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Background: Proper understanding of concepts of physiology forms basis of good clinical practice. To make the lectures in physiology more interesting and understanding, one has to review the teaching methods at regular intervals. Aims and Objectives: This study is designed to get feedback regarding teaching methods in physiology from MBBS students of Government Medical College, Kozhikode, to make teaching more effective. Materials and Methods: Two hundred randomly selected students who successfully completed 1st-year MBBS are included in the study group. The standard questionnaire is shared to study group through Google forms and adequate time is given to record their responses. Descriptive statistics are used. Frequency is expressed in percentage. Results: Most of students prefer interactive teaching methodologies such as group discussion as their preferred mode of learning rather than conventional didactic lectures in whole batch. Students also like to have integration with other subjects and early clinical exposure to understand the concepts precisely. Conclusion: Teaching in small groups with proper integration and alignment with other subjects will make maximum results rather than the traditional teacher centered medical education. Periodic review of teaching methods is very much essential to make the subject more interesting.
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Background : COVID-19 has made a series changes in all system of life especially in education. As a result, education has changed dramatically with the distinctive rise of e-learning. The present study was aim to examine the preference and perception of MBBS student on newly introduced online live video classes. Methods:An online questionnaire survey consisting of closed and open-ended questions on nine different categories such as accessing online video content, previous experience with online learning, interaction with video lectures addressing the content, duration, visualize, timings and screen size, perceived learning experience, the online content learning assessment methods and the experience with the online learning management system.Two hundred and thirteen undergraduate medical students were participating in this study. And it was conducted by the large medical institution in Andhra Pradesh. Results: The e-learning methods were encouraged and its gaining popularity among the medical students and faculty. Our analysis shown 97.7% students were highly satisfied and 2.3% were not satisfied with online classes on comparison to the traditional methods of learning. Conclusions:The teaching method and teachers support are the pivotal elements which enable online learning experience with a mutual relationship. Furthermore, the usefulness and acceptability of e-learning among medical students as a part of their curriculum is still not fathomed in medical education.
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Background: Conventionally, teaching in the subject of physiology is undertaken with the help of didactic lectures, practical demonstrations, and tutorials. Case-based learning (CBL) is known to impart analytical and problem-solving skills in the students. CBL motivates students to apply clinical knowledge from real-life scenarios to solve problems. Aims and Objectives: The aim of the study was to compare the effectiveness of didactic lectures and CBL in physiology among 1st-year BDS students and to gauge their perception. Materials and Methods: After ethical approval, this study was conducted at physiology department PIMS Udaipur. After taking informed consent, two groups of 40 students were taught two different topics using CBL and didactic lectures with cross-over study design. Students’ learning was assessed by 20 pre-validated MCQs. Mean ± SD of the pre- and the post-test scores of the students was taken. The post-test scores of the students in both the groups were compared using Student’s t test. P < 0.05 was considered as significant. Students’ perception was analyzed on Likert scale. Results: CBL was found to be statistically significant (P < 0.01) in both the topics. MCQ scores of didactic lectures was 7.972 ± 1.765 and 7.667 ± 1.971 while that of CBL was 9.111 ± 2.081 and 9.222 ± 2.257 in anemia and jaundice, respectively. Students gave favorable and encouraging perception on CBL method. Conclusion: CBL was more effective than didactic lectures in teaching physiology to undergraduates. First-year BDS students found interactive case discussions more enjoyable and educationally stimulating than lectures. Students’ feedback indicated that CBL could be incorporated more in undergraduate physiology Curriculum.
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Objetivo: Descrever a experiência de um estágio acadêmico vivenciado por universitários da área da saúde em um município do Baixo Solimões. Síntese dos dados:Trata-se do relato descritivo de um estágio acadêmico extramuro realizado em Manacapuru, Amazonas, ocorrido no período de outubro de 2019 a fevereiro de 2020. A realização da atividade teve a participação de acadêmicos de Medicina, Enfermagem e Odontologia e contou com a aplicação de práticas em saúde direcionadas à atuação individual e coletiva. Tendo como público-alvo os pacientes atendidos por uma Unidade Básica de Saúde (UBS), os universitários auxiliaram na realização de atendimentos eletivos em suas respectivas áreas de atuação e conduziram atividades de educação em saúde como rodas de conversa, gincanas educativas, palestras interativas e educação continuada à equipe da UBS. Conclusão: As práticas e ações em saúde realizadas no período do estágio extramuro proporcionaram uma integração interdisciplinar satisfatória entre os acadêmicos, possibilitando aos mesmos uma vivência apropriada na atenção básica do Sistema Único de Saúde (SUS).
Objective: To describe the experience of an academic internship completed by university students in the health field in a municipality in Baixo Solimões. Data synthesis: This is a descriptive report of an extramural academic internship carried out in Manacapuru, Amazonas, from October 2019 to February 2020. The activity was carried out with the participation of medical, nursing and dentistry students and included the application of health practices aimed at individual and collective action. Having as a target audience the patients assisted by a Primary Health Care (PHC) center, the university students helped in carrying out elective care in their respective fields and conducted health education activities such as conversation circles, educational scavenger hunts, interactive lectures and continuing education for the PHC center team. Conclusion: The health practices and actions carried out during the extramural internship enabled a satisfactory interdisciplinary integration among the students and allowed them to have an appropriate experience in primary care in the Unified Health System (Sistema Único de Saúde SUS).
Objetivo: Describir la experiencia de una pasantía académica vivida por universitarios del área de la salud en un municipio del Baixo Solimões. Síntesis de los datos: Se refiere al informe descriptivo de una pasantía académica extramuros realizado en Manacapuru, Amazonas, ocurrido entre octubre de 2019 y febrero de 2020. La realización de la actividad tuvo la participación de académicos de medicina, enfermería y odontología y contó con la aplicación de prácticas en salud direccionadas a la actuación individual y colectiva. Teniendo como público meta los pacientes atendidos por una Unidad Básica de Salud (UBS), los universitarios ayudaron en la realización de atendimientos electivos en sus respectivas áreas de actuación y condujeron actividades de educación y en salud como charlas, juegos educativos, conferencias interactivas y educación continuada para el equipo de la UBS. Conclusión: Las prácticas y acciones en salud realizadas en el período de la pasantía extramuros proporcionaron una integración interdisciplinar satisfactoria entre los académicos, posibilitando a los mismos una experiencia apropiada en la atención básica del Sistema Único de Salud (SUS).
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At the 71st Annual Meeting of the Japan Society for Oriental Medicine held in August 2021, we conducted a special program, “Pre-graduation and post-graduation Kampo medical education for the next generation,” focusing on Kampo medical education. We summarize and report a mock lecture on standard Kampo medicine conducted jointly with the Japan Council for Kampo Medical Education (JCKME) for the purpose of faculty development. The lecture contents were based on the “Basic Curriculum for Pre-Graduate Education in Kampo Medicine 2016” established by the JCKME, and the common model slides prepared by the JCKME were used. The lectures were pre-recorded for 240 minutes on the “History of Kampo medicine,” “basic theory of Kampo medicine,” “physical examination of Kampo medicine,” “composition and effects of typical Kampo medicines, effects and side effects of typical herbal medicines,” “usefulness of Kampo and clinical cases that were effective,” and “overview of acupuncture and moxibustion treatment,” and were delivered from seven days before to seven days after the annual meeting. This was the first nationwide educational activity for the general meeting of the society. These lectures were viewed 1,017 times nationwide, by medical students, educators, and members of the society.
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In order to utilize the results of genetic tests for mental and behavioral changes aimed at disease prevention, it is important to acquire the right knowledge about genetic information. Learning the basics of genetic testing and information at school may help in taking adequate precautions against illness. In this study, to improve the knowledge on central dogma (flow of genetic information) and mutation, which are the basics of genetic testing, among children in the upper grades of elementary school, we devised an illustrative video and conducted educational activities through a test-linked illustrative video lecture (TLIV lecture). In addition, the degree of comprehension and the effectiveness of the TLIV lecture were evaluated using tests conducted before and after the lecture. Both fifth and sixth graders showed a low level of comprehension (50 points or less) before the lecture. On performing the same test after the TLIV lecture, both groups showed a high degree of understanding (65 points or more), a significant increase. From the above results, it was shown that the TLIV lecture that we devised could be used as an effective tool for improving knowledge on the above-mentioned content for fifth graders and above.
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To acquire “practical abilities in community health and medical care”, it is necessary to understand the work tasks in the context of welfare and working care facilities and smoothly promote inter-professional work. It is considered that the time when pharmacy students fully understand the outline of “group home”, which is one of the working care facilities, is during the class or practical training period. Therefore, we conducted a questionnaire survey in the context of 4-6th grade students. In addition, to improve the knowledge of students with insufficient comprehension, video lectures were created; comprehension was evaluated in both pre-post-tests. Furthermore, the effectiveness of the video lecture was evaluated based on the analysis of the students’ understanding. The most common cognitive methods and periods for both 4th and 6th graders were “friends/family” and “before entering university”, respectively. As a result of the pre-test, the correct answer rate of each item and the total average score （50.0% and less than 50.0 points, respectively） suggested a low level of understanding regardless of the grade. On the other hand, the correct answer rate of each item and the total average score （70.0% and 70.0 points or more, respectively） in the post-test showed a high degree of understanding; further, they were significantly increased compared to those with respect to the pre-test, indicating the effectiveness of the video lecture. From the above results, we devised a test-linked video lecture that can be used as an effective tool for the understanding of the outline of “group home”.
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Background: Traditional method of learning via face to face lecture has been in curriculum since timesimmemorial. E-learning via multimedia has been a recent introduction in education system. Purpose: Tocompare e-learning with the traditional method of teaching in medical education. Material and Methods: Thetwo different methods of teaching were applied on the same group of students. A total of six lectures wereconducted. Three of them were taught by traditional method of teaching and three by e-leaning. Formativeassessment in the form of written examination was carried out, followed by qualitative assessment at the endof session. Results: The mean marks obtained after Exam-1 (i.e. following traditional teaching method) was6.46 ± 1.48 and mean marks obtained after Exam-2 (i.e. following e-learning) was 8.37 ± 1.27. The meandifference score was 1.91 ± 1.55. The paired t-test was applied, and the value of t was 11.96 with p-value<0.001. The results between two teaching methods were statistically significant. For qualitative analysisLikert scale was used. 66% of students strongly agreed that e-learning is a superior method than traditionalmethod of learning. Conclusion: The e-learning proved to be more efficient and uniform method of studentlearning with revision facilities.
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Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.
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Background: Video clips used during lectures reinforce the information taught verbally thus improving theoverall learning experience of students. The present study has been done to compare the immediate and longterm post test MCQ scores of students taught Gross Anatomy using lectures with videos and without videos.Material and methods: One forty four 1st year MBBS students –were divided into two groups A & B (72 in eachgroup) by Random Sampling. Topic 1(Venous drainage of lower limb), was chosen and Group A was exposed tolectures with videos and Group B to lectures without videos. An immediate post test on venous drainage of lowerlimb was done comprising of 10 MCQ. After Cross over, Topic 2 (Knee Joint) was chosen and Group A was exposedto lectures without videos and Group B to lectures with videos. An immediate post test on knee joint was donecomprising of 10 MCQ. After 1 month, to test the long term retention of knowledge gained, post test was given forboth the topics which comprised of the same set of MCQ.Results: The Mean± SD for the immediate post test MCQ scores were 6.15±1.87 (Group A) & 4.85±2.30 (Group B)for Topic1, 2.26±1.25 (Group A) & 4.04±1.76 (Group B) for Topic 2. The long term post test MCQ scores were3.97±1.82 (Group A) & 2.74±1.74 (Group B) for Topic 1, 1.72±0.91 (Group A) & 2.33±1.28 (Group B) for Topic 2.Conclusion: Lectures with videos are more effective when compared to lectures alone as the knowledge gainedand retained by the students in Anatomy was better when traditional lectures are combined with videos.
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Background: Case scenario based learning offers an interactive approach in medical education. It can be either as case based or problem based. objectives of' This study compared the effectiveness of Case scenario based learning (CBL) over didactic lectures (DL) among final year part II M.B.B.S students. It also compared the student's perception between the two methods.Methods: This interventional study was done in the Department of Pediatrics, Al- Azhar Medical College, Kerala for a period of two months. The participants(n=120) were divided into two groups- A and B who had respectively attended three sessions of CBL and DL on Pediatric infectious diseases. A test was conducted at the end of each session and after 2 weeks in the form of SAQs. A questionnaire was given to the participants about their perception. The data was analysed in SPSS 16 using unpaired t test and Mann- Whitney U test.Results: The mean exam scores for immediate tests were 26.04'1.9 and 19.47'2.8 for Batch A and Batch B respectively. The mean exam scores for the test conducted after two weeks showed significant result with 24.0'2.56 and 18.58'4.03 for Batch A and B respectively. Comparison of student's perception on Likert's scale about the teaching method yielded significant difference for CBL over DL with p<0.001.Conclusions: Case scenario based learning is an innovative method which is sure to invoke more interest and academic excellence in medical students.
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Objective: To explore the medical student’s opinion about the effectiveness of problem-based learning and interactive lectures as a teaching and learning method. Method: The cross-sectional study was conducted at the College of Medicine, Majmaah University from April 2016 to June 2016. Results: Total 120 undergraduate medical students were enrolled in this study; out of these 97 students filled the questionnaire form for an interactive lecture and 112 completed the questionnaire form for PBL based learning. The response rate for interactive lectures was 80% and PBL was 93%. The comparison of the responses between the groups was done using independent samples Mann- Whitney U-test. Among the questions of VARK learning styles, the significance was found in PBL as a tool for auditory learning and reading and writing skills over interactive lectures. Conclusion: The study showed a preference of students towards PBL over interactive lectures in a system based hybrid curriculum where both of them used an instructional approach. The merit of the interactive lecture cannot be underrated in the system based integrated as evident from the previously conducted educational research. Based on the findings, there is a need to revisit the process of interactive lecture in our study settings. Exploration is required for the alignment of the assessment tools with the learning outcomes of the PBL.
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Objective. This study was conducted to examine effectiveness of interactive lecture in teaching nursing students compared to traditional lecture. Methods. This study is a quasi-experimental design in which 29 students participated in eighteen sessions of intensive nursing care in Yasuj University of Medical Sciences, Iran. These sessions were randomly allocated for the interactive lecture and the traditional lecture. The interactive lecture consists in this steps: explaining the learning objectives, taking the pre-test, teaching the subjects of each session, Group discussion with introduction of the clinical cases, answering students' questions and mutual feedbacks, taking the post-test, and introducing students' future activities. The effectiveness of applied teaching method was evaluated through pre-test, post-test of each session, mid-term and final exams. Results. Significant statistical differences were observed in terms of students' mean score (p=0.001) and their satisfaction (p=0.001) in the interactive teachingmethod compared to traditional lectures. Further preparation, active participation and received immediate feedback were some benefits reported for the interactive teaching method. Conclusion. The interactive lecture resulted in significant learning and furthers nursing students' active participation in the teaching-learning process.
Objetivo. Evaluar la efectividad de las clases interactivas para la enseñanza de la enfermería a estudiantes en comparación con las clases tradicionales. Métodos. Este estudio es un diseño cuasi-experimental en el que participaron 29 estudiantes en dieciocho sesiones para la enseñanza de cuidados intensivos de enfermería en una universidad en Irán. Las sesiones de las clases interactivas y tradicionales se asignaron al azar. La clase interactiva tenía los pasos: explicar los objetivos de aprendizaje, tomar la prueba previa, enseñar los temas de cada sesión, discutir en grupo los casos clínicos, responder las preguntas de los alumnos y hacer la retroalimentación mutua, realizar la prueba posterior, e introducir las actividades futuras que realizarían los alumnos. La efectividad del método de enseñanza aplicado se evaluó mediante la comparación de la prueba previa con la posterior de cada sesión y de los exámenes intermedios con los finales. Resultados. Se observaron diferencias estadísticas significativas en términos de la puntuación media pre y post-test (p<0.001) y de la satisfacción con el método (p<0.001) en las clases interactivas en comparación con las clases tradicionales. La preparación adicional, la participación activa y la retroalimentación recibida fueron algunos de los beneficios reportados para el método de enseñanza interactivo. Conclusión. En los estudiantes de enfermería la clase interactiva produjo aprendizaje significativo y fomentó la participación activa en el proceso de enseñanza-aprendizaje.
Objetivo. Avaliar a efetividade das aulas interativas para o ensino da enfermagem a estudantes em comparação com as aulas tradicionais. Métodos. Este estudo é um desenho quase-experimental no qual 29 estudantes participaram em dezoito sessões para o ensino de cuidados intensivos de enfermagem numa universidade no Irã. As sessões das aulas interativas e tradicionais se designaram por azar. A aula interativa tinha os passos: explicar os objetivos de aprendizagem; tomar a prova prévia; ensinar os assuntos de cada sessão; discutir em grupo os casos clínicos; responder as perguntas dos alunos e fazer a retroalimentação mútua; realizar a prova posterior; e introduzir as atividades futuras que realizariam os alunos. A efetividade do método de ensino aplicado se avaliou através da comparação da prova prévia com a posterior de cada sessão e dos exames intermédios com os finais. Resultados. Se observaram diferenças estatísticas significativas em termos da pontuação média pré e post-test (p<0.001) e da satisfação com o método (p<0.001) nas aulas interativas em comparação com as aulas tradicionais. A preparação adicional, a participação ativa e a retroalimentação recebida foram alguns benefícios reportados para o método de ensino interativo. Conclusão. Nos estudantes de enfermagem a aula interativa produziu aprendizagem significativo e fomentou a participação ativa no processo de ensino-aprendizagem.
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Humans , Students, Nursing , Lecture , Simulation Training , Teacher TrainingABSTRACT
Background: WhatsApp is one of the most famous messaging services which everyone including youngsters use. This service is easy, cheaper, and faster. It is used to transmit information. Slow learners are the students who do not perform well which may be due to disinterest or pressure. The biggest challenge for any teacher is to uplift the slow learners. Objectives: The objectives of this study were to find out the role of WhatsApp in augmenting learning in ENT among the third professional MBBS students. Materials and Methods: Students of the third professional MBBS who use smartphones and have WhatsApp facility and willing to study through WhatsApp along with their regular teaching schedule was identified as slow learners and fast learners depending on their performance in the first semester examinations. All these students were put into a single WhatsApp group and were given assignments that they had to write and submit in JPG format and also upload one latest research article on that topic. After 5 months, the students were analyzed for performance in the second semester examinations and feedback was taken regarding their experience with this study method. Results: Most of the students showed that interest in this method among both slow learners (88%) and fast learners (87%) and felt their knowledge has improved (80% in slow and 77% in fast learners). The overall performance also improved in the second semester examinations. Conclusion: WhatsApp can improve learning, especially among slow learners by creating their interest and improving communication among students. It can motivate and play an augmenting role to traditional learning methods to improve learning.
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Los objetivos de este trabajo fueron conocer la percepción de estudiantes y docentes sobre la implementación de la modalidad de clases expositivas on-line, estimar la frecuencia y oportunidad de acceso por parte de los alumnos y comparar los resultados obtenidos en las calificaciones finales obtenidas con la modalidad teórico presencial y la on-line. El recurso resultó positivo para el 80,62% y 73,33% de alumnos y docentes respectivamente. Los primeros ingresaron cada uno un promedio de 2,75±1,45 veces a cada uno de los 15 módulos y el 60.45% lo hizo 15 días antes del examen. No hubo diferencias entre las calificaciones obtenidas entre dos cohortes que utilizaron las diferentes modalidades. Se concluyó que la modalidad on-line con clase de repaso presencial fue percibida como apropiada y con contenidos relevantes. Fue utilizada por los estudiantes como una herramienta de consulta, con amplia flexibilidad horaria y en reiteradas oportunidades, sin restarle horas a la atención de pacientes (AU)
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Humans , Male , Female , Adult , Students, Dental , Pediatric Dentistry/education , Lecture , Education, Distance , Argentina , Schools, Dental , Epidemiology, Descriptive , Cross-Sectional Studies , Prospective Studies , Information TechnologyABSTRACT
Objective@#To design and develop a series of micro-lectures of Surgical Nursing based on the network platform.@*Methods@#Literature review and interviews were conducted to determine the development process and course theme of the series micro-lectures, design the development process of the series micro-courses, and develop the series of micro-lectures of "Surgical Nursing", with the technical support of Zhongke Digital Publishing Media Co., Ltd. Design requirements of the network platform were analyzed and the serialization of the micro-course network platform was realized.@*Results@#A series of micro-lectures on Surgical Nursing based on the web platform were developed.@*Conclusion@#The design and development of this series of micro-lectures based on the network platform has formed a high-quality and complete series of micro-lectures of Surgical Nursing, and realized the application of the network platform, enriched the teaching resources of surgical nursing, and also provide new ideas and methods for nursing clinical teaching.
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Ao refletir sobre a construção da linguagem analítica, tomo o conceito de Ferro (2008), que vê nos relatos do paciente uma narrativa: enfatiza a escuta do como o paciente narra, e não o conteúdo propriamente dito (sintomas). Reflito sobre como Freud, em seus historiais clínicos, concede-se liberdade para criar uma narrativa sobre seus pacientes, criando conceitos iluminadores da prática psicanalítica. Dou como exemplo o conceito de cena primária, presente em seu trabalho com o paciente russo Sergei Pankejeff (Freud, 1918/2010), o Homem dos Lobos, que rejeita ter tido a experiência descrita por Freud, dizendo ser uma invenção do pai da psicanálise. Freud, ao comunicar suas descobertas, constrói, audaz, uma linguagem e um léxico, que permite ao leitor um desdobramento fértil de ideias e de percepções. Ao transmitir sua experiência analítica, não cuida de seguir literalmente o relato do paciente, mas cria uma narrativa que permite ir além do vivido na dupla, construindo conceitos com base em sua potência investigativa e imaginativa. Considero, neste texto, a leitura de textos psicanalíticos como experiências emocionais, semelhantes às leituras que faço de poesias e de prosas literárias. Reflito brevemente sobre as vicissitudes que os analistas enfrentam na transmissão de suas experiências clínicas nos encontros entre pares; assim como na interferência da personalidade do analista na experiência e no relato da experiência da dupla analítica.
In reflecting on the construction of analytical language, I take up Ferro's concept (2008), in which he considers that, the patient's account is a narrative: he emphasizes listening to how the patient re-counts his/her narrative and not the content itself (symptoms). I reflect on how Freud, in his clinical histories, gives himself the freedom to create a narrative about his patients, creating illuminating concepts of psychoanalytic practice. I give as an example the concept of primary scene, present in his work with the Russian patient Sergei Pankejeff (Freud, 1918/2010), the Wolf Man (der Wolfsmann), who rejects having had that experience, claiming to be an invention of the father of psychoanalysis. Freud, in communicating his discoveries, constructs, boldly, a language and a lexicon, which allows the reader a fertile unfolding of ideas and perceptions. In conveying his analytical experience, he does not literally follow patient's account, but creates a narrative that allow him to go beyond what was experienced by the analytic pair, constructing concepts based on his investigative and imaginative power. I consider, in this text, the reading of psychoanalytic texts as emotional experiences, similar to my readings of poetry and literary prose. I briefly reflect on the vicissitudes that analysts face in transmitting their clinical experiences in peer meetings; as well as in the interference of the analyst's personality in the experience and the account of the experience of the analytic pair.
Al reflexionar sobre la construcción del lenguaje analítico, me baso en el concepto de Ferro (2008) que nota en los relatos del paciente una narrativa: enfatiza la escucha de como el paciente narra y no el contenido propiamente dicho (síntomas). Reflexiono sobre el modo como Freud, en sus historias clínicas, se concede la libertad para crear una narrativa sobre sus pacientes, creando conceptos iluminadores de la práctica psicoanalítica. Doy como ejemplo el concepto de escena primaria, presente en su trabajo con el paciente ruso Sergei Pankejeff (Freud, 1918/2010) el Hombre de los Lobos, que rechaza haber tenido la experiencia descripta por Freud, diciendo ser una invención del padre del psicoanálisis. Freud, al comunicar sus descubrimientos, construye, audaz, un lenguaje y un léxico, que permite al lector un desdoblamiento fértil de ideas y de percepciones. Al transmitir su experiencia analítica, no cuida de seguir literalmente el relato del paciente, pero crea una narrativa que permite ir más allá de lo vivido en la relación terapéutica, construyendo conceptos con base en su potencia investigadora e imaginativa. Considero, en este texto, la lectura de textos psicoanalíticos como experiencias emocionales, semejantes a las lecturas que hago de poesías y de prosas literarias. Reflexiono brevemente sobre las vicisitudes que los analistas enfrentan en la transmisión de sus experiencias clínicas en los encuentros entre pares; así como la interferencia de la personalidad del analista en la experiencia y en el relato de la experiencia de la relación terapéutica.
En réfléchissant à la construction du langage analytique, je prends le concept de Ferro (2008), qui voit dans les rapports du patient une narration: il met l'accent sur l'écoute du récit du patient et pas sur le contenu lui-même (symptômes). Je réfléchis à la manière dont Freud, dans ses histoires cliniques, se donne la liberté de créer une narration de ses patients, en produisant des concepts éclairants de la pratique psychanalytique. Je donne comme exemple la notion de scène primaire, présente dans son travail avec le patient russe Sergei Pankejeff (Freud, 1918/2010), L'Homme des Loups, qui rejette avoir eu l'expérience décrite par Freud, prétendant être une invention du père de la psychanalyse. Freud, en communiquant ses découvertes, construit audacieusement un langage et un lexique permettant au lecteur un déploiement fertile d'idées et de perceptions. En transmettant son expérience analytique, il ne prend pas soin de suivre littéralement le récit du patient, mais conçoit un récit qui lui permet d'aller au-delà de la vie en couple, et construit des concepts basés sur son pouvoir d'investigation et d'imagination. Je considère, dans ce document, la lecture de textes psychanalytiques comme des expériences émotionnelles, similaires aux lectures que je fais de la poésie et de la prose littéraire. Je réfléchis brièvement aux vicissitudes des analystes lors de la transmission de leurs expériences cliniques au moment des réunions avec des pairs. ainsi que dans l'ingérence de la personnalité de l'analyste dans l'expérience et le récit de l'expérience du duo analytique.
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Psychoanalytic Therapy , Narrative Therapy , PsychoanalysisABSTRACT
Background: The primary goal of medical education is to produce quality doctors and not just quantity. Heightened focus on the quality of teaching in the new medical college has led to increased use of student surveys as a means of evaluating teaching. Aim: This study was undertaken to evaluate various teaching methods and skills adopted by a teacher in Physiology lectures by first year MBBS students of two successive batches admitted in newly established Chandrapur Government Medical College. Methods: A pre-validated questionnaire consisting of 18 questions was given to 100 first year medical students of first two successive batches towards the end of their academic year and feedback was taken in the form of selecting the most appropriate option applicable (OPTION: A = Always, M = Most Often, S = Sometimes, N = Never). Total numbers of A, M, S and N were calculated and given 3, 2, 1 and 0 marks for every A, M, S and N circled respectively. Maximum possible score was 54. 45 to 54 marks – Exceptional teaching skills, 30 to 44 marks – Superior teaching skills, 15 to 29 marks – Average teaching skills, 0 to 14 marks – Room for improvement. Results: In the first batch, maximum score was given for having clarity with the concepts and being audible, using simple language and audio-visual aids and explaining them their errors and how better they can perform. In second batch, apart from this, maximum score was given for relating the topic with their lives, giving examples, summarizing the concepts, asking them to answer questions, applying information in solving problems, encouraging them to learn in different ways, listening their comments, giving them feedback and finding out frequently whether every student has learnt the skills. Conclusion: Every medical teacher who delivers a lecture should make teaching meaningful with clarity in the concepts and audibility, promoting active learning by the students, understanding the individual differences, giving feedback at regular intervals and ensuring mastery in the subject.
ABSTRACT
Health communication forms an important link in a doctor patient relationship. Public health awareness lectures are organised across the world to disseminate key messages related to health and to improve the doctor patient interaction. With a plethora of information in this age of social media, which are many a time incomplete and erroneous, it is all the more important that people get the right information based on scientific evidence. In this article we intend to describe our experience of public awareness lectures held at AIIMS Bhubaneswar over the last one year.
ABSTRACT
Objective To explore the effect of micro-lectures withadvanced simulation man in improving the practical skills teaching of nursing students, so as to promote the students' post competency. Methods Totally the 186 nursing internswere divided into control group and observation group by random number method with 93 people in each group. The control group used the traditional teaching modein the teaching of practical skills.The observation group used the micro-lectures with high simulation teaching.Comparing the two groups of nursing students comprehensive assessment test simulation results in the theory, skills, scenarios, and nursing students the evaluation of the curriculum. Results The scores of the two groups were all above the qualification line, but the scores of the observation group were significantly higher than those of the control group (P<0.05). The theoretical examinations and the situation simulation comprehensive testswas(77.89 ± 7.79), (75.60 ± 7.92)points in control group, and (93.87 ± 3.90),(92.87 ± 4.08)points in observation group, there was significant difference between two groups (t=17.67, 18.70,all P=0.000). The curriculum evaluation results of improving learning initiative, active curriculum atmosphere, clear operation demonstration, exercise clinical thinking, improve the clinical interest were 81.72％(76/93), 72.04％(67/93), 93.55％(87/93), 60.22％(56/93), 67.74％(63/93)in control group, and 96.77％(90/93), 95.70％(89/93), 100.00％(93/93), 92.47％(86/93), 98.92％(92/93)in observation group, there was significant difference between two groups(χ2=20.39, P=0.016).Conclusions The effect is significant of micro-lectures combined with high simulation of human using in clinical skills teaching. Thismold can conducive to the cultivation of clinical thinking of nursing students, and improve clinical comprehensive ability, and promote the promotion of nursing students post competency.