Nova Metodologia de Ensino do ECG: Desmistificando a Teoria na Prática – Ensino Prático do ECG / New ECG Training Methodology: Demystifying Theory in Practice – Practical Teaching of ECG

RESUMO O eletrocardiograma é um método diagnóstico de simples execução, de grande utilidade nos diagnósticos das doenças cardiovasculares, sobretudo as agudas, como as arritmias e o infarto agudo do miocárdio. O seu entendimento não é claro, provavelmente porque a base da explicação é voltada para conceitos básicos da física, atrelado ao ensinamento mais teórico que prático aos estudantes de medicina. A presente experiência mostra o modelo criado e adotado para explicar um método de ensino desenvolvido com os devidos materiais fornecidos à população alvo do ensino: estudantes de medicina e médicos residentes de cardiologia e outras especialidades clínicas, que fazem prática de estágio obrigatório dos seus respectivos programas de aprendizagem em uma emergência cardiológica de um hospital universitário em Recife/PE.

ABSTRACT The electrocardiogram is a straightforward diagnostic method, which is very useful to diagnose cardiovascular diseases, particularly acute ones, such as arrhythmias and acute myocardial infarction. Its understanding is unclear, probably because the basis of the explanation is focused on basic concepts of physics, bound to a more theoretical than practical teaching approach for the medical students. This experience shows the model created and adopted to explain a teaching method developed with the proper materials provided to the target group: medical students and medical residents in cardiology and other clinical specialties that require the student to undertake practical training in a cardiac emergency unit of a teaching hospital in Recife / PE.

Efecto Mozart en el aprendizaje práctico de la anatomía / The Mozart effect in the practical learning of the gross anatomy

El término efecto Mozart comienza a utilizarse a partir de los trabajos de Rauscher et al. (1993), quienes observaron mejores resultados en tareas que requerían orientación temporo-espacial en estudiantes universitarios. El objetivo de este estudio es analizar el efecto que tiene en el aprendizaje práctico de la anatomía la aplicación de estímulos musicales relacionados con el denominado efecto Mozart. Participaron 254 estudiantes de las carreras de Odontología, Fonoaudiología y Tecnología Médica. Los grupos de estudio fueron sometidos durante toda una Unidad temática a estimulación auditiva utilizando el primer movimiento de la Sonata para dos Pianos en D Mayor (K. 448) de Mozart, los grupos controles desarrollaron su actividad práctica sin estimulación auditiva, al finalizar la unidad se realizó una evaluación práctica de reconocimiento de estructuras en el cadáver. Las medias de los resultados obtenidos fueron superiores en los sujetos sometidos a estimulación auditiva, estos resultados fueron estadísticamente significativos en las carreras de Odontología y Fonoaudiología, pero no en Tecnología Médica.

The term Mozart effect begins to be used starting from the works of Rauscher et al. (1993) who observed better results in tasks that required temporo-space orientation in university students. The objective of this study is to analyze the effect that has in the practical learning of the anatomy the application of musical stimuli related with the denominated Mozart effect. This study involved 254 participants of the careers of Dentistry, Fonoaudiology and Medical Technology. The study groups were subjected during an entire thematic Unit to auditory stimulation using the first movement of the Mozart's Sonata for Two Pianos K.448, the groups controls developed their practical activity without auditory stimulation, when concluding the unit they was carried out a practical evaluation of recognition of structures in the cadaver. The mean of the obtained results were superior in the subjected fellows to auditory stimulation, these results were statistically significant in the careers of Dentistry and Fonoaudiology, but not in Medical Technology.

Practical Patient Safety Education for Medical Students at the Yokohama City University School of Medicine / 医学教育

In autumn 2005, a 15-hour patient-safety education program was incorporated into the core curriculum for fourth-year medical students at the Yokohama City University School of Medicine. Sixty students took part in the program. The goals of the curriculum are for students to understand the prevalence and origins of medical errors and to increase awareness of the physician's responsibility for patient safety. Because typical learning methods, such as didactic lectures, might not be effective, we developed an experimental or case-based learning method. Educational modalities included small-group discussion of medical errors, role-playing of medical error disclosure, and experience operating infusion pumps. In addition, to bridge the gap between educational systems and hospital systems, we collaborated with other healthcare workers, such as nurses and hospital pharmacists. Students evaluated the program favorably; most recommended continuing the curriculum for future medical student classes.