Comparison of blunder lecture with tutorial for small-group discussion among Phase I M.B.B.S. students in a medical college in North India

Background: Small-group discussion (SGD) plays an essential role in physiology to foster active learning by the students. Blunder lecture has been used to stimulate inquiry, reflection, and promote collaborative learning by cognitive conflict strategy. Aims and Objectives: The objectives of the study were as follows: (i) To compare the effectiveness of blunder lecture with tutorial for SGD and (ii) to assess the perception of students toward blunder lecture and tutorial. Material and Methods: An educational interventional study was conducted in the department of physiology among 116 Phase I MBBS students using tutorial and blunder lecture for SGD on two core topics of physiology which were already covered in didactic lectures. Blunder lecture included deliberate mistakes spread over the different levels of Bloom’s taxonomy. Blunders were identified and discussed during the group activity. The evaluation was done by validated pre-post tests and questionnaires. Results: There was a statistically significant gain in the mean score of the students who attended blunder lecture session in comparison to tutorial. Out of 116 students who participated in the study, 89% perceived blunder lecture as a challenging way to recollect prior knowledge. Conclusion: Blunder lecture is an effective reinforcement tool that can be used in SGD to facilitate the learning of the undergraduates.

Impacto de las tutorías en la formación integral de estudiantes universitarios / Impacto dos tutoriais na formação integral dos estudantes universitários / Impact of tutorials on the comprehensive training of university students

RESUMEN Los vertiginosos cambios producidos en la sociedad obligan a las instituciones de Educación Superior (IES) a formar ciudadanos con competencias profesionales y personales capaces de enfrentar los permanentes desafíos. En ese contexto, la labor del docente-tutor contribuye significativamente a este propósito y debe fortalecerse. Para ello, se realiza un diagnóstico cuyo objetivo consistió en conocer el estado de implementación de las tutorías y su impacto en la formación de los estudiantes. Se parte del análisis bibliográfico sobre la concepción y la práctica de la tutoría universitaria para, mediante un estudio cuantitativo, determinar el criterio de los educandos como actores principales. La muestra probabilística estuvo conformada por 180 estudiantes, de una población de 1557, de la Facultad de Ciencias de la Educación, Humanas y Tecnologías de la Universidad Nacional de Chimborazo, a quienes se les aplicó una encuesta validada científicamente, que determinó 97 % de fiabilidad y 95 % de confianza, lo que significa un alto porcentaje de correspondencia entre las variables de estudio y las escalas de medición. Estos estudiantes reciben diversas asignaturas, entre ellas algunas relacionadas con la actividad física y el deporte. Los resultados obtenidos se sometieron al análisis inferencial de multivariantes que permitió comprobar la tendencia de los estudiantes con respecto a la actividad tutorial que oferta la institución de Educación Superior.

RESUMO As vertiginosas mudanças na sociedade obrigam as Instituições de Ensino Superior (IES) a formar cidadãos com competências profissionais e pessoais capazes de enfrentar desafios permanentes. Neste contexto, o trabalho do professor-tutor contribui significativamente para este fim e deve ser reforçado. Para o efeito, foi realizado um diagnóstico com o objectivo de conhecer o estado de implementação dos tutoriais e o seu impacto na formação dos estudantes. O ponto de partida foi uma análise bibliográfica da concepção e prática da tutoria universitária a fim de determinar, por meio de um estudo quantitativo, os critérios dos estudantes como principais atores. A amostra probabilística consistiu em 180 estudantes, de uma população de 1557, da Faculdade de Ciências da Educação, Humanidades e Tecnologias da Universidade Nacional de Chimborazo, aos quais foi aplicado um inquérito cientificamente validado, que determinou 97% de fiabilidade e 95% de confiança, o que significa uma elevada percentagem de correspondência entre as variáveis de estudo e as escalas de medição. Estes estudantes recebem várias disciplinas, incluindo algumas relacionadas com atividade física e desporto. Os resultados obtidos foram submetidos a análises inferenciais multivariadas, o que nos permitiu verificar a tendência dos estudantes no que diz respeito à atividade tutorial oferecida pela instituição de ensino superior.

ABSTRACT The vertiginous changes produced in society force Higher Education Institutions (HEI) to train citizens with professional and personal skills capable of facing permanent challenges. In this context, the work of the teacher-tutor contributes significantly to this purpose and should be strengthened. For this, a diagnosis is made which objective was to know the state of implementation of the tutoring and its impact on the training of the students. It is started from the bibliographical analysis on the conception and practice of university tutoring to, through a quantitative study, determines the criteria of the students as main actors. The probabilistic sample consisted of 180 students, from a population of 1557, from the Faculty of Education, Human Sciences and Technology of the National University of Chimborazo, to whom a scientifically validated survey was applied, which determined 97% reliability and 95% confidence, which means a high percentage of correspondence between the study variables and the measurement scales. These students receive various subjects, including some related to physical activity and sports. The results obtained were submitted to the multivariate inferential analysis that allowed verifying the tendency of the students with respect to the tutorial activity offered by the Higher Education institution.

Application of tutorial system combined with OMP in the teaching of standardized residency training of emergency medicine / 中华医学教育探索杂志

Objective:To explore the application effect of the tutorial system combined with one minute preceptor (OMP) in the standardized residency training of emergency medicine.Methods:A total of 48 residents who trained in the Department of Emergency, Zaozhuang Municipal Hospital Affiliated to Jining Medical College from January 2017 to December 2019 for ≥ 3 months were assigned randomly into control group ( n=24) and observation group ( n=24). The control group were given the traditional teaching mode only; while the observation group were given the tutorial system combined with OMP teaching mode, that was, a tutor was assigned to each training resident, and the teaching and training was carried out according to the teaching plan. After the rotation, the graduation examination was conducted, and the differences between the two groups were compared. SPSS 22.0 software was used for t test. Results:The clinical skills examination scores of the control and observation group were (47.50±3.91) points and (43.80±6.52) points respectively, with significant differences between the two groups ( t=2.42, P=0.020). The clinical operation technology examination scores of the control and observation group were (80.00±6.51) points and (75.10±6.19) points respectively, with significant differences between the two groups ( t=2.68, P=0.010). The clinical skills score and operation techniques score of the residents in the observation group were significantly better than those in the control group, and both were better than before training. Conclusion:The new training method of tutorial system combined with OMP can improve the clinical skills and operation techniques of the emergency residents significantly, which is worth being popularized and applied in clinical teaching.

The practice of "tutorial system" constructed on the basis of student needs for visiting students in continuing education of laboratory medicine / 中华医学教育探索杂志

Visiting students' education is an important part of laboratory medicine continuing education. In the new era, the traditional continuing education model faces severe challenges in how to improve the clinical serviceability of grass-roots laboratories, the training quality of medical laboratory students, and the students' personal quality and professional ability. In the process of exploring the new training model for a long time, combined with the characteristics of the laboratory medicine and the needs of the visiting students, we put forward the new training concept of "tutorial system" for laboratory medicine students. The "one-to-one" model is used to teach students in accordance with their aptitude according to their aptitude for students of different levels and different cultural backgrounds and it has achieved certain success. The practice shows that the "tutorial system" for visiting laboratory medicine students can increase their belonging sense, improve the quality and level of the training, and expand the effect of continuing education.

El perfil del tutor clínico en los escenarios actuales / The profile of the clinical tutor in current settings

Actualmente, uno de los objetivos de la educación médica es proporcionar a los estudiantes la oportunidad de desarrollar habilidades clínicas y competencias profesionales. Por lo cual el docente tutor generador de aprendizaje debe poseer las herramientas necesarias para ello. La tutoría clínica, es una estrategia fundamental en la enseñanza de los saberes de las ciencias médicas. Considerada como educación "no formal" en contraste con la educación tradicional de las aulas, la enseñanza en los ambientes clínicos tiene su propia estructura o formas de enseñanza. En este sentido, el docente tutor debe reconocer cuáles son las funciones de la tutoría clínica, para así, establecer objetivos claros que respondan al programa de formación de un profesional y que permita la conducción de la tutoría de manera óptima, generando en el estudiante aprendizaje significativo. Esta revisión tiene por objetivo entregar información actualizada respecto al abordaje actual de la tutoría clínica en las carreras del área de salud y describir las competencias pedagógicas que debe tener un tutor clínico.

Currently, one of the goals of medical education is to provide students with the opportunity to development clinical skills and professional competencies. Therefore, the tutor generator learning must have the necessary tools to do. Clinical tutoring is a fundamental strategy in the teaching of knowledge of medical sciences. Considered as "non-formal" instruction in contrast to traditional classroom instruction, teaching in clinical settings has its own structure or forms of teaching. Therefore, the tutor teacher must recognize what are the functions of clinical tutoring, in order to establish clear objectives that respond to the training program of a professional and that allow the conductivity of the tutoring in an optimal way, generating meaningful learning in the student. This review aims to provide updated information regarding the current approach to clinical tutoring in health careers and to describe the pedagogical competencies that should have a clinical tutor.

Comparison of Subjective/Objective Evaluation of Medical Students at Social Medicine Training between Different Grades in the Same Academic Year: Focus on Student Readiness / 医学教育

Background: The aims of the present study were to reveal the impact of the introduction of social medicine training one year earlier in a new university curriculum on subjective/objective evaluation of medical students, and to discuss the readiness of said students. Methods: In this natural experiment study, subjects comprised 73 third- (n = 31) and fourth-grade (n = 42) medical students who participated in social medicine training, namely “Family Health Practice Tutorial,” in 2017. The data consisted of student’s self-assessment and assessment from clients. The associations between these assessments and student grade were analyzed using the Mann-Whitney U test and ordinal logistic regression. Results: The score for “Language” in the assessment from the clients was significantly lower in the third-grade students than in the fourth-grade students after adjustment for gender (odds ratio = 0.147; 95% confidence interval = [0.027, 0.797]). Discussion: Insufficient readiness for language to residents in the community was found in third-grade medical students. Advanced communication training prior to practice for third-grade students may contribute to sustainable social medicine training in the community.

Study on the role of tutorial system combined with reflective teaching method in the teaching of nursing students in the intensive care unit / 中华医学教育探索杂志

Objective:To explore the role of one-to-one tutorial system combined with reflective teaching method in the teaching of clinical nurses in intensive care unit (ICU).Methods:A total of 21 nurses who practiced in ICU from March 2019 to October 2019 were set as the control group, and 21 nurses who practiced in ICU from December 2019 to July 2020 were set as a research group. The control group adopted traditional teaching, and the research group adopted the tutorial system combined with reflective teaching. The theoretical and technical performance assessment results, professional self-efficacy before and after teaching, and clinical comprehensive ability before and after teaching were compared between the two groups. SPSS 26.0 was used for t test χ2 test, and rank-sum test was used for rank distribution. Results:After teaching, there were significant differences between the two groups in the grades distribution of theoretical and technical operation examination results ( P<0.05). The excellent and good rate of theoretical and technical operation examination in the study group were higher than those in the control group ( P<0.05). Before teaching, there was no significant difference in the scores of job responsibility and education requirements in professional self-efficacy scale and clinical comprehensive ability (observation ability, communication ability, health education ability, humanistic care ability, emergency response ability, professional knowledge, accurate execution of doctor's advice and coordination ability with doctors) between the two groups ( P > 0.05). After teaching, the scores of professional self-efficacy scale and clinical comprehensive ability of nursing students in the two groups were significantly increased ( P<0.05). The scores of professional self-efficacy scale and comprehensive ability of nursing students in the study group after teaching were higher than those in the control group ( P<0.05). Conclusion:The application of one-to-one tutorial system combined with reflective teaching method can significantly improve the professional self-efficacy of nursing students, improve the teaching effect, and improve the clinical comprehensive quality of nursing students.

Application of tutorial and seminar teaching model combination in standardized residency training in neurology department / 中华医学教育探索杂志

In this study, 155 residents who participated in the standardized residency training in neurology department of Second Affiliated Hospital of Army Medical University from 2016 to 2018 were included, all of whom were medical university graduates. The training duration in neurology department was 3 months. Each physician was assigned the first mock exam to each of his tutors and took the one to one mode to carry out clinical practice teaching. First, theoretical teaching, then clinical observation, and finally clinical practice. In addition, a typical case seminar was held every two weeks. After the combined teaching, the average scores of theoretical examination were (96.78 ± 10.14) points, and the average scores of operation examination was also significantly increased (98.36 ± 11.38) points. The percentage of excellent people assessed by Mini-CEX scale was as high as 88%. The teaching approach of tutorial and seminar teaching model not only consolidates medical theory knowledge, improves clinical skills, but also enhances the ability of analyzing and solving problems and contributes to establishment of rigorous clinical thinking, which lays a solid foundation for training excellent neurology clinical specialists.

Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education / Palavras cruzadas versus Tutoriais Objetivos Liderados pelo Estudante (SLOT) como pedagogias inovadoras na graduação em medicina: nossa experiência

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT). METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students' perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student's T test with SPSS version 15.0. RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs. CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students' test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

OBJETIVOS: O ensino de farmacologia em pequenos grupos oferece uma plataforma eficaz para estimular a interação entre pares e a aprendizagem autodirigida. O presente estudo procurou avaliar e comparar a eficácia e percepção dos alunos em dois métodos pedagógicos diferentes: palavras cruzadas e tutoriais objetivos conduzido pelo aluno (SLOT). MÉTODOS: Alunos do segundo ano de graduação, que deram seu consentimento informado, foram divididos aleatoriamente em dois grupos: um que recebeu palavras cruzadas como método de ensino-aprendizagem e o outro teve SLOT onde os alunos realizaram um questionário interativo com questões de múltipla escolha elaborado por si mesmos. As percepções dos alunos foram registradas por meio de um questionário autoaplicável. Uma semana depois, um teste foi realizado para ambos os grupos e o desempenho dos alunos foi comparado. A análise estatística foi feita usando o teste T de student de amostras independentes. RESULTADOS: As análises revelaram uma diferença estatisticamente significativa (P <0,001) entre as notas médias obtidas no grupo SLOT (n = 74; 6,5±3,8) e as notas obtidas no grupo de palavras cruzadas (n = 87; 4,2±2,9), com os alunos do grupo tutorial tendo melhor desempenho. Os alunos opinaram que as sessões de tutoria objetiva conduzida pelos alunos os ajudaram a entender melhor a Farmacologia, ao passo que as sessões de palavras cruzadas lhes permitiram memorizar os nomes dos medicamentos. CONCLUSÃO: O presente estudo revelou que as sessões do SLOT se saíram melhor comparativamente àquelas com as palavras cruzadas em termos de melhorar as pontuações dos alunos nos testes, assim como promoveu o trabalho em equipe, habilidades de aprendizagem autodirigida e pensamento crítico. As palavras cruzadas tornam a sessão mais amigável ao aluno, pois é divertida e envolvente, mas um design cuidadoso é inevitável, pois pode falhar em testar o aprendizado em profundidade nos alunos.

Biostatistics: essential concepts for the clinician

ABSTRACT Introduction: The efficiency of clinical procedures is based on practical and theoretical knowledge. Countless daily information is available to the orthodontist, but it is up to this professional to know how to select what really has an impact on clinical practice. Evidence-based orthodontics ends up requiring the clinician to know the basics of biostatistics to understand the results of scientific publications. Such concepts are also important for researchers, for correct data planning and analysis. Objective: This article aims to present, in a clear way, some essential concepts of biostatistics that assist the clinical orthodontist in understanding scientific research, for an evidence-based clinical practice. In addition, an updated version of the tutorial to assist in choosing the appropriate statistical test will be presented. This PowerPoint® tool can be used to assist the user in finding answers to common questions about biostatistics, such as the most appropriate statistical test for comparing groups, choosing graphs, performing correlations and regressions, analyzing casual, random or systematic errors. Conclusion: Researchers and clinicians must acquire or recall essential concepts to understand and apply an appropriate statistical analysis. It is important that journal readers and reviewers can identify when statistical analyzes are being inappropriately used.

RESUMO Introdução: A eficiência dos procedimentos clínicos é baseada em conhecimentos práticos e teóricos. Inúmeras informações diárias estão ao alcance do ortodontista; porém cabe a esse profissional saber selecionar o que realmente tem impacto na prática clínica. A Ortodontia baseada em evidências acaba exigindo que o clínico conheça os fundamentos da bioestatística para compreender os resultados das publicações científicas. Tais conceitos também são importantes aos pesquisadores para um correto planejamento e análise dos dados. Objetivo: O presente artigo tem como objetivo apresentar, de forma clara, alguns conceitos essenciais da bioestatística que auxiliem o ortodontista clínico na compreensão da pesquisa científica para uma prática clínica baseada em evidências. Além disso, será apresentada uma versão atualizada do tutorial para auxílio na escolha do teste estatístico adequado. Essa ferramenta em PowerPoint® pode ser empregada para auxiliar o usuário a encontrar respostas para dúvidas comuns sobre bioestatística, como o teste estatístico mais adequado para comparar grupos, escolha de gráficos, realizar correlações e regressões, análises de sobrevivência e dos erros aleatório e sistemático. Conclusão: Pesquisadores e clínicos devem adquirir ou relembrar conceitos essenciais para compreender e aplicar uma análise estatística apropriada. É importante que os leitores e revisores de periódicos possam identificar quando análises estatísticas estão sendo utilizadas de forma inadequada.

O programa de educação tutorial educação física do cefd/ufes: desmontando monumentos e construindo uma história (1994 - 2018) / The cefd / ufes physical education tutoring program: dismounting monuments and building a history (1994 - 2018)

RESUMO Objetiva compreender a configuração e os impactos do Programa de Educação Tutorial Educação Física do/no Cefd/Ufes, entre os anos de 1994 a 2018. Buscamos entender qua(is) proposta(s) formativa(s) se constituíram em diferentes momentos no programa. Como fontes, faz uso do acervo de materiais localizados no arquivo do PET EF e no Cefd/Ufes, das produções do grupo, dos documentos externos de regulamentação e legislação do programa. Percebemos que o grupo realizou atividades que englobaram ensino, pesquisa e extensão e sofreu diversas mudanças, passando de Programa Especial de Treinamento à Programa de Educação Tutorial. Além disso, o PET EF se desenvolveu em meio às lutas de representação e resistiu taticamente em frente às estratégias impostas.

ABSTRACT Devoted to understanding the configuration and impacts of the Cefd/Ufes Physical Education Tutorial Education Program between 1994 and 2018. We sought to understand what formative proposal (s) were constituted at different times in the program. As sources, it makes use of the collection of materials located in the PET EF archive and Cefd / Ufes, the group's productions, the external regulatory documents and the program's legislation. We realized that the group carried out activities that included teaching, research and extension and underwent several changes, going from Special Training Program to the Tutorial Education Program. PET EF developed in the midst of the representation struggles and resisted tactically in front of the imposed strategies.

Social Medicine Training in Fukushima Medical University "Family Health Practice Tutorial" - Present State and Tasks / 医学教育

The Department of Hygiene and Preventive Medicine in Fukushima Medical University has carried out "Family Health Practice Tutorial" as part of social medicine training for undergraduate medical students. In this training, pairs of students, visited the same ordinary homes three times, and studied the Family Health Practices. Further learning was mainly offered in the tutorial, which is regarded as Problem-Based Learning. The visited family evaluated the students and gave feedback to them via their teachers. We herein present the report on the present state, evaluation method and tasks of the training. We also discuss the meaning of this training in medical education as well as future direction.

Effect of interactive media on the development of children and adolescents: systematic review with meta-analysis

Abstract Aim: to investigate through a systematic review of randomized controlled trials (RCTs) the effects of interactive media on the cognitive, language, and motor development of children and adolescents. Methods: Searches were performed with the Medline, AMED, Embase, PEDro, Cochrane, Psychinfo, and ERIC databases in May 2017 with updated in July 2020. For the search strategy, we used descriptors related to "randomized controlled trial", "interactive media" and "children and adolescents up to 18 years old". RCTs that investigated the effectiveness of interactive media in cognitive, motor, and language development of children and adolescents up to 18 years of age with typical development were included. When appropriate, meta-analyses were conducted using a random-effects model. Pooled data were presented using standardized mean difference and 95% confidence interval. We assessed the quality of evidence using the GRADE methodology and the methodological quality using the PEDro scale. Results: of the trials found, 14 references were eligible for this study. The GRADE methodology was used in 13 RCTs. Estimates showed a low level of evidence of a small effect of media use on cognitive development compared to that in the control group and another intervention. No effect on motor and language development. Conclusion: The results of this systematic review do not support claims about the advantages or disadvantages of interactive media in child development. High-quality evidence was found that interactive media is not superior to other interventions for cognitive and language development outcomes and quality of moderate evidence for motor and language development.

Rumo aos 25 anos de história do Programa de Educação Tutorial (PET/MEC/SESu) na PUC-SP / To the 25 years of history of Tutorial Education Program (PET / MEC / SESu) at PUC-SPA / Los 25 años de historia del Programa de Educación Tutorial (PET / MEC / SESu) en PUC-SP

O Programa de Ensino Tutorial constitui-se em uma modalidade de investimento acadêmico em cursos de graduação com compromissos epistemológicos, éticos e sociais. Voltado para Instituições de Ensino Superior (IES) públicas e particulares em nível nacional, com objetivo de apoiar as atividades acadêmicas, integrando ações de ensino, pesquisa e extensão, através de grupos de aprendizagem coordenados por um tutor. Criado em 1979, esteve, durante 20 anos, sob a gestão do Capes e, a partir de 2000, passou a ser vinculado à Secretaria de Educação Superior - SESu/MEC. Na PUC-SP, o programa teve início em agosto de 1995 no curso de Psicologia. Este artigo apresenta o resgaste histórico desses quase 25 anos de conquistas da trajetória do PET/MEC/SESu do curso de Psicologia da PUC-SP, apresentando os cinco projetos que compuseram sua história desde a implantação. Para tanto, realizamos uma pesquisa narrativa, que inclui biografias, histórias de vida, autobiografias, relatos e depoimentos.

The Tutorial Teaching Program is a modality of academic investment in under-graduate courses with epistemological, ethical and social commitments. Aimed at public and private Higher Education Institutions (HEIs) at the national level, with the aim of supporting academic activities, integrating teaching, research and extension actions through learning groups coordinated by a tutor. Created in 1979, it was under Capes management for 20 years and, since 2000, has been linked to the Secretariat of Higher Education - SESu / MEC. At PUC-SP, the program began in August 1995 in the course of Psychology. This article presents the historical recovery of this almost 25 years of achievements., PET / MEC / SESu's trajectory of the Psychology course at PUC-SP, presenting the five projects that made up its history since its implementation. To this end, we conducted a narrative research, which includes biographies, life stories, autobiographies, reports and testimonials.

El Programa de Enseñanza Tutorial es una modalidad de inversión académica en cursos de pregrado con compromisos epistemológicos, éticos y sociales. Dirigido a Instituciones de Educación Superior (IES) públicas y privadas a nivel nacional, con el objetivo de apoyar actividades académicas, integrando acciones de enseñanza, investigación y extensión a través de grupos de apren-dizaje coordinados por un tutor. Creado en 1979, estuvo bajo la administración de Capes durante 20 años y, desde 2000, ha estado vinculado a la Secretaría de Educación Superior - SESu / MEC. En PUC-SP, el programa comenzó en agosto de 1995 en el curso de Psicología. Este artículo presenta la redención histórica de estos casi 25 años de logros de la trayectoria de PET / MEC / SESu del curso de Psicología en PUC-SP, presentando los cinco proyectos que formaron su historia desde su implementación. Con este fin, realizamos una investigación narrativa, que incluye biografías, historias de vida, autobiogra-fías, informes y testimonios.

An exploration of the training and evaluation systems of medical undergraduates in the context of tutorial system / 中华医学教育探索杂志

Objective To investigate the training process of clinical practice ability in medical undergraduates in the context of tutorial system,as well as new clinical training models and evaluation methods.Methods A total of 40 medical undergraduates who entered the stage of clinical practice were randomly divided into tutorial group and control group,with 20 undergraduates in each group.A diversified evaluation system was used to perform a comprehensive evaluation of clinical practice ability of medical undergraduates at different stages,with a combination of professional theory examination,Mini-Clinical Evaluation Exercise,Direct Observation of Procedural Skills,and clinical case report.All the data were analyzed by SPSS 23.0,t test was used for statistical analysis.Results Compared with the control group after the internship ended,the tutorial group had significantly higher scores of clinical professional theory (86.24 ± 2.93),clinical practice ability (7.53 ± 0.48),clinical operation skills (4.35 ± 0.47),and clinical thinking ability (6.31 ± 0.52) (all P＜0.05).Conclusion The application of the tutorial training mode during the internship of medical undergraduates can improve their comprehensive qualities such as professional quality,medical theory,and practical skills.The diversified evaluation system can evaluate the teaching effect and reflect the cultivation of comprehensive quality among students.

Guía para revisores sobre el manejo del Open Journal System de la Revista Cubana de Estomatología / A reviewer's guide for management of the Open Journal System in the Cuban Journal of Dentistry

El ejercicio de arbitraje en las revistas científicas consiste en una revisión crítica de artículos científicos que pretende la validación científica de su calidad con vistas a decidir su divulgación a nivel nacional e internacional, y así contribuir al campo de la ciencia que se trate. Los árbitros y editores de las revistas científicas, por consiguiente, despliegan una labor que requiere de preparación integral sistemática, responsabilidad, honestidad y alto grado de altruismo, entre otros valores. Por cuanto, tienen la responsabilidad de dictaminar de manera objetiva y educativa los artículos científicos que evalúan, lo cual generalmente se realiza posterior al cumplimiento de las obligaciones de su perfil ocupacional. El perfeccionamiento de la labor de arbitraje es clave para mejorar las prácticas y la elevación de la calidad de la revista, por lo que se decide confeccionar esta guía para adiestrar a revisores de la Revista Cubana de Estomatología en el manejo del Open Journal System durante proceso de revisión de artículos científicos(AU)

Peer reviewing scientific journals consists in a critical examination of papers seeking scientific validation of their quality for national and international dissemination, thus contributing to the development of the field of science in question. Therefore, the work of peer reviewers and editors in scientific journals requires systematic comprehensive training, responsibility, honesty and a high level of altruism, among other values, for they are in charge of passing objective and educational judgment on the papers evaluated, a task they often perform after fulfilling their occupational obligations. Perfecting peer reviewing is crucial to improve the performance of the journal and raise its quality. This is the reason why it was decided to develop the present guide to train reviewers of the Cuban Journal of Dentistry in the management of the Open Journal System during the process of scientific paper review(AU)

Application of"double-tutorial system"on practice of higher vocational laboratory medical students / 中华医学教育探索杂志

In order to improve the practice effect of the vocational college students in the laboratory of basic hospital, this subject explored the "double-tutorial system" in the practice of higher vocational college students. The selection criteria of whole mentoring and professional tutors, the specific duties of tutors and the assessment standards of both tutors and students were determined according to local condi-tions of the personnel structure in basic hospital. The implementation of "double-tutorial system" promoted the professional ethics, interpersonal communication ability, psychological quality and professional profi-ciency of the higher vocational college students. Meanwhile, young teachers in the department enhanced their teaching ability, professional skills and self-confidence, so that the technical personnel construction of the department was strengthened.

Método altadir de planejamento popular experienciado no planejamento anual do pet-enfermagem/uem / Altadir population planning method experienced in the annual pet-nursing/uem planning

Este estudo trata-se do relato de experiência cujo objetivo é explanar o potencial educativo permeado pelo Método Altadir de Planejamento Popular no processo de planejamento anual das ações do grupo Enfermagem do Programa de Educação Tutorial. O grupo é constituído por doze alunos de Enfermagem, bolsistas do Programa: quatro da segunda série do curso; três da terceira série; cinco da quarta série; e uma tutora. O processo de planejamento das ações anuais do grupo aconteceu entre os meses de novembro de 2016 e janeiro de 2017, integrando a apresentação do método e a aplicação de suas etapas. Como resultado, obteve-se a experiência inovadora de o grupo utilizar um método participativo para planejar suas ações, visto que isso possibilitou a discussão coletiva, a corresponsabilização dos envolvidos para as situações-problemas concretas e a aprendizagem problematizada do planejamento. O método de planejamento utilizado foi considerado pertinente e exequível ao grupo e a experiência relatada infere sua possibilidade em ser adotado como forma de planejamento em realidades descentralizadas aliada à aprendizagem dialógica.

This study is an experience report with the purpose of explaining the educational potential of the Altadir Population Planning Method (MAPP) in the annual planning process of the Nursing Group in the Tutorial Education Program of the State University of Maringá for 2017. The group is made up of twelve nursing students, program fellows ­ four in the second year of the course; three in the third year; five in the fourth year; and a professor. The planning process took place between November 2016 and January 2017, integrating the MAPP presentation and the implementation of its stages. An innovative experience resulted from the experience, with the group using a participative method to plan its actions. Such method allowed for collective discussion and the commitment of those involved, besides showing that the method can also be applied in diverse planning situations and reproduced in the daily academic and professional routines. In view of the above, it can be concluded that it was possible to identify MAPP as something applicable to the PET, and the reported experience infers that it is a possible strategy to be adopted as an effective form of planning, being also able to make teaching, research and extension inseparable.

Medical Education in Hungarian Medical Schools / 医学教育

Recently, there has been an increase in the number of Japanese students who want to practice medicine in Japan after receiving their education in a Hungarian medical school and passing the Japanese national examination for medical practitioners. It is of great concern whether they received a sufficient amount of medical education to meet the public trust. Researchers from Japan visited Hungary and observed their medical education system. There are 4 national medical schools that have international courses for educating students from abroad in English. Three of those schools also offer education in German. The Japanese researchers observed international courses being taught in English at Semmerwise University in Budapest and Debrechen University in Debrechen, the 2nd biggest city in Hungary. Although the international education system is not much different from other European countries, some systems such as small group tutorial education, assessment via oral examination, and the requirement of a graduation thesis stood out as key strengths of the Hungarian education system.

Double tutorial system in eight-academic-year medical students training:role of young teachers / 基础医学与临床

Objective To explore the characteristics and problem of young teacher in basic medicine science during implementing double tutorial system in the process of eight-academic-year medical students training . Methods Two questionnaires were designed for investigating the state of the double tutorial mode in the process of eight-academic-year medical students training .Results The young teachers play an important role in implementation of double tutorial system .They met some problems in student selection and research tutoring .Meanwhile , they hope that the double tutorial system can be improved , including increasing the scientific foundation support , salary and so on.Conclusions The young teachers are the main force in implementation of double tutorial system for eight-ac-ademic-year medical students , and the related policy and rules are needed for stimulating the young teachers to fur-ther efforts .