ABSTRACT
Introducción: de una Universidad Innovadora emergen modelos para facilitar el aprendizaje. Un elemento a tener en cuenta para su personalización es la determinación de los estilos con que aprenden los estudiantes. Objetivo: socializar los resultados de una experiencia en el ajuste instructivo de un curso de postgrado a distancia a los estilos de aprendizaje de los estudiantes. Métodos: la experiencia se realizó desde octubre de 2015 hasta febrero de 2016. Se utilizó el Aula Virtual de Salud (UVS) cubana, ubicada en la dirección http://aulavirtual.sld.cu/. Se determinó los estilos de aprendizaje mediante el cuestionario Honey-Alonso. Se distribuyeron los estudiantes en dos subgrupos: activos y pragmáticos, y reflexivos y teóricos. Se adaptaron las actividades de aprendizaje a los estilos de los estudiantes. Se observaron sistemáticamente los procesos y las interacciones que tienen lugar en el curso y se aplicó encuesta de satisfacción. Entre los métodos matemáticos - estadísticos se emplearon: los de estadística descriptiva, Alfa de Crombach, prueba T, Chi-cuadrado y análisis de correlación de Pearson. Resultados: los estilos de aprendizaje activo, reflexivo, y pragmático se encuentra en el estándar de preferencia moderada, en los estudiantes y para el estilo teórico, en el estándar de preferencia Alta; no existieron diferencias entre géneros. Los estudiantes de ambos subgrupos aprobaron todas las actividades de aprendizaje. Los estudiantes mostraron satisfacción con los elementos evaluados del curso, no existiendo diferencias entre los subgrupos/estilos(AU)
Introduction: Models to facilitate learning emerge from an innovative university. One element to take into account for their personalization is to determine the styles with which the students learn. Objective: To socialize the results of an experience in the instructive adjustment of a distance postgraduate course to the learning styles of the students. Methods: The experiment was carried out from October 2015 to February 2016. The Virtual Health Classroom (VHC) was used in Cuba, located at http://aulavirtual.sld.cu/. Learning styles were determined using the Honey-Alonso questionnaire. The students were divided into two subgroups: one active and pragmatic, and the other reflective and theoretical. The learning activities were adapted to the styles of the students. The processes and interactions that took place in the course were systematically observed and a satisfaction survey was applied. Mathematical-statistical methods were used: descriptive statistics, Crombach's Alpha, T-test, Chi-square, and Pearson's correlation analysis. Results: Active, reflective, and pragmatic learning styles are found in the standard of moderate preference, in students and for the theoretical style, in the standard of preference as high; there were no gender differences. Students in both subgroups approved all learning activities. The students showed satisfaction with the evaluated elements of the course, with no differences between subgroups or styles(AU)
Subject(s)
Humans , Education, Distance/methods , Education, Graduate/methods , Virtual RealityABSTRACT
?In allusion to the training requirements of eight-year program medical students, combining with our own experience in teaching this type of the students in ophthalmology, we have done some thinking about the training methods of eight-year program medical students in order to improving their comprehensive abilities of ophthalmology. Several suggestions are made in various aspects, including the study of the basic theory of ophthalmology, the training of doctor - patient communication skills, the training of basic clinical skills, the interest developments in ophthalmology subspecialty areas and the training of basic experiment skills.
ABSTRACT
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
Fundamento: la brigada médica cubana ha influido de forma trascendental en el desarrollo histórico de Timor Leste y de forma específica en su escuela de Medicina. Objetivo: caracterizar los diferentes momentos históricos de la escuela de Medicina en Timor Leste, desde su fundación hasta las graduaciones actuales. Métodos: se realizó un estudio descriptivo sobre la formación de médicos en Timor Leste, utilizando métodos teóricos y empíricos. Teóricos: analítico-sintético, histórico-lógico, inducción-deducción, que permitieron el análisis de la documentación y bibliografía revisada. Los métodos empíricos utilizados fueron la revisión documental de los balances académicos anuales y la observación participante de los autores, así como la entrevista aplicada a miembros de la brigada médica y docentes que han transitado por el país, y líderes nacionales comprometidos con este proceso formativo. Resultados: se realizó la caracterización mediante una secuencia lógica de la labor de la colaboración médica cubana en Timor Leste desde sus inicios en la formación de médicos y en la formación posgraduada. Conclusiones: la ejecución de políticas sociales, en particular las educativas, han permitido en Timor Leste el desarrollo y fortalecimiento de la formación médica al crear las estructuras académicas y funcionales que garantizan su continuidad. Los resultados académicos de promoción y retención durante el tiempo analizado en el estudio realizado han sido aceptables.
Background: the Cuban medical brigade has had a considerable influence over the historical development of Timor Leste, and specifically over its School of Medicine. Objective: to characterize the different historical moments of the School of Medicine in Timor Leste, from its foundation to its current graduations. Methods: A descriptive study was done on the training of doctors in Timor Leste, using theoretical and empirical methods; theoretical: analytic-synthetic, historical-logical and induction-deduction, which allowed the analysis of the documents and bibliography that were revised. The empirical methods used were the revision of the yearly academic reports, and the participatory observation done by the authors, as well as the interviews had with members of the medical brigade, teachers who have been to the country, and national leaders committed to this training process. Results: a characterization was made through a logical sequence of the work done by the Cuban medical collaboration in Timor Leste, since its beginning in the training of doctors, and also their postgraduate training. Conclusions: the application of social policies, specifically the educational ones, have allowed in Timor Leste the development and strengthening of the medical training, by creating the academic and functional structures that guarantee their continuity. The academic results of promotion and retention analyzed during the time of the study have been acceptable.
Subject(s)
Education, Medical , Faculty, Medical , Health Resources , Medical MissionsABSTRACT
Teaching in the course of anesthesiology for college students not majoring in anesthesiology was reformed and optimized by inducing various approaches such as development of interest,heuristic teaching,multimedia teaching,clinical simulation teaching and anesthesia experience in the First Affiliated Hospital,Sun Yat-sen University.Students' fundamental knowledge of clinical anesthesiology and abilities of clinical thinking and active learning were improved.Based on the summary of teaching practice,teachers should cultivate students' interest in anesthesiology,emphasize interactive teaching and learning and take fundamental knowledge of clinical anesthesiology as main teaching objectives in the clinical practice course of anesthesiology.
ABSTRACT
A piece of news was introduced into pharmacology course examination.Students were asked to make comments on the news based on pharmacology knowledge or principles.All points of view were summarized and given back to the students after the examination. The right way to answer the question was discussed and a consensus on the answer was reached.lt was indicated that the teaching method in the trial is helpful for improvement of students' overall analytical skills.
ABSTRACT
Objective: To deepen students' comprehension on theory knowledge of pharmacognosy and reinforce the understanding of cultivar identification,quality evaluation and resources exploration on crude drug.Methods: Designing experiment of pharmacognosy on cultivar identification and quality evaluation which are divided into three stages: formulating experimental scheme,implementing experiment and making summary and analysis.Results: Students have complete and systematic recognition about cultivar identification and quality evaluation of pharmacognosy,their self-study ability has been enhanced and their innovation and ability cultivated.Conclusions: The designing experiment combined with practical work of pharmacognosy,and teaching theory has trained the students practical and innovational ability,and good teaching result has been obtained.
ABSTRACT
Physical examination of the nervous system is a very practical clinical skill.Based on our experience,we have found that conventional teaching approaches are not satisfactory in fully enabling medical trainees to master these skills and use them efficiently in clinical settings.Therefore we have developed a novel approach which involves prioritizing and standardizing examination procedures,imposing goal-oriented practices,improving teaching methodology and intensifying repeatitive exercises.This systemic approach has yielded considerable success that is not achievable through conventional teachings.