An analytical cross-sectional study on the relationship of perceived social connectedness and burnout symptoms in medical students from a private tertiary institution in Metro Manila enrolled in an online curriculum for the academic year 2020-2021 / The Health Sciences Journal

INTRODUCTION@#Online learning was put at the forefront for the safe continuation of education amid the COVID-19 pandemic. This study determined the association of the level of social connectedness and symptoms of burnout in a purely online academic curriculum.@*METHODS@#This analytical cross-sectional study design included medical students enrolled in a private tertiary institution in the National Capital Region as respondents in an online survey. The perceived social connectedness and symptoms of burnout were objectively measured, using previously validated questionnaires, the Social Connectedness Scale - Revised (SCS-R), and the Copenhagen Burnout Inventory (CBI). The prevalence risk ratio (PRR) was computed.@*RESULTS@#Of the 119 respondents, majority reported reduced levels of social connectedness (72.3%) and experienced symptoms of burnout (85.7%). Among those with reduced levels of social connectedness (PRR: 1.25; 1.00, 1.55), there was a higher risk of having symptoms of burnout.@*CONCLUSION@#Amid the implementation of a purely online curriculum, medical students with reduced social connectedness had an increased risk of experiencing symptoms of burnout.

Perception about the Role of Biostatistics in Medical Curriculum: A Cross-Sectional Study among Medical Students

Introduction: A good understanding of biostatistics can improve clinical thinking, decision-making, evaluations, and medical research. Undoubtedly, medical professionals are becoming aware of the importance of learning and applying biostatistical methods in their research. This study was done to assess the knowledge and attitude among medical graduates regarding the role and application of biostatistics in medical science. Method: The study was a cross-sectional study conducted in a tertiary care teaching hospital among 120 medical students pursuing MBBS third and final year. Systematic random sampling was used to select the study participants. A pretested validated semi-structured questionnaire was used for data collection. Results: Majority of the study participants, strongly agree that the subject helps in interpretation (75.8%), and is important in medical practice (61.7%). However, 85% of the study participants feel that software is difficult to use. 90% of the study participants find the subject hard to understand. The mean score of subject content, understanding, the current impact was significantly higher among the fourth-year students than the third-year students. There was no significant difference between the genders. Conclusion: Introduction of data collection sessions and appraisal of excerpts in published articles can provide practical knowledge and accentuate the role of bio statistics in health care.

Nuevas modalidades de interacción entre la industria farmacéutica y los médicos / New interaction modalities between the pharmaceutical industry and physicians

Resumen Debido a las restricciones sanitarias secundarias a la pandemia de COVID-19, diversas interacciones entre la industria farmacéutica y los médicos cambiaron. Una de ellas ha sido el método promocional de medicamentos a través de reuniones académicas en torno a padecimientos de interés financiero. Una modalidad reciente ha sido la promoción unilateral de un fármaco determinado por parte de la industria farmacéutica por medio de eventos académicos con la invitación de aparentes "expertos". Estas reuniones frecuentemente están sesgadas no hacia la atención óptima de un padecimiento, sino a la promoción comercial de un medicamento específico que pudiera o no ser la mejor opción o sin la consideración de alternativas terapéuticas asociadas. El Comité de Ética y Transparencia en la Relación Médico-Industria, de la Academia Nacional de Medicina de México, analiza esta nueva circunstancia y propone algunas consideraciones a la comunidad médica.

Abstract Due to sanitary restrictions secondary to the COVID-19 pandemic, various interactions between the pharmaceutical industry and physicians have changed. One of them has been the method for promoting medicinal products through academic meetings around diseases of financial interest. A recent modality has been unilateral promotion by the pharmaceutical industry through academic events with the invitation of so-called "experts" for the promotion of a specific drug; these meetings are often biased not towards optimal care of a disease, but rather towards commercial promotion of a specific drug, which may or may not be the best option, without considering associated therapeutic alternatives. The Committee of Ethics and Transparency in the Physician-Industry Relationship, of the National Academy of Medicine, analyzes this new circumstance and proposes some considerations to the medical community.

Application of PCMC combined with PBL in teaching interns in department of emergency / 中华医学教育探索杂志

Objective:To explore the application effect of the problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) on teaching interns in the department of emergency.Methods:A total of 71 interns received in the department of emergency from January 2018 to January 2020 were selected and divided into an observation group ( n=38) and a control group ( n=33) according to different teaching methods. Among them, the control group received traditional teaching, the observation group took PCMC combined with PBL teaching method. The comprehensive ability scores and teaching quality of the two groups of interns were observed, and their satisfaction with teaching and the patient's evaluation on them were recorded. SPSS was used for t test. Results:There was no significant difference in the theoretical test scores, case analysis ability, and operational skills scores between the two groups before the teaching. After teaching, they were all improved, and the improvement effect of the observation group was significantly better than that of the control group [(92.30±4.37) vs. (83.75±3.98); (90.24±5.31) vs. (85.35±4.57); (91.33±5.28) vs. (86.49±4.42), all P<0.05]; the scores of basic job mastery, work attitude, adaptability and doctor-patient communication of the two groups were all improved, and the observation group was higher than the control group ( P<0.05); the satisfaction of the interns and the evaluation results of patients in the observation group were better than those of the control group ( P<0.05). Conclusion:PCMC combined with PBL used in the teaching of interns in the department of emergency can not only stimulate the interns' interest in learning, increase their theoretical knowledge, improve their learning ability and practical ability, but also improve the quality of teaching and improve their clinical resilience.

Application of PCMC and PBL teaching method in obstetric nursing practice teaching / 中华医学教育探索杂志

Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.

Instrumentos de avaliação no ensino de tomada de decisão compartilhada em cursos de Medicina: uma revisão integrativa / Assessment instruments in shared decision-making in medical courses: an integrative review

Resumo: Introdução: A tomada de decisão compartilhada (TDC) é uma abordagem em que médicos e pacientes compartilham as melhores evidências disponíveis quando confrontados com a tarefa de tomar decisões. Na TDC, os pacientes são estimulados a considerar opções para que possam obter preferências informadas. Todavia, até onde se pode determinar, os princípios da TDC não são rotineiramente ensinados e avaliados nos currículos das faculdades de Medicina. Objetivo: Este estudo teve como objetivo identificar na literatura instrumentos de avaliação aplicados em escolas médicas para o ensino de TDC. Método: Trata-se de uma revisão integrativa, via Portal de Periódicos Capes, que contempla as bases de dados MEDLINE, SciELO e Lilacs. Para as bases de vocabulário controlado, utilizamos o descritor shared decision making, combinado isoladamente com medical education. Para a base de palavras-chave, utilizamos medical school, medical student, medical educational models, educational medical assessment measures e medical curriculum. Resultado: A busca revelou 1.524 artigos, dos quais 13 foram selecionados como corpus de revisão. Instrumentos de avaliação em atenção centrada no paciente (ACP) são ferramentas importantes para avaliar a TDC em currículos de escolas médicas, principalmente a Patient-Practioner Orientai-o Scale (PPOS). Escalas e questionários on-line se apresentam como alternativas para essa avaliação. A escala Observing Patient Involvement (OPTION) se mostrou como uma ferramenta contributiva para avaliar a TDC em escolas médicas. Conclusão: Todos os 13 estudos de TDC aplicados em escolas médicas se mostraram de alguma forma eficazes na avaliação de habilidades, confiança ou atitudes dos alunos de graduação em Medicina. Contudo, nenhum desses estudos realizou avaliações de acompanhamento por longos períodos. Entendemos que, especialmente no Brasil, novas pesquisas devem ser feitas, tanto relacionadas com a validação de escalas que se mostram potentes internacionalmente como na construção de instrumentos mais contextualizados à nossa realidade.

Abstract: Introduction: Shared decision making (SDM) is an approach in which doctors and patients share the best available evidence when faced with the task of making decisions, and where patients are supported to consider options in order to obtain informed preferences. However, as far as can be determined, the principles of SDM are not routinely taught and evaluated in medical school curricula. Objective: Identify assessment instruments applied in medical schools for teaching SDM existing in the literature. Method: The research question was formulated in April 2021. The search for articles has been carried out since January 2020 on an ongoing basis and served to consolidate the guiding question. The process took place via the CAPES Journal Portal, covering the Medline, Scielo and Lilacs databases. For the controlled vocabulary bases, we used the descriptors: shared decision making, combined with medical education alone. For the keywords, we used medical school, medical student, medical educational models, educational medical assessment measures and medical curriculum. Result: The search revealed 1,524 articles and 13 articles were selected as a review corpus. Assessment instruments in patient-centered care are important tools for assessing SDM in medical school curricula, especially the patient-practitioner orientation scale (PPOS). Scales and online questionnaires are presented as alternatives for the assessment of SDM in medical schools. The OPTION scale "observing patient involvement" proved to be a very resourceful tool in the teaching of SDM. Conclusion: All 13 SDM studies applied in medical schools were shown to be somewhat effective in assessing the skills, confidence, or attitudes of undergraduate medical students. However, none of these studies performed long-term follow-up assessments. We understand that, especially in Brazil, new research must be carried out, both related to the validation of scales that prove to be internationally effective and in the construction of instruments more contextualized to our reality.

Application of PCMC combined with PBL teaching mode in clinical practice teaching of gynecological oncology / 中华医学教育探索杂志

Objective:To explore the application effect of problem-originated clinical medical curriculum (PCMC) combined with problem-based learning (PBL) teaching in clinical practice teaching of gynecological oncology.Methods:Fifty undergraduate medical students in the Department of Gynecology of Affiliated Tumor Hospital of Harbin Medical University were randomly divided into 2 groups (experimental group and control group), with 25 students in each group. The experimental group adopted PCMC combined with PBL teaching, and the control group adopted traditional teaching. Taking the students' scores of the subject examination, teaching satisfaction, and teaching effect scores as evaluation indicators. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical scores of the experimental group and the control group were (97.840±1.930) points and (93.920±2.798) points, respectively. The experimental group was higher than the control group, and the difference was statistically significant ( P<0.001). The practical operation scores of the out-department examination were (96.840±1.930) points and (91.920±2.798) points, and the experimental group was higher than the control group, with significant differences ( P<0.001). The teaching satisfaction of the experimental group and the control group were 100% (25/25) and 76% (19/25) respectively, with statistical significance ( P<0.05). The teaching effect score of the experimental group (in improving learning interest, clinical operation ability, theoretical knowledge mastery, theory and practice combination ability, etc.) was significantly higher than that of the control group ( P<0.05). Conclusion:In the clinical teaching of gynecological oncology, PCMC combined with PBL teaching has a significant effect, which can promote the all-around development of medical students.

Inadequacies of musculoskeletal medicine curriculum for undergraduate medical students: a cross-sectional study

ABSTRACT BACKGROUND: Musculoskeletal disorders account for up to one in four of general-practice consultations and almost one third of complaints in primary-care clinical practice. However, an insufficient amount of time and importance is given to their teaching in most medical schools. OBJECTIVE: To evaluate the acquisition of musculoskeletal competences in our institution, in order to identify flaws and propose changes to correct and improve the musculoskeletal curriculum. DESIGN AND SETTING: Cross-sectional study conducted in São Paulo, Brazil. METHODS: First to fifth-year medical students were enrolled in a survey using the Freedman and Bernstein musculoskeletal examination, in order to evaluate the acquisition of musculoskeletal competencies. Categorical data were analyzed using the chi-square test. Continuous data were analyzed using one-way analysis of variance (ANOVA). The level of significance was set as P < 0.05. RESULTS: A total of 545 students completed the questionnaire: from year 2, 115/167 (29.6%); from year 3, 118/138 (30.4%); from year 4, 98/130 (25.3%); and from year 5, 57/110 (14.7%). None of the students achieved the pass mark (established as 70%). The level of confidence in performing musculoskeletal examination was very low (3.7 ± 2.2; n = 386) and bore no relationship to the percentage of correct answers in the questionnaire (r = 0.331; 95% confidence interval, CI: 0.239-0.417; P < 0.001). CONCLUSION: Undergraduate teaching is the only exposure most general practitioners have to orthopedic problems. Universities are concerned about the adequacy of the musculoskeletal programs taught in their institutions. Student scores were found to be unsatisfactory in all the topics evaluated.

Impact of educational intervention on the tuberculosis knowledge among the medical students, Chennai

Background: Knowledge of tuberculosis has recognized as important tool to prevent the occupational risk of contracting tuberculosis among the medical students. Though tuberculosis health education has been recognized in the medical college’s curriculum, the studies suggest the lack of knowledge of this killer disease among the medical students. This study was conducted with objective to assess level of knowledge of tuberculosis among the medical students and impact of education intervention on their knowledge.Methods: A quasi experimental study was conducted in a tertiary care teaching hospital, Chennai from January to March 2019 with a sample size of 119. The participants were assessed using a pre-tested, semi- structured questionnaire. An educational intervention was given through audio visual aid and post-test was conducted after one month. The median scores were calculated and Wilcoxon signed ranks test was applied.Results: Among the study participants, the mean age was 20.32±0.7 years. There was a significant improvement in the adequate knowledge of etiology, risk factors, clinical features and treatment following health education intervention. The post-test median score was statistically significant in all the domains of knowledge.Conclusions: The study showed poor existing knowledge of tuberculosis among the medical students which improved with an educational intervention which implies a need to revamp the undergraduate curriculum to improve the knowledge and practices among medical students.

Profesionalismo médico en la formación de los estudiantes de medicina / Medical professionalism in the training of medicine students

The transformations experienced by the society have strongly impacted the role of the medical profession in the world. Various factors such as technological progress and knowledge, globalization, massive access to information, market, policy and health systems determine a new and changing scenario for the practice of medicine. For several decades, there has been a growing concern from various medical schools worldwide to strengthen the teaching of medical students on contents related to professionalism, in order to prepare more efficiently future doctors, to successfully face the challenge to develop in this new context without abandoning the principles of hippocratic medicine, which for centuries have guided the exercise of the profession in the West. Although there are different interpretations and definitions for medical professionalism, there is consensus that involves humanitarian attitudes and behaviors that complement scientific and technical formation of excellence, which is framed in ethics and privilege above all the patients' welfare. Literature reviewed makes reference to various proposals to approach teaching and curricular introduction of medical professionalism. Most researchers raise the need to incorporate medical professionalism transversely in the curriculum using a variety of methodologies at both undergraduate and postgraduate level.

Caracterización del rendimiento académico de los estudiantes del plan de estudios "d" de medicina / Characterization of the academic performance of medical curriculum "d" students

Objetivo: Caracterizar el rendimiento académico de los estudiantes en el primer año del Plan de Estudios D de la carrera de Medicina en las Facultades 10 de Octubre y Salvador Allende de la Universidad de Ciencias Médicas de La Habana. Métodos: Se realizó un estudio correlacional de corte transversal a partir de las evaluaciones obtenidas por los estudiantes que cursaron las asignaturas del plan en ambas facultades durante el curso 2016-2017. Resultados: detectaron cuatro componentes principales en el conjunto de variables evaluativas del primer año de la carrera: Ciencias Básicas Biomédicas, Disciplinas Complementarias, Educación Física e Idioma Inglés. Los resultados obtenidos corroboran que las Ciencias Básicas Biomédicas constituyen para los estudiantes de Ciencias Médicas la principal dificultad docente en el logro de los objetivos planteados por el nuevo plan de estudios(AU)

Objective: To characterize the academic performance of first year medical curriculum D students at 10 de Octubre and Salvador Allende Medical Schools (Havana Medical University). Methods: A cross-sectional correlational study was carried out from the evaluations obtained by the students of the plan D in both faculties during the academic year 2016-2017. Results: Four main components were detected in the set of evaluative variables of the first year of the degree: Basic Biomedical Sciences, Complementary Disciplines, Physical Education and English Language. Conclusions: The obtained results corroborate that the Basic Biomedical Sciences constitute for the students of Medical Sciences the main teaching difficulty in the achievement of the objectives proposed by the new curriculum(AU)

Insertion of medical biophysics in the integrated medical curriculum

Background: Despite the definition of medical biophysics as interdisciplinary field, using the principles and laws of the physics sciences to describe and investigate biological processes for the purpose of medical application, the results and outcome of insertion of medical biophysics in the medical curriculum have no longer emerged and many medical schools restrict the medical biophysics to the preparatory phase or maximum in the basic years and omit it completely in clinical years. Objective: The objective of the study is to emerge our experience in the insertion of medical biophysics in the integrated medical curriculum in its two forms; horizontal and vertical and reveal its outcome in the student achievement in the whole curriculum. Materials and Methods: Following the Kern’s six steps for curriculum development to plan and implement the medical biophysics in the medical curriculum. The questionnaire was applied to measure the degree of students satisfaction about all Kern’ steps of the medical biophysics course. One-way ANOVA was used to estimate the degree of satisfaction about all Kern’ steps. Results: Goals and objectives (step 3) revealed the followings: students showing strongly satisfied (86; 57.3%), satisfied (44; 29.3%), neutral (3; 2%) dissatisfied (11; 7.3%) and strongly dissatisfied (6; 4%) with significant P value obtained. For educational strategies (step 4): students showed strongly satisfied (55; 36.6%), satisfied (45; 30%), neutral (10; 6.6%), dissatisfied (23; 15.3%), and strongly dissatisfied (17; 11.3%). While the students satisfaction regarding the implementation step (step 5) revealed: strongly satisfied (65; 43.3%), satisfied (41; 27.3%), neutral (12; 8%), dissatisfied (22; 14.6%) and strongly dissatisfied (10; 6.6%). Regarding the students assessment step (step 6): strongly satisfied (25; 16.6%), satisfied (45; 30%), neutral (9; 6%), dissatisfied (32; 21.3%) and strongly dissatisfied (29; 19.3%). Conclusion: Medical biophysics is an interdisciplinary field and is considered a good example of integration at a high level. Hence, it must be heavily addressed in the medical curriculum to facilitate the understanding of major new approaches in the disease and cosmetic management that appeared in recent years and considered a new era in medicine.

An analysis of verbs used in the course outcomes of outcome-based integrated courses at a medical school based on the taxonomy of educational objectives / 한국의학교육

PURPOSE: The purposes of this study were to analyze the course outcomes of integrated courses of a medical school that introduced an outcome-based curriculum and to suggest ways to improve techniques in the description of outcomes. METHODS: In order to investigate the course outcomes of 39 courses in the first and second grades at Kyungpook National University School of Medicine in Korea, verbs for the course outcome were classified according to Bloom’s taxonomy and frequency analysis was completed. The appropriateness of use of verbs in description of the outcomes was also analyzed. RESULTS: The total number of course outcomes for both grades was 497. The number of course outcomes per credit ranged from a minimum of 0.9 to a maximum of 22.0. Most of the course outcomes were classified as the comprehension domain according to Bloom’s taxonomy. The most frequently used verb was “explain,” accounting for 61.0% (n=303) of the entire course outcome verbs. Some verbs in the outcomes, however, were unmeasurable. CONCLUSION: The major findings of this study include the followings. First, the number of course outcomes varied according to courses. Second, several course outcomes included unmeasurable verbs. Finally, most of the verbs used to describe course outcome belonged to the two lower levels of Bloom’s taxonomy—knowledge and comprehension. In order to improve the description of course outcomes, this study suggests that it is necessary to adjust the number of course outcomes, applicate overt behavior verbs, and elevate the level of course outcomes from the lower memorizing level to the higher application level.

A preliminary study on the narrative medical curriculum for clinical medicine postgraduates / 中华医学教育探索杂志

Objective To establish a scientific and rational narrative medical curriculum standards for clinical medicine postgraduates to improve their medical humanistic quality.Methods On the basis of literature review and group discussion,the standards of narrative medical curriculum for postgraduates majoring in clinical medicine were preliminarily constructed,and the Delphi method was used to evaluate and screen the indicators.An expert consultation questionnaire was drawn up for 40 selected experts to finalize the curriculum standards for narrative medicine.The small-scale teaching practice was carried out in postgraduates of the Department of Hepatobiliary Surgery in Southwest Hospital of Chongqing,and the problems in the process of teaching implementation were collected.Results Experts' opinions tended to be consistent after two rounds of consultation.Finally,the study confirmed a theoretical and practical narrative medical curriculum which consisted of introducing narrative medicine theory,reading narrative medicine related books,watching the medical narrative film and television works,and writing the narrative medical records.Through the small-scale teaching practice,we collected a variety of problems,for which,we sorted out and analyzed,and finally put forward the improvement scheme.Conclusion The narrative medical curriculum for clinical medicine postgraduates is reasonable,which can lay the foundation for the promotion of clinical medical postgraduates' medical humanistic quality and doctor-patient communication ability,and accelerate the popularization of narrative medicine idea in our country.

Effect of linguistic strategies in traditional Chinese medicine English teaching courses for foreign students / 国际中医中药杂志

It's important that the university teachers apply proper linguistic strategies in the Traditional Chinese medicine courses for foreign students,which can reduce the non-native language ability limitation to teaching effect to a certain extent,which can let students better understand and grasp the contents.This paper summarize the influence of linguistic strategies on teaching effect,such as signposting,signalling importance,back channeling,repetition,questioning,commenting,which is the important foundation and powerful guarantee of ideal teaching effects of EMI.

Assessment of knowledge of pharmacotherapeutics amongst medical undergraduates of a tertiary care teaching hospital of Chhattisgarh, India: a questionnaire based study

Background: Knowledge of pharmacology forms the basis of rational pharmacotherapy practice. Teaching the medical students about systematic application of pharmacology in patients’ care forms an essential component. It facilitates the medical students to develop a methodical approach in solving patients’ clinical problems.Methods: A questionnaire-based study was conducted, at Government Medical College Rajnandgaon involving second year MBBS students. Total 100 students participated in the study.Results: Hundred percent of the students responded that pharmacology was presently taught to them, seventy nine percent of them agreed with the fact that pharmacology was preferred to pass the MBBS, eighty eight percent of them responded that in pharmacokinetics was the least preferred topic, ninety seven of them were not aware of the essential drug list. Their suggestions regarding the change in teaching methodology was recorded.Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of the useful suggestions by the undergraduate students.

Practice and reflection on the "organ-system-based" curriculum reform / 中华医学教育探索杂志

The organ-system-based curriculum (OSBC) medical teaching model with the organ system as the main line closely links the basic medical curriculum with the clinical practice,and breaks the boundaries between different subjects.As this novel teaching model is still in the early stage in China,Chongqing Medical University pioneered to reconstruct the teaching system for OSBC teaching reform,including the great efforts to integrate e the traditional 24 courses into 12,and to allocate talents from various basic and clinical teaching departments to form a new integrated teaching team.In 2011,this new mode was implemented in a pilot class of students.The results showed the 2011 five-year pilot class showed more satisfaction than did the traditional teaching class [(92.5 ± 4.6)％ vs.(72.5 ± 4.9)％,P＜0.05].Besides,the test scores of the pilot class and the traditional class were (80.0 ± 3.6) and (71.0 ± 5.9) respectively(P＜0.05),and the failing rate was (3.7％ in pilot class and 9.3％ in traditional class(P＜0.05).Since the pilot class perform better than the traditional one,the reform of OSBC was implemented for all five-year clinical medicine program in Chongqing Medical University in 2018.

Evaluation of workshop for training house-officers and medical officers on medical emergencies using simulation for workplace preparedness

Background: House-officers and medical officers are at the forefront during medical emergencies in the ward and casualty which impose cognitive, communication, social and system challenges and yet, training in this area is commonly lacking. A workshop was conducted using simulation to provide training on some acute medical emergencies like cord prolapse, post- partum haemorrhage with collapse, poly-trauma and acute exacerbation of asthma. Objective: To determine the effectiveness of simulation in developing competency in managing selected clinical emergencies Methodology: There were 22 participants consisting of house-officers, junior medical officers and nursing clinical instructors. Only doctors were included in the study. Four medical emergencies were chosen viz.: Cord prolapse; post- partum haemorrhage with collapse; poly-trauma and acute exacerbation of asthma. The simulated sessions were conducted using high fidelity manikins and simulated patients. Simulated patients were trained and moulage was applied accordingly. The skills stations were on airway equipment and techniques of application, latest cardiac life support algorithm and hands on chest compression using manikins. Results: A 5 point Likert scale used to rate the sessions. The skills station had 65% (n=13) rating as excellent and 35% (n=7) good. The skills simulation was rated excellent by 75% (n=15) and good by 25% (n=5) of participants. Verbal feedback was that it was very refreshing, informative, and helpful in terms of improving their skills. Conclusion: The simulated skills training for the junior doctors was very well received and maybe beneficial for work preparedness and in the long run address patient safety

Validação de Instrumento de Avaliação de Disciplinas de Escola Médica no Brasil / Validating a Subject Assessment Tool at a Brazilian Medical School

RESUMO Objetivo O estudo tem como objetivo avaliar o desempenho do questionário de avaliação das disciplinas da Faculdade de Medicina da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS Famed) em relação às propriedades psicométricas de validade e confiabilidade. Métodos Estudo transversal, exploratório e contemporâneo, com avaliação qualitativa e quantitativa. As disciplinas foram avaliadas pelos alunos de forma anônima, opcional e individual durante um período de aula de grande grupo logo após a conclusão das mesmas. Foram incluídos os questionários respondidos por acadêmicos matriculados entre o primeiro e o oitavo semestre e registrados nas atas finais da unidade, nas 22 disciplinas do currículo, no ano de 2011, que aceitaram realizar a avaliação da disciplina. Resultados Foram estudadas 1.205 respostas de um total possível de 1.606 alunos matriculados. A validação convergente demonstrou forte correlação entre o escore total de satisfação e os campos quantitativos correspondentes. A confiabilidade demonstrou um valor de alfa de Cronbach de 0,753 no escore total. Conclusão O estudo mostrou que o questionário de avaliação de disciplinas é válido e confiável.

ABSTRACT Aim The study aims to evaluate a questionnaire on the subjects taught at the Faculty of Medicine of the Pontifical Catholic University of Rio Grande do Sul (PUCRS), in terms of the psychometric properties of validity and reliability. Methods A cross-sectional, exploratory, and contemporary study was conducted using qualitative and quantitative evaluation. The subjects were evaluated by the students in an anonymous, optional and individual fashion during a large group class. The questionnaires were answered by PUCRS academics enrolled on the I-VIII semesters in 2011, who agreed to perform the evaluation immediately after completing the subject and who were registered in the final minutes for the units of the 22 subjects available. Results 1,205 responses were studied out of a possible 1,606 students enrolled on the course. The convergent validation demonstrated a strong correlation between the total score for satisfaction and the quantitative fields. Reliability demonstrated Cronbach alpha from the total score of 0.753. Conclusion The study showed that the questionnaire for subject evaluation is valid and reliable.

Voluntariado: benefício a quem presta e a quem recebe / Volunteerism: benefits for both providers and recipients

OBJETIVOS: É importante que durante o curso de medicina não seja negligenciada a atenção aos aspectos humanos e sociais da profissão. O presente artigo aborda o voluntariado direcionado aos aspectos sociais, com enfoque nas ações desenvolvidas por estudantes de medicina, nos quais se almeja despertar atitudes de generosidade e beneficência. MÉTODOS: O artigo consiste em revisão da literatura, relato de experiência e reflexões sobre as atividades de voluntariado, abordando os efeitos que esse tipo de atividade pode trazer para os envolvidos. RESULTADOS: Voluntariado caracteriza-se pelo ato de doar tempo e conhecimento em prol da sociedade em que se vive, com ações não remuneradas, de valor para a comunidade ou o próximo. Para a Organização das Nações Unidas, voluntário é alguém que, por interesse pessoal ou espírito cívico, dedica parte do tempo a atividades que visam o bem-estar social ou utilidade pública, sem remuneração. A atividade de voluntariado representa um ato de generosidade, de beneficência para com os outros, principalmente os mais necessitados. É desejável que estudantes se tornem mais abertos para as diferenças e generosos nas relações humanas em suas futuras atividades profissionais. Além disso, pesquisas mostram que os atos de altruísmo, bondade e generosidade ativam áreas do cérebro responsáveis pela liberação de endorfina nas pessoas que os praticam, aumentando a percepção de felicidade e diminuindo o nível de estresse e ansiedade, além de trazer outros efeitos fisiológicos, como diminuição dos níveis tensionais e melhora da função imunológica. Apesar desses benefícios, cabe a reflexão sobre o quanto estamos dispostos a considerar o voluntariado como uma atividade oficialmente curricular nas escolas de medicina. CONCLUSÕES: Atividades de voluntariado durante o curso de medicina podem proporcionar ao estudante o contato direto com comunidades e pessoas, especialmente aquelas em condições de vulnerabilidade social, promovendo um maior envolvimento humano e trazendo benefícios mútuos, a quem presta e a quem recebe. Poder ajudar e permitir que sejamos ajudados pode abrir espaços, criar redes de colaboração e solidariedade, condições ou virtudes necessárias ao bom desempenho da medicina.

AIMS: It is paramount that attention to human and social aspects of the medical profession not be overlooked in medical schools. The present article deals with volunteerism and its social aspects, focusing on the actions developed by medical students, with the aim of arousing their generosity and beneficence. METHODS: This article consists of a literature review, report on practical experience, and reflections about volunteer activities, looking into its effects on the participants. RESULTS: Volunteerism is characterized by giving one's time and knowledge in the interest of the society in which one lives, on an unpaid basis, attaching importance to the community or to the others. According to the United Nations Organization, a volunteer is someone who, out of personal interest or citizenship, devotes some time to activities aimed at social welfare or public services, without any remuneration. Volunteerism allows exercising generosity and beneficence towards others, especially towards the neediest. It is desirable that students become more open to differences and be generous in their future professional activities. Furthermore, research has shown that selflessness, kindheartedness, and generosity activate areas of the brain that release endorphins, thus increasing the sensation of happiness and reducing stress and anxiety, in addition to other physiological effects, such as reduction of tension and improvement of immunological function. Notwithstanding these benefits, it is necessary to give some thought to how willing one is to regard volunteerism as an officially curricular activity in medical schools. CONCLUSIONS: Volunteer activities in medical schools can offer students direct contact with communities and people, especially with socially vulnerable individuals, promoting greater human involvement and bringing benefits for both providers and recipients of volunteer work. Being able to help and allowing being helped can open up opportunities and build collaboration and solidarity networks, which are conditions or virtues necessary for the good practice of medicine.