje semejantes...
O artigo relata uma experiência docente universitária na recém-criada carreira de Medicina da Universidade Nacional de La Matanza. O curso de História da Saúde Argentina e Latino-americana é parte de um currículo que busca uma abordagem inovadora para a formação de médicos. O curso oferece uma mudança conceitual e metodológica a partir de perspectivas clássicas da "história da medicina" em uma abordagem que nos permite compreender a "história da saúde", com eixo na América Latina. As fontes utilizadas no curso são variadas: documentos, fontes literárias, esculturas, quadros, filmes e documentários que buscam reconstruir a história da saúde por meio de uma intertextualidade. Esta primeira avaliação educacional é feita com a intenção de compartilhar esta experiência e discutir com outros colegas interessados em temas e formas de abordagem semelhantes...
This paper reports on an experience of university teaching in the newly created medical course at the National University of La Matanza. Classes on the history of healthcare in Argentina and Latin America form part of a curriculum that seeks an innovative approach towards the training of physicians. It provides a conceptual and methodological shift from classical perspectives of the "history of medicine" to an approach that makes it possible to understand the "history of healthcare" with a focus on Latin America. The sources used in class are varied: documents, literary sources, sculptures, paintings, films and documentaries. From these. it is sought to reconstruct the history of healthcare through intertextuality. This first educational evaluation has been conducted with the intention of sharing this experience and discussing it with other colleagues who are interested in similar topics and approaches...
Subject(s)
Curriculum , Universities , Education, Medical/trends , Health Services Needs and DemandABSTRACT
Objective To systematically review the effect of team-based learning (TBL) versus the traditional lecture-based learning (LBL) teaching model on basic medical courses in undergraduate medical education. Methods The CNKI, VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medi-cal courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learn-ing. Literature screening, data extraction, and quality assessment were performed in strict accordance with the inclusion and exclusion criteria, and then data were analyzed using RevMan 5.3 software. Results This Meta-analysis examined 12 studies, all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching, and the difference is statistically significant [weighed mean difference (WMD): 9.33, 95%CI (5.67, 13.00), P=0.000]. Conclusion Compared with the LBL teaching, the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect, but need more rigorously randomized controlled trials to verify.
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Setting up the chief teacher to be fully responsible for the medical course teaching is an explorative idea.It is necessary for the construction of medical teachers,integration of medicine courses and capacity building of young teachers.A qualified chief teacher should be a professional teacher with enough academic prestige and some management experience.Chief teachers will play important roles in the overall course teaching process,including organizing the teaching team,developing the objectives,plans,guidelines of the course and supervising the execution teaching program.The author also propose that the chief teacher responsibility system should be put into the medical course teaching practice which will improve the course teaching quality and make contributions to training excellent medical personnel.
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O presente estudo avaliou o ganho de conhecimentos de estudantes do curso médico que participaram de uma atividade integradora básico-clínica de Farmacologia e Psiquiatria no quinto ano, bem como verificou a opinião deles quanto à relevância em participar dessa atividade. Foi realizado estudo quali-quantitativo, utilizando avaliação pré e pós-teste, e a técnica do Discurso do Sujeito Coletivo (DSC) para a análise do conteúdo linguístico. Observou-se aumento significativo na porcentagem de acertos no pós-teste em relação ao pré-teste (p < 0,001). As ideias centrais obtidas na análise do DSC foram: atividade muito pertinente; ampliação desta atividade para outros estágios; dificuldade nas disciplinas básicas; aplicação de avaliação cognitiva; e participação ativa do professor nas discussões. Estes resultados sugerem que a integração entre a Farmacologia e as atividades práticas do internato em Psiquiatria possibilitou ampliar conceitos de Farmacologia, tornando o aprendizado significativo. Embora os estudantes tenham apontado a necessidade de melhor ajuste da atividade, o seu nível de aceitação foi verbalizado por meio da sugestão de que ela se estenda aos demais estágios do quinto ano.
This study quantifies fifth year medical students' knowledge after their participation in a basic clinical integration activity of psychiatry and pharmacology and investigates their opinions on the importance of the activity. A quali-quantitative study was performed using pre- and post-test assessment (multiple choice) and linguistic content analysis using the Discourse of the Collective Subject (DCS) technique. A significant increase in the percentage of correct answers in the post-test assessment was found compared to pre-test (p <0.001). The central ideas obtained from the DCS content analysis were: very relevant activity; expansion of the activity to other internships; difficulty in basic disciplines; application of cognitive assessment; and teacher's active participation in discussions. These results suggest that integration between pharmacology and the practical intern activities in psychiatry allowed pharmacological concepts to be broadened, rendering the learning meaningful. Although students identified the need for better organization of the activity, its the level of acceptance was verbalised through the suggestion that it could be extended to the other fifth year internships.
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This paper proposed the idea of building cultivation mode of high quality medical talents in curriculum teaching by taking medical microbiology course as an example and pointed out that this can be implemented from updating education and teaching ideas,strengthening comprehensive qualities of teachers,optimizing and integrating teaching contents,reforming class teaching structure and improving teaching methods etc.
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With the quick development and the requirements of internationalization of China's higher education,bilingual education has become a teaching task which is actively carried out in universities.Basic medical courses has strong professional and high abstractive characteristics.The bilingual education of basic medical courses have special requirements.Problems of bilingual education in basic medical courses teaching and possibly solutions were discussed to help better understanding of the bilingual teaching of basic medical courses and exert its advantages.
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The phenomenon of recessive absence was initiated by many malpractices in current medical educational system.In this article we try to analyze this phenomenon,speculate the subjective and objective reasons,propose countermeasures such as improving teachers quality,reforming traditional teaching mode,strengthening medical ethics education,enriching teaching means and addressing student-centered lectures.