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Introducción: El informe mundial sobre envejecimiento y salud tiene en cuenta la sociedad e incluye los cuidados integrales para un envejecimiento saludable, por lo que elevar la calidad de la atención al adulto mayor a través del modelo de gestión docente-asistencial contribuirá a elevar la calidad de vida en estas edades. Objetivo: Diseñar una estrategia de superación profesoral sobre atención integral al adulto mayor dirigida a tutores de la residencia de Medicina General Integral. Método: Investigación aplicada, que tuvo una fase descriptiva-evaluativa y una de evaluación de resultados. La población estudiada fue el universo de tutores de la residencia de Medicina General Integral (12). Se estudiaron diferentes variables y se utilizaron encuestas y guías de desempeño, se aplicó frecuencia absoluta, relativa porcentual y la prueba de Mc Nemar. Resultados: Predominaron las edades de 45-54 años (58,3 por ciento). De los tutores, 41,7 por ciento eran asistentes y el 91,7 por ciento master o poseían categoría de investigador, se incrementaron los buenos conocimientos al 100 por ciento después de la intervención y el desempeño muy satisfactorio al 91,7 por ciento. Conclusiones: La estrategia de superación contribuyó al incremento del nivel de conocimientos y del desempeño sobre atención integral al adulto mayor en los tutores, así como una mayor participación en las actividades de ciencia y técnica relacionadas con la temática(AU)
Introduction: The World Report on Aging and Health takes society into account and includes comprehensive care for healthy aging; therefore, raising the quality of care for the elderly through the teaching-care management model will contribute to raising the quality of life in these ages. Objective: To design a teaching improvement strategy about comprehensive care for the elderly aimed at tutors from the Family Medicine residency. Method: Applied research with a descriptive-evaluative phase and a results assessment phase. The population studied was the universe of tutors from the Family Medicine residency (12). Different variables were studied and surveys and performance guides were used. Absolute frequency, relative percentage and the McNemar test were applied. Results: The ages 45-54 years (58.3 percent) predominated. Of the tutors, 41.7 percent were assistants, while 91.7percent were masters or had the researcher category. Good knowledge increased to 100 percent after the intervention, while very satisfactory performance did so to 91.7 percent. Conclusions: The improvement strategy contributed to the increase in the level of knowledge and performance on comprehensive care for the elderly in the tutors, as well as a greater participation in science and technical activities related to the subject(AU)
Subject(s)
Humans , Male , Female , Aged , Population Dynamics , Teacher Training , Epidemiology, DescriptiveABSTRACT
<p> In December 2008, the Central Council for Education submitted a report entitled: "Towards the enhancement of undergraduate education." In this report, the "Teaching Portfolio" appeared as a versatile aid to evaluate teaching. Since then, the number of teaching staff who write their teaching portfolio has been increasing annually in Japan, and it has gained recognition as an effective instrument for improving and visualizing teaching performance. However, there is very little emphasis on teaching evaluation using teaching portfolios. This paper introduces the teaching portfolio and describes how it aids teaching evaluation.</p>
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It is found that Virtual experiment(VE)can not only improve the experimental condition,enrich the experimental content,but also help to foster the innovation ability of the students. To bring the teaching contribution of VE into full play,it is important to note that VE should be combined with actual experiment and be introduced step by step. Meanwhile,the teach-ing staff should also acquire more learning and further technical skills.
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Objective To study the teaching effects of using case discussing-analysis method in the teaching course of Nursing Research among nursing students,and then make suggestion for relative teaching improvement. Methods Nursing students of Grade 2003 in main school and Grade 2004 in the affiliated WUZHOU school were divided into the trial group and control group at random. Part of teaching contents of nursing research were taught to the trial group students by case discussing-analysis method,and to the control group students by the methods of lecture-based learning. The teaching effect was evaluated after the course end. Results The ability of design to scientific research,recognition of Nursing research,learning attitude and learning interest,etc,in the trial group students were obviosly better than those in the control group students,and there was significant by statistical test. Conclusions Case discussing-analysis method can effectively excite the interest and the potential of students,and improve the ability of discovering and solving problems.
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Objective To study the teaching effects of using case discussion-analysis method in the teaching course of Nursing Research among nursing students and then put forward suggestions for improving teaching.Methods By way of case discussion-analysis,a part of teaching contents of Nursing Research were taught to the 118 nursing students in 2003 grade.The teaching effect was evaluated by observing the design ability of scientific research,the learning interest,learning attitude,etc.Results The design ability of scientific research,recognition of Nursing Research,learning attitude and learning interest,etc of the students were significantly improved.Conclusions Case discussion-analysis method could effectively excite the interest and the potential of students and then improve the ability of discovering and solving problems.