Identifying Opportunities for Peer-Assisted Learning In Speech Language Therapy Clinical Education (Mengenal Pasti Peluang untuk Pembelajaran Berbantukan Rakan Sebaya dalam Pendidikan Klinikal Terapi Bahasa Pertuturan) / Jurnal Sains Kesihatan Malaysia

@#Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL within a range of clinical practicum settings. The Speech Sciences students across all years at one institution were invited to participate in a cross-sectional survey that was adapted and revised from Tai et al. (2014). Speech Sciences students reported they applied PAL as part of their learning strategy in their clinical practicums, but still relied on supervisors as the main source of. PAL occurred more frequently in contexts where students already had some clinical experience and spent substantial amounts of time together. Students agreed that PAL enhanced their learning and emphasized a few advantages of PAL, such as having the opportunity to share their ideas, experiences, and knowledge, and providing a positive learning environment without pressure. Confidence to provide information or feedback to peers was cited as a shortcoming in PAL. PAL is a viable teaching approach that can be used in speech-language therapy clinical education program to reduce the supervisory burden. The findings from our study show that PAL is largely self-initiated among speech-language therapy students. However, PAL must be tailored to suit different clinical education year levels and clinical settings to benefit. Case discussion may be one area where scaffolded PAL activities could represent a feasible first step to increasing PAL.

Simulation-based Education on Ward-cover Night Shifts / 医学教育

In recent years, hospitals have decreased the amount of night shift work done by junior residents to reduce overtime. We conducted simulation-based education on the theme of ward-cover night shifts to compensate for decreased clinical experiences. Two scenarios were created based on actual clinical cases, and each group of participants and facilitators experienced the cases with simulated patients. Review time was held after each scenario, and important points in each scenario were explained after finishing all simulations. Participants were highly satisfied with the new night shift call-oriented simulation, which fulfilled the resident’s need for practical education. Providing opportunities for reflection and conceptualization contributed to effective acquisition of clinical knowledges. Further study to assess the usefulness of simulation-based education using objective assessments is required.

Comparison of orientation program for emergency resident in Chinese and American hospitals / 中华医学教育探索杂志

It has been 10 years since the residency training in China has been gradually implemented and standardized. Orientation is playing an important role in the transition from medical students to residents in a new work environment to ensure medical safety. The daily work of the emergency room is characterized by high intensity, fast pace and high risk. Orientation is even more important here. This article compared the similarities and differences between orientation program of emergency medicine in China and the United States, it was found that the orientation programs in the United States usually lasted for a longer time, the training was various in forms and the contents were more comprehensive. A multi-dimensional evaluation was designed for orientation also. It is worth summarizing and drawing lessons to provide reference for improving the orientation of emergency residents in China.

Application of video-assisted thoracoscopic surgery teaching in thoracic clinical education / 中华医学教育探索杂志

Objective To investigate the effects of video-assisted thoracoscopic surgery (VATS) teaching in clinical education of the five-year undergraduates.Methods 50 undergraduate clinical interns were divided randomly into the experimental group and control group.The experimental group was applied with traditional method combined with VATS,and the interns studied the radical operation of lung cancer under thoracoscopy,while the control group was applied with traditional method.After the course,all students accepted theory and clinical examination,and a questionnaire survey was conducted.SPSS 18.0 was used for statistical analysis,and t-test was adopted for theoretical and clinical examination results.Questionnaire survey was conducted by chi-square test.Results ①Theory test:compared with control group,the scores of case analysis [(38.92 ± 2.50) vs.(34.56 ± 3.10)] and total scores [(79.92 ± 4.04) vs.(74.64 ± 4.82)] were improved (P＜0.05).②Clinical test:compared with control group,the scores of experimental group [(82.86 ± 4.46) vs.(76.04± 4.78)] were improved (P＜0.05).③Questionnairesurvey:there was statistical difference between the two groups in promoting the interest in learning,improving the comprehension of knowledge and approving of the teaching method used (P＜0.05).Conclusion VATS teaching method has positive effect on clinical education of the five-year undergraduates,and it should be worthy of extending.

Experiencias de la práctica clínica de los estudiantes de enfermería: un estudio cualitativo / Nursing Students' Experiences of Clinical Education: A Qualitative Study

Objective. To comprehend the experiences of nursing students in clinical education. Methods. A qualitative study using conventional content analysis was conducted. Data were collected using focus group interview with 16 nursing students from two public nursing schools of Shiraz and Fasa, Iran. The participants were selected by purposeful sampling. Data analysis accomplished according to conventional content analysis. Results. From this study five categories were emerged: Theory and practice disruption (The inability to use the lessons learned in practice, Routine-oriented work, The difference between theoretical knowledge and clinical training), Shaky communications (Inappropriate behavior, Inadequate support of nurses, instructors and other caregivers), Inadequate planning (Wasting time for students in clinical training, Inadequate preparation of instructors and students), Perceived tension (Stress, Anxiety and Fear), Personal and professional development (Learning more steadily, Paying attention to the spiritual dimension of care, Increasing interest in the profession, More knowledge, greater Self Confidence). Conclusion. The results of this study showed that nursing students have desirable and undesirable experiences in clinical education in the process of training, which must be addressed with proper planning for reduce the students' problems in the clinical education of future nurses.(AU)

Objetivo. Comprender las experiencias de los estudiantes de enfermería en la educación clínica. Métodos. Se realizó un estudio cualitativo en el cual se utilizó el análisis de contenido. Los datos se recolectaron mediante entrevistas en grupos focales con 16 estudiantes de pregrado de dos escuelas de enfermería de carácter público de las ciudades de Shiraz y Fasa (Irán). Los participantes se seleccionaron por muestreo intencional. El análisis de datos se realizó de acuerdo con la técnica de análisis de contenido. Resultados. De este estudio surgieron cinco categorías: Interrupción entre la teoría y la práctica (diferencia entre conocimiento teórico y el entrenamiento clínico, incapacidad para usar el conocimiento teórico en la práctica, rutinas), Comunicaciones inestables (comportamientos inapropiados, apoyo deficiente de enfermeras, instructores y otros cuidadores), Planificación inadecuada (pérdida de tiempo para los estudiantes en las prácticas clínicas, preparación inadecuada de instructores y estudiantes), Tensión percibida (estrés, ansiedad y miedo), Desarrollo personal y profesional (aprendizaje más constante, atención a la dimensión espiritual del cuidado, aumento del interés por la profesión, aumento de conocimiento y mayor autoconfianza). Conclusión. Los resultados de este estudio mostraron que los estudiantes de enfermería tienen experiencias deseables e indeseables en la práctica clínica durante el proceso de formación, las cuales deben ser tenidos en cuenta con una planificación adecuada con el fin de reducir los problemas en la educación clínica de los futuros enfermeros. (AU)

Objetivo. Compreender as experiências dos estudantes de enfermagem na educação clínica. Métodos. Se realizou um estudo qualitativo utilizando análise de conteúdo. Os dados foram recolhidos mediante entrevistas nos grupos focais com 16 estudantes de graduação de duas escolas de enfermagem de carácter público das cidades de Shiraz e Fasa (Irão). Os participantes foram selecionados por amostragem intencional. A análise de dados se realizou de acordo com a técnica de análise de conteúdo. Resultados. Deste estudo surgiram cinco categorias: Interrupção entre a teoria e a prática (diferença entre conhecimento teórico e o treinamento clínico, incapacidadepara usar o conhecimento teórico na prática, rotinas), Comunicações instáveis (comportamentos inapropriados, apoio deficiente de enfermeiras, instrutores e outros cuidadores), Planificação inadequada (perda de tempo para os estudantes nas práticas clínicas, preparação inadequada de instrutores e estudantes), Tensão percebida (estresse, ansiedade e medo), Desenvolvimento pessoal e profissional (aprendizagem mais constante, atenção à dimensão espiritual do cuidado, aumento do interesse pela profissão, aumento de conhecimento e maior autoconfiança). Conclusão. Os resultados deste estudo mostraram que os estudantes de enfermagem tem experiências desejáveis e indesejáveis na prática clínica durante o processo deformação, os quais devem ser tidos em conta com uma planificação adequada com o fim de reduzir os problemas na educação clínica dos futuros enfermeiros. (AU)

Perfil del docente de práctica clínica en odontología desde la perspectiva del estudiante y del docente de una universidad privada / Profile of clinical practice teachers in dentistry from the perspective of the student and the teacher-faculty of stomatology of private University

Objetivos: Determinar el perfil del docente de práctica clínica en odontología desde la perspectiva del estudiante y del docente en la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia. Material y métodos: La investigación fue de naturaleza cuantitativa, descriptiva, no experimental. Para recolectar los datos se utilizó una encuesta y se aplicó un cuestionario tipo escala de Likert validada, estructurada en seis dimensiones a 177 estudiantes y a 44 docentes que participan en los cursos clínicos. Resultados: Se encontró que de las seis dimensiones consideradas para el perfil, el estudiante consideró como muy importantes (87%) las características y comportamientos del docente agrupadas en la dimensión Disponibilidad del docente en la clínica y la fundamentación de la actividad clínica es la de menor importancia (74,6%), a diferencia de lo observado en los docentes quienes consideraron que las características y comportamientos de los docentes de la dimensión fundamentación de la actividad clínica es lo más importante (97,7%) y las de menor importancia las dimensiones metodología utilizada por el docente y la dimensión disponibilidad del docente en la clínica, ambas con un 84,1%. Encontrándose una diferencia estadísticamente significativa (p<0,001) en la dimensión fundamentación de la actividad clínica. Conclusiones: El perfil del docente de práctica clínica desde la perspectiva del estudiante y del docente es diferente, mostrando una diferencia significativa en la dimensión fundamentación de la actividad clínica.

Objectives: To determine the profile of the teacher of clinical practice in dentistry from the perspective of the student and the teacher in the Faculty of Stomatology of the Universidad Peruana Cayetano Heredia. Material and methods: The research was quantitative, descriptive, non-experimental. To collect data, a survey was used and a validated Likert scale questionnaire, structured in six dimensions, was applied to 177 students and 44 teachers participating in the clinical courses. Results: It was found that of the six dimensions considered for the profile, the student considered the characteristics and behaviors of the teacher grouped in the dimension Availability of the teacher in the clinic are considered as very important (87%) and the foundation of the clinical activity is (74.6%), as opposed to what was observed in teachers who considered that the characteristics and behaviors of teachers in the dimension of the clinical activity are the most important (97.7%) and the minor dimensions Methodology used by the teacher and the availability dimension of the teacher in the clinic, both with 84.1%. A statistically significant difference (p <0.001) was found in the Rationale dimension of clinical activity. Conclusions: The profile of the clinical practice teacher from the perspective of the student and the teacher is different, showing a significant difference in the dimension of the clinical activity.

Application of doctor-patient communication education in emergency medicine / 中华医学教育探索杂志

How to deal with the relationship between doctors and patients has become one of the urgent clinical skills for emergency medical students in clinical study. In Shengjing Hospital of China Med-ical University, the emergency department introduced doctor-patient communication into clinical teaching, training students the skills of doctor-patient communication for improving the specific ability. In the clinical teaching of emergency department, doctor-patient communication was strengthened by improving the quality of teachers and the standards of teaching. Teachers encouraged medical students to rationally use body language, improve service levels, strengthen the legal concept, and so on to learn about the doctor-patient communi-cation and further master the skills of dealing with the doctor-patient relationship. Doctor-patient relation-ship education is one of the necessary means to reduce the contradiction between doctors and patients and promote the effective communication between doctors and patients, which is also beneficial to promote the harmonious development of doctor-patient relationship.

Development and Operation of Longitudinal Integrated Clerkship Programs in Overseas Medical Schools / 의학교육논단

In recent years, Korean medical schools have shown a growing interest in the longitudinal integrated clerkship (LIC) as a means of improving clinical education. Some overseas medical schools have tried the LIC since the 1970s. In the 1990s, several universities in the United States, Canada, and Australia introduced LICs. A variety of studies have confirmed positive results of the LIC. Traditional block-rotation is a discipline-based, inpatient-centered practice. Instead, under the LIC system, a medical student responsible for a panel of longitudinal patients observes developments of their diseases, serving several departments simultaneously. Overseas medical schools have different LIC models depending on their affiliate hospitals' sizes and characteristics. The purpose of this study is to introduce LIC practices in Harvard Medical School and University of California San Francisco, which could be applied by Korean medical schools. This paper also aims to find out the strategies that have been able to help the two US medical schools implement the LIC successfully.

Applying Skits in Teacher Training:A Method to Present Tomorrow's Teachers / 医学教育

In a workshop for health care education teachers, participants are expected to understand new teaching approaches, acquire them, and prepare themselves for tomorrow’s education. While role play is a well-known method for learning in the clinical classroom, this paper reported on an innovative learning strategy that utilizes skits. Firstly, participants generated ideas and set goals to demonstrate how they would change their teaching from tomorrow. Secondly, they arranged the setting for skits, made scenarios based on their own goals, decided the cast from among the group members, and performed the skits in front of the other participants. Thirdly, they did a peer review and debriefing of their skits. This innovative approach may accelerate participants’ ability to set practical goals that should change their future teaching behaviors.

Application of clinical teaching based on problem introduction in department of urology / 中华医学教育探索杂志

Objective To explore the effectiveness of the new clinical teaching method based on problem leading-in and the reform of clinical talents training mode. Methods 180 clinical interns in de-partment of urology were selected as the subjects, which were randomly divided into experimental group and control group (90 clinical interns in each group). The clinical teaching effects of the two groups were compared by adopting the new clinical teaching methods and the traditional ones. Evaluation indexes con-sists of theoretical scores, operational skills and personal comprehensive quality scores. Results The results of the above three tests in the experimental group were all superior to those of the control group (P<0.05). The satisfaction of the experimental group in teaching method, teaching effect and teacher evaluation was obviously better than that in the control group (P<0.05). Conclusion The implementation of the new clinical teaching method based on problem leading-in is not only beneficial to improve the knowledge skills, com-prehensive quality and teaching satisfaction of clinical medical students, but also to the training of clinicians with high quality. The new clinical teaching method is of great significance for reforming the mode of clini-cal medical talents.

The application of Web-based PBL in clinical teaching cerebrovascular disease of integration tradi-tional Chinese and Western / 中华医学教育探索杂志

Objective To explore the effects of WPBL teaching pattern on cerebrovascular disease clinical education. Methods The subjects were 40 students from June 2015 to December 2015 in the affiliated TCM-Integrated Hospital of Shanghai University of Traditional Chinese Medicine for resident stan-dardization training and were randomly divided into study group and control group,with 20 students for each group.Network PBL teaching and traditional teaching were used to combine traditional Chinese medicine with western medicine in the clinical teaching of cerebrovascular disease.After the teaching,the two groups of students were assessed with clinical knowledge and skills,and a questionnaire survey was conducted.SAS 9.2 software was used for statistical analysis,and the data comparison was performed by t test. Results The clinical knowledge score of the study group (93.35±2.60) was significantly higher than that of the control group(85.25±3.10),and the difference was statistically significant(P=0.000).The clinical skill score of the study group(93.50±2.11)was significantly higher than the control group(82.50±1.82),and the differ-ence was statistically significant (P=0.000); 80% students thought it was helpful to improving the mastery of theoretical knowledge and clinical skills, 90% of the students considered it helpful for communication and teamwork,and 95% of them thought it would help to analyze and solve clinical problems.Conclusions The Web-based PBL can effectively improve the clinical teaching effects of cerebrovascular disease of integra-tion traditional Chinese and Western.

Medical students' and patients' perceptions of patient-centred attitude / 한국의학교육

PURPOSE: Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors' and patients' views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients' and senior medical students' perceptions of medical students' patient-centred attitude. METHODS: A total of 1,025 subjects-827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea-completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0. RESULTS: Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001). CONCLUSION: Significant differences between medical students' and patients' perceptions of medical students' patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.

Development of the Clinical Teaching Effectiveness Questionnaire in the United States / 보건의료교육평가

PURPOSE: The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy. METHODS: The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis. RESULTS: The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation. CONCLUSION: The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

The Effects of Clinical Education Program for Nurses in Regional Public Hospital / 보건행정학회지

BACKGROUND: The purpose of this study is to evaluate the outcomes of clinical education program for nurses in regional public hospital, utilizing the Kirkpatrick's model. METHODS: Kirkpatrik's 4-level model was applied to this study. Trainees were asked to fill out questionnaires in the middle and at the end of the program. Also administrators of excellent trainees were asked to fill out the questionnaires regarding nursing management performance after 1-2 months from the end of the training course. RESULTS: All trainees had positive reactions to the clinical education program. Not only the results of individual level (satisfaction and achievement scores, academic achievement scores, practical application rate, and educational transition factors) but also the scores of organization level (nursing management performance scores) are improved. CONCLUSION: By showing a correlation between the effectiveness factors we need to verify the relationship between these factors in a future study. In addition, development of quantitative and qualitative performance indicators are needed. To establish a long-term education system, it is required to applying the excellent trainee's successful experiences.

"Application of ""layered cooperation"" teaching in clinical teaching in intensive care unit" / 中华医学教育探索杂志

Objective To observe the application effect of layered cooperation teaching in clinical teaching in intensive care unit (ICU).Methods The master graduate students who practiced in ICU of Fangcun branch of Guangzhou Provincial Hospital of Traditional Chinese Medicine form September 2013 to July 2014 were divided into two groups according to the rotation cycle.Diagnostic test was conducted to all the above students.The new teaching group (21 people) was determined according to the diagnostic test results and students' majoring to frm study group and the layered cooperation teaching was adopted,while the traditional teaching was used in the traditional clinical education group (19 cases).In the end of the rotation training,a theoretical examination was conducted among the two groups of students,and the questionnaire of teachers' teaching quality was issued.The related data were processed by SPSS 17.0,and the data between groups were compared by t test.Results The examination result in the layered cooperation teaching group (78.35 ± 3.13) were better than those in the traditional clinical education group (70.21 ± 4.58) and the difference was statistically significant (P=0.041).Survey results showed that the new teaching group students' evaluation to teaching content,teaching methods and teaching effectiveness was higher than traditional teaching group,and the score difference was statistically significant (P＜0.05).Conclusion The layered cooperation teaching in the clinical teaching in intensive care unit (ICU) to mobilize the students' subjective initiative,so that students of different knowledge structure can be integrated into the clinical practice of ICU,and enhance their ability of clinical analysis of ICU disease.

Design of hospital education information system based on B/S structure / 中华医学教育探索杂志

Making use of information technology to build a scientific education information system and to improve clinical teaching quality is an important way to transform traditional teaching model and management mode.In terms of characteristics of education management and clinical work,the article explores the construction of education information system which is based on B/S structure and has six function modules.Besides,the article details the content of each function module.

Research on early clinical teaching model with community practice in dental education / 中华医学教育探索杂志

In order to solve the problem of the basic and clinical problems in medical education,Stomatological College of Chongqing Medical University has introduced early clinical education modes through the social practice of volunteer activities since 2009.The teaching modes of Come early into department come early into department and contact early with the patients and a combination of come early into department+contact early with the patients+community dental service were performed.A total of 525 students and 120 teachers in this program were investigated,more than 70％ of the teachers believed the students were improved obviously in doctor-patient communication,clinical practice,and teamwork spirit.Most of teachers and students approved of a combination of come early into department+contact early with the patients+community dental service,which is worth popularizing.

Practice of the clinical thinking ability training in dental clinical education / 中华医学教育探索杂志

Developing the clinical thinking ability and therefore improving the clinical practice ca-pacity are the core of the quality-oriented education and in the current medical education reforms. The rea-sons for retarding the development of clinical thinking ability in dental clinical probation were herein dis-cussed. According to the similarity between mind mapping and clinical thinking, drawing mind map was used in the creation of the clinical knowledge system; various teaching techniques were used and classical clinical cases were shown; role playing as dentist and patient was used to mimic the clinical circumstance;dentist-patient communication was emphasized and methods to evaluate the clinical thinking ability were also developed. These strategies effectively developed the clinical thinking ability of the dental students.

Relevant chemistry topics for the clinical practice of a physiotherapist / Tópicos de química relevantes para la práctica clínica de un fisioterapeuta / Tópicos químicos relevantes para a prática clínica de um fisioterapeuta

Physiotherapist is a discipline whose aim is to preserve, restore, and improve the health status of individuals with motor disturbances or at risk of developing and to improve the quality of life of people and community. The aim of this article was to determine which are the most important topics of general organic and biological chemistry courses within the physiotherapist undergraduate career at the University Bernardo O´Higgins. For this purpose we followed a model of qualitative study, applied in two different groups of people: educators of the physiotherapist career (PE) and clinical physiotherapist (CP), who were asked about the importance of topics related to chemistry courses, general, organic and biological (GOB courses). Each participant must choose a category for each topic: "important", "relevant" or "not important" for a physiotherapist clinical activity. Results show that the more frequently topics considered as "important" in both groups were from biological chemical course: proteins and its metabolism. Secondly, none of the interviewed subjects considered any of the topics of the course of organic chemistry as "important" for the clinical activity of a physiotherapist. Thus, the aim of the study is widely fulfilled and it might be concluded that future studies are required involving a larger sample size in these and other universities that will generate results for a good curricular articulation.

La fisioterapia es una disciplina cuyo objetivo es conservar, restaurar y mejorar la salud de los individuos que presentan o tienen riesgo de tener alteraciones motoras. El objetivo de este artículo fue determinar cuáles son los tópicos más importantes de química general, orgánica y biológica para la práctica clínica en la carrera de fisioterapia en la Universidad Bernardo O´Higgins. Para lo anterior se siguió un modelo de estudio cualitativo aplicado en dos grupos de personas: educadores de la carrera de fisioterapia (PE) y fisioterapistas clínicos (CP) que fueron encuestados en relación a los tópicos de los cursos de química general, orgánica y biológica, denominados cursos GOB. Cada participante debía elegir una categoría: "importante", "relevante" y "no importante" de acuerdo a la práctica clínica para cada uno de los tópicos preguntados. Los tópicos que presentaron mayor frecuencia como "importante" en ambos grupos entrevistados fueron tópicos del curso de química biológica: proteínas y su metabolismo. Además, ninguno de los encuestados consideró ninguno de los tópicos del curso de química orgánica como "importante" para la actividad clínica de los fisioterapistas. El objetivo del estudio se cumplió completamente y se puede concluir que son necesarios estudios a futuro que involucren mayor cantidad de encuestados de esta y otras universidades, de este modo se generarán más resultados para una buena articulación curricular.

A terapia física é uma disciplina cujo objetivo é conservar, restaurar e melhorar a saúde dos indivíduos que têm um estado de risco de comprometimento motor. O objetivo deste artigo foi determinar quais são os temas mais importantes da química geral, orgânica e biológica para a prática clínica na carreira de fisioterapia na Universidade Bernardo O'Higgins. Para o anterior efetuo-se um estudo qualitativo aplicado a dois grupos de pessoas: educadores da carreira de fisioterapia (PE) e fisioterapeutas clínicos (CP). Eles foram entrevistados em relação aos temas dos cursos de química geral, orgânica e biológica, chamados cursos GOB. Cada participante devia escolher uma categoria: "importante", "relevante" e "sem importância" de acordo com a prática clínica para cada um dos temas questionados. Os temas mais frequentemente apresentados como "importante" em ambos grupos entrevistados foram os temas do curso de química biológica: proteínas e metabolismo. Além disso, nenhum dos inquiridos considerou qualquer dos tópicos do curso em química orgânica como "importante" para a atividade clínica dos fisioterapeutas. O objetivo do estudo foi completamente cumprido, e pode-se concluir que são necessários estudos futuros envolvendo um maior número de entrevistados nesta e em outras universidades, desse jeito se gerarão mais resultados para uma boa articulação curricular.

Faculty development for clinical education in the age of international accreditation: A case study of "Teaching in Clinical Settings: A Practicum Course" at McGill University / 医学教育

<p>　To effectively educate medical teachers for clerkship and residency training, the international faculty development program was developed. Ten faculties of the School of Medicine participated in the program and learned about clinical education through lectures and direct observations, transforming their educational perspectives. Factors to optimize such an international faculty development program were discussed: 1) Authentic educational institution and environment, 2) matching the participants' specialty and subject at the observation site, 3) optimal combination of lectures, direct observations, and debriefing sessions, 4) mutual understanding of cultural differences, and 5) sense of community cultivated by experiencing the program for a week. Those factors suggest ways for further improvement to reform the program, promote better management, and conduct educational research on faculty development.</p>