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Introducción: los estilos de aprendizaje son rasgos del estudiante que pueden ayudar a la planificación curricular en educación médica. No se conoce con certeza si algún estilo de aprendizaje específico se relaciona con la satisfacción en educación médica continuada o si aumenta las probabilidades de acceder a una residencia médica. Objetivo: este trabajo buscó categorizar los estilos de aprendizaje en una cohorte de médicos, describir su satisfacción según cada estilo de aprendizaje y el acceso a una residencia médica. Materiales y métodos: estudio de corte transversal en médicos cursando un diplomado de actualización médica. Se categorizaron estilos de aprendizaje y sus combinaciones (activo, reflexivo, teórico y pragmático). Se calculó la diferencia de medias de satisfacción del curso. Posteriormente, se evaluó la asociación entre el estilo de aprendizaje y el acceso a un cupo de residencia médica. Resultados: trescientos once médicos (n=311) aceptaron participar. El 75 % tenían entre uno y dos estilos dominantes, siendo el más frecuente el reflexivo/teórico (n=108; 34,7%). No se encontró una mayor satisfacción global asociada a un estilo en particular. Conclusión: el estilo de aprendizaje dominante es el reflexivo/teórico. La satisfacción global es mayor en la modalidad bimodal. No se encontró asociación con ningún estilo de aprendizaje y el acceso a residencia médica.
Introduction: learning styles are student traits that can aid in curriculum planning in medical education. It is not known for certain if any specific learning style is related to satisfaction in continuing medical education or if it increases the chances of accessing a medical residency. Objective: the learning styles are student traits that can aid in curriculum planning in medical education. This study aimed to categorize learning styles within a cohort of physicians, describe their satisfaction according to each learning style, and assess access to a medical residency program. Methods: a cross-sectional study was conducted with physicians attending a diploma in clinical and surgical areas. Learning styles were categorized according to the CAMEA40 questionnaire. The median differences of course satisfaction was calculated. Subsequently, the association between each learning styles and access to a medical residency post was evaluated. Results: three hundred eleven (n = 311) agreed to participate. A total of 75 % had between one and two dominant learning style, the most frequent being the reflective/theoretical (n = 108; 34,7 %). No greater overall satisfaction associated with a particular learning style was found. Conclusion: one-third of the doctors had a reflective/theoretical profile. The overall satisfaction and access to a medical residency were no associated with any learning style.
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En esta tercera y última parte de la serie Códigos QR en Educación Médica analizaremos una nueva forma de Código QR con complementos de función y los distintos contextos educativos en los que se pueden emplear como una herramienta tecnológica innovadora durante el proceso de enseñanza aprendizaje. Nuestro objetivo es lograr que los educadores se familiaricen con esta tecnología y puedan incorporarla al material educativo utilizado tanto en el aula tradicional como en los cursos virtuales.
In this third and last section of the series QR Codes in Medical Education we will analyze a new form of QR Code with complements of function and the different educational contexts in which they can be used as an innovative technological tool during the teaching-learning process. The final purpose is to ensure that all educators feel familiar with this technology and can incorporate it into the educational material used both in the traditional classroom and in virtual courses.
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Technology , Teaching , LearningABSTRACT
Resumen La pericia médico legal es compleja y su resultado debe estar fundamentado considerando el análisis de varios elementos de juicio, como: la historia médico legal, el examen físico, el análisis de los expedientes médicos, estudios de laboratorio e imágenes radiológicas y en algunos casos, inclusive una interconsulta realizada a otros especialistas. El perito médico forense utiliza la interconsulta a especialistas para solventar la brecha que existe entre el conocimiento profesional y específico que posee una especialidad y una interrogante médico legal, por lo que difiere en gran manera en el objetivo, formulación y resultado de una interconsulta médica hospitalaria. Por esta razón, esta reflexión pretende contextualizar la importancia del recurso de interconsulta médica dentro del análisis pericial forense, que es un tema poco conocido en la medicina asistencial, y justificar la relevancia de la educación médica continua para los médicos especialistas que realizan las interconsultas y para quienes las solicitan.
Abstract The medical-legal report is complex and its result must be based on the análisis of various elements of judgment, such as: the legal medical history, the physical examination, the analysis of the medical records, laboratory and radiological images and in some cases, even an interconsultation with other specialists. The forensic medical expert uses the interconsultation with specialists to solve the gap that exists between the professional and specific knowledge that a specialty has and a legal medical question, for which it differs greatly in the objective, formulation and result of a hospital medical interconsultation. For this reason, this reflection aims to contextualize the importance of the resource of medical interconsultation within the forensic expert analysis, which is a little-known topic in healthcare medicine, and to justify the relevance of continuing medical education for medical specialists who perform interconsultations and for those who request them.
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Referral and Consultation , Expert Testimony , Forensic Medicine , Patient Care Team , Coroners and Medical ExaminersABSTRACT
Nijiiro Doctors offered a six-month LGBTQ healthcare training course for physicians in their third year of post-graduate studies or above, with the goal of implementing practice at their institutions. In addition to lectures, the course included dialogues with LGBTQ individuals, role-plays in which the LGBTQ individuals played the role of mock patients and reviews in small groups in each session.
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Objective:To investigate the past continuing medical education (CME) in pediatrics for general practitioners in community health centers in Longhua District, Shenzhen, so as to explore the willingness, needs and suggestions of general practitioners for CME in pediatrics.Methods:A mixed methods research were used in this study. Firstly, the purpose sampling method was used to select general practitioners in community health centers in Longhua District, Shenzhen for personal in-depth interviews. The interview contents were recorded and transcribed. The interview contents were coded by NVivo software. Theme frame analysis method was used for data sorting and theme extraction. Based on the results of qualitative interviews, the questionnaire was developed and distributed through the electronic questionnaire platform, and relevant questionnaire data were analyzed by Excel.Results:The results of qualitative research showed that after personal in-depth interviews with 10 general practitioners, the information reached saturation. Through repeated reading, induction and analysis of the interview data, four themes were extracted: ① previous pediatric training opportunities and satisfaction; ② willingness to participate in pediatric training; ③ the demand of training content, form and duration; ④ measures to encourage participation in training. In terms of quantitative research results, a total of 223 electronic questionnaires were collected, among which there were 219 valid questionnaires. Besides, 150 (68.5%) general practitioners said that they had no or only a few training opportunities in pediatrics CME in the past. There were some problems in the past CME training, such as unsystematic training (39 practitioners, 66.1%), narrow course coverage (30 practitioners, 50.8%), the content divorced from clinical practice (29 practitioners, 49.2%), monotonous teaching method (27 practitioners, 45.8%), etc. And 210 (95.9%) general practitioners were willing to participate in pediatric training, and 161 (73.5%) hoped that the form of training would be a combination of online and offline. In terms of pediatrics specialty content training needs, the general practitioners had higher demand for respiratory (188 practitioners, 85.8%), digestive (160 practitioners, 73.1%), infectious (145 practitioners, 66.2%) and dermatology (136 practitioners, 62.1%) specialty.Conclusion:There are still some problems in pediatrics CME, such as few training opportunities, unsystematic training, etc. In the future, we need to formulate systematic training plans and incentive measures according to the needs of general practitioners, to strengthen the pediatric professional training for general practitioners and improve their ability to receive children, in order to promote the implementation of hierarchical medical system for children.
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Objective:To evaluate the implementation of national continuing medical education (CME) base programme about infectious disease control and prevention during 2013-2020, so as to improve the quality management of CME.Methods:According to data from national CME system, Excel and SPSS 27.0 were used to analyze project hosting days, places, teachers, students, project directors and training effect. The counting data were expressed by frequency and percentage [cases (%)], chi-square test was used to make comparison between groups, Mantel-Haenszel chi-square test was used for trend test, and the significance test level of the difference was α = 0.05. Results:A total of 116 projects were conducted from 2013 to 2020, with execution rate of 87.9%(116/132). Most hosting days were 2 to 3 days [57.8% (67/116)]. The majority [65.2% (5 785/8 871)] of trainees had junior and intermediate technical titles. As for trainers, trainers with senior technical titles accounted for 87.6% (758/865), and those with intermediate titles accounted for 12.4% (107/865). Mantel-Haenszel chi-square test showed that there was a linear relationship between the proportion of technical titles and the year ( χ2趋势 = 4.97, P趋势 = 0.026). Project directors almost had senior professional title, and nearly one third of them had the experience of undertaking three or more base projects within 8 years. The top three training modules were parasitic diseases prevention and control, AIDS prevention and control, and viral diseases prevention and control. Trainees were highly satisfied with the training contents. Conclusion:The implementation of the infectious disease prevention and control base programme went well in general from 2013 to 2020. In the future, it’s needed to be demand-oriented, rationally design training programs, enhance the evaluation of training effects, strengthen the construction of public health core capacity, and adopt a strategy of brand development in the process of the infectious disease prevention and control base programme.
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Objective:To explore the core competency of doctors in tertiary public hospitals in regions of different income levels in China, and provide reference for promoting such competency and related policy formulation.Methods:Using multi-stage stratified cluster sampling method, 195 tertiary public hospitals in 16 provinces of China were selected from November 2021 to March 2022. 200 doctors were sampled from each hospital. A self-designed questionnaire was used to investigate the status of doctors′ core competencies, as well as the status of their postgraduate medical education and continuing medical education. According to the per capita gross regional product of each province in China Statistical Yearbook 2022, each province was divided into high, middle and low income regions, and the questionnaire data were descriptively analyzed, while χ2 test was used to compare the differences between groups. Results:A total of 32 673 valid questionnaires were collected. There were 12 135 doctors (37.14%) in China who had received comprehensive education and training of core competency in all dimensions. Among the dimensions of self-rated core competency of the surveyed doctors, there were 10 019 doctors (30.66%) with insufficient teaching ability and 438 (1.34%) with insufficient professional quality, and there was no significant difference between regions ( P>0.05). There were 2 385 (27.08%), 2 528 (27.55%) and 3 646 (24.82%) doctors in high-, middle- and low-income regions with insufficient lifelong learning ability, respectively. The proportion of doctors in middle- and high-income regions was higher than that in low-income ones ( P<0.05). There were 1 317 (15.57%), 1 290 (14.06%) and 2 719 (18.51%) doctors with insufficient knowledge and skills in high-, middle- and low-income areas, respectively. The proportion of doctors in low-income regions was higher than that in middle- and high-income regions ( P<0.05). The proportion of doctors who did not receive any kind of postgraduate medical education or continuing medical education in low-income regions was 7.33% (1 077 people), higher than that in high-income and middle- income ones ( P<0.05); 50.44% (4 442 people) of surveyed doctors in high-income regions believed that for standardized training of resident physicians (hereinafter referred to as residential training), the clinical teachers were " overworked to take this job", which was higher than that in middle- and low-income regions ( P<0.001); In middle-income regions, 46.16% (4 235 people) and 43.46% (3 987 people) believed that the salary residents and specialized physicians in standardized training (hereinafter referred to as specialized training) was too low, while 42.47% (3 897 people) and 30.44% (2 793 people) believed that the clinical practice opportunities of students were limited, both of which were higher than those in high-income and low-income regions ( P<0.001); 34.91% (5 128 people) of surveyed doctors in low-income regions believed that the investment was insufficient for training bases of residential training, 27.81% (4 085 people) of those held that training bases for specialized training were unevenly distributed, and 33.19% (4 876 people) of those held that continuing medical education was plagued by " insufficient promotion coverage, and insufficient opportunities for primary doctors", all of which being higher than those in high- and middle-income regions ( P<0.001). Conclusions:There is an obvious need to improve the core competence of doctors in the teaching ability dimension of tertiary public hospitals in China, especially in middle- and high-income regions for lifelong learning, and in low-income regions for knowledge and skills; There are differences between postgraduate medical education and continuing medical education systems in regions of different income levels in China. It is necessary to improve the competency oriented postgraduate medical education and continuing medical education systems.
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Resumen La enfermedad tromboembólica venosa es la causa prevenible más frecuente de muerte hospitalaria. A pesar de contar con evidencia y recomendaciones sobre la utilidad de la tromboprofilaxis, la adherencia por parte de los médicos a las mismas es muy variable, y frecuentemente subóptima. El objetivo de este estudio fue evaluar un programa institucional con estrategias multifacéticas dirigido a médicos, sobre tromboprofilaxis en internación y estimar el cambio en la adecuación de la tromboprofilaxis antes y después de la intervención. La intervención se mantuvo durante 6 años, fue múltiple, utilizando acciones pasivas como car telería, y activas, como educación médica continua, confección y adopción de una guía institucional de práctica clínica y un sistema de soporte informático para la decisión clínica. La adecuación basal de la tromboprofilaxis mejoró de 59% a 82% después de la intervención y se mantuvo en el tiempo. La mejora en la adecuación se asoció a una reducción de los sangrados mayores, en particular en pacientes intervenidos quirúrgicamente.
Abstract Venous thromboembolic disease is the most common preventable cause of hospital death. Despite the existence of evidence of the usefulness of thromboprophylaxis and recommendations, adherence by physicians to them is highly variable, and frequently suboptimal. The objective was to evaluate the change in the adequacy of thromboprophylaxis before and after an intervention on thromboprophylaxis with multifaceted strategies for physicians. The intervention was a 6 years institutional program with multiple strategies: passive actions such as posters and active actions as continuous medical education, adaptation of an institutional clinical practice guide and a computerized clinical decision support system. The baseline adequacy of thromboprophylaxis improved from 59% to 82% and was maintained over time. The improvement in fitness was associated with a reduction in major bleeding, particularly in patients undergoing surgery.
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During the mandate duty in primary military hospital, we conducted continuing neurological education combining with the hospitals trait and department needs. By using the concept of competency-based education, we have explored a pattern of continuing medical education suitable for primary physicians. Thematic approach was implemented for acquiring professional knowledge, formative evaluation was applied for training effect assessment, and scientific clinical thinking was emphasized for promoting the demand of lifelong learning. Under the communication and efforts of teachers and learners, we have obtained good clinical effect and positive social affection by the competency-based neurological education.
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Objective:Based on the research results of the national continuing medical education project "musculoskeletal ultrasound and new technology quality class" held by the Department of Ultrasound Diagnosis of Peking University Third Hospital, to explore and analyze the effect of basic and applied teaching method based on musculoskeletal ultrasound.Methods:Totally 109 participants attending the classes held on April 14-18, 2019 and on September 9-13, 2019 were selected as study objects, and the training effects of quality private classes were evaluated by questionnaires, operational tests and theoretical tests. SPSS 21.0 was used for t test. Results:The results showed that more than 80% of students were satisfied with the teaching content, teaching plan and teaching materials. Through the class training, the greatest gains of the students were that the operation ability [67 cases (30.7%)] and the theoretical level [53 cases (24.3%)] had been significantly improved. All 109 students passed the operation test. There were no statistical differences in the average scores of theoretical tests among the students with different professional titles, academic qualifications and whether they were from primary hospitals (75-80 points, P>0.05) . Conclusion:The musculoskeletal ultrasound quality private class can improve the students' operating ability and theoretical level in the musculoskeletal system. The class model can guarantee the teaching quality and provide a new direction for continuing medical education.
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Objective:To explore the role of WeChat official account platform (WOAP) in knowledge acquisition for medical professionals (MPs), and to provide a new way for continuing medical education.Methods:With the help of the "Tencent Questionnaire" platform, an electronic version of the questionnaire was designed, which was sent to the MPs through "Spine Jizhu" WOAP, and forwarded by WeChat groups and friends circle. The survey included the general information of MPs, the evaluation on "Spine Jizhu" WOAP and the influence of medical WOAP on their knowledge acquisition. The questionnaires were collected and analyzed descriptively.Results:A total of 901 valid questionnaires were recovered, and 91.9% (828) of the MPs chose the rest time as the most suitable push time, with the most choice from 18: 00 to 21: 00, and the most push frequency of "twice a week"; 97.3% (877) of MPs selected "very satisfied" or "relatively satisfied" for the overall evaluation of "Spine Jizhu" WOAP; MP rated the quality of articles pushed by "Spine Jizhu" WOAP with a score of (8.5±1.4); 79.1% (713) of MPs followed 5 or more medical WOAPs, and most of them valued the quality and reliability of the pushed contents; 92.7%(835) of MPs believed that the medical WOAP was "very helpful" and "relatively helpful" in enhancing their professional knowledge. In terms of access to the latest professional knowledge, 68.4%(616) of MPs chose "WOAP pushed articles", while only 18.4%(166) of MPs chose "traditional paper media (periodicals, magazines, newspapers and books)".Conclusion:WOAP is aimed at followed people and pushes original articles at a fixed time and frequency to help MPs to acquire knowledge and provide a new supplementary form for continuing medical education.
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Objective:To analyze evaluation outcomes and influential indexes of 116 continuing medical education (CME) programs, and to offer references for ascertaining the quality evaluation focuses of CME programs.Methods:Chi-Square test and Fisher exact test were adopted to perform univariate analysis on evaluation outcomes of 28 indexes, and logistic regression was used for multivariate analysis.Results:Logistic regression showed that the indexes influencing the evaluation outcomes of programs qualified or not included consistency of basic information [ OR=6.712, 95%CI (1.314, 34.275)], whether textbooks provided by host institutions [ OR=109.386, 95%CI (2.577, 4 642.659)], whether the number of people in the meeting room equaled with the signature list [ OR=13.296, 95%CI (2.440, 72.456)], feedback of learners examination materials [ OR=19.069, 95%CI (3.713, 97.929)], feedback of teachers evaluation materials [ OR=13.497, 95%CI (2.672, 68.181)] and whether submit learners' credits according to regulations or not [ OR=51.326, 95%CI (4.999, 526.996)]. Conclusion:The administrative departments of CME should complete program evaluation regulations, adjust and perfect evaluation indexes based on research outcomes, emphasize on influential indexes of evaluation outcomes, and give full play of the guiding role of evaluation indexes.
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Objective:To develop an online continuing education course of pediatrics for primary physicians using the ADDIE model and to evaluate its application effect.Methods:Experts in fields of general practice and pediatrics were invited to develop an online continuing education course of pediatrics for general practitioners using ADDIE model from June to July 2020. From August 2020 to September 2020 the course was conducted with 12 live sessions on the open platform. In September 2020, 16 primary pediatricians and 15 general practitioners who completed whole courses were invited to attend focus group interviews. The interview contents were recorded, transcribed, and coded using Nvivo software; the subject frame analysis method was used to sort the data and refine the theme.Results:Information was saturated by focus group interviews with 14 general practitioners and 14 pediatricians. Finally, three themes were extracted from the interview results:(1)The advantages of this course were practicality, comprehensiveness and online teaching; (2) The course improved the diagnosis and treatment ability of participants, increased self-confidence of doctors and satisfaction of patients, and also promoted academic exchanges among colleagues; (3) For future improvement of the course, the clinical knowledge points, practical procedures, new thinking of diagnosis and treatment, progress in guidelines, and knowledge depth should be added; and the use of case teaching and combination of online with offline, and extending teaching time should be considered.Conclusion:An online continuing education course of pediatrics for primary physicians has been developed based on the ADDIE model, which received favorable feedback from the primary pediatricians and general practitioners who attended the course.
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Abstract Introduction: The article describes the development and implementation of integrative activities as a formative evaluation of a distance-learning course of preceptorship specialization in Family and Community Medicine and discusses how the use of this activity is capable of integrating and assessing different knowledges, practices and performance of students in this modality of education. The course curriculum involves units with modules in three areas: family and community medicine, preceptorship and clinical practice, allowing the approach of essential topics for the practice of the specialty preceptor, which go beyond the study of pedagogical aspects. Experience report: The student was encouraged to carry out a textual production based on contextualized problems in the Primary Health Care preceptorship, guided by the tutor, aiming to critically reflect on the contents of each teaching unit. Illustrated situations were used in the activity statement, shown in comic strip format, which qualified the interpretation of the context addressed in the activity and promoted greater approximation with the reality experienced by the student. The contextualization of the activity and the exercise of putting oneself in the preceptor's place were considered positive points by the tutors. Discussion: The student-tutor interaction is a fundamental part of the activity, as it allows the construction of knowledge from an interactionist perspective of education, which is the basis of the pedagogical proposal of the course. The activity allowed the identification of gaps and potentialities in the students' learning and the implementation of particular pedagogical interventions. Conclusions: This type of activity ensures important dimensions of evaluative work in long-term courses: the procedural and interdisciplinary features. The integrative activity model can be used in distance courses with different disciplines, aiming at integrating them, providing a more in-depth approach and bringing the educational contents closer to the student's reality.
Resumo: Introdução: O artigo descreve o desenvolvimento e a implementação de atividades integradoras como avaliação formativa de um curso a distância de especialização de preceptoria em medicina de família e comunidade (MFC) e discute como a utilização dessa atividade é capaz de integrar e avaliar diferentes conhecimentos, práticas e o desempenho dos alunos nessa modalidade de ensino. O currículo do curso envolve unidades com módulos em três áreas: MFC, preceptoria e clínica, permitindo que se abordem os temas essenciais para a prática do preceptor da especialidade, que vão além do estudo dos aspectos pedagógicos. Relato da experiência: O aluno era instigado a realizar uma produção textual baseada em problemas contextualizados na preceptoria na atenção primária à saúde, orientada pelo tutor, de forma a refletir criticamente sobre os conteúdos de cada unidade de ensino. Foram utilizadas situações ilustradas no enunciado da atividade, na forma de história em quadrinhos, o que qualificava a interpretação do contexto abordado na atividade e promovia maior aproximação com a realidade vivenciada pelo aluno. A contextualização da atividade e o exercício de se colocar no lugar do preceptor foram considerados pontos positivos pelos tutores. Discussão: A interação aluno-tutor é parte fundamental da atividade, pois permite a construção do conhecimento a partir de uma perspectiva interacionista da educação, que é a base da proposta pedagógica do curso. A atividade permitiu a identificação de lacunas e potencialidades na aprendizagem dos alunos e a realização de intervenções pedagógicas singulares. Conclusão: Esse tipo de atividade garante dimensões importantes do trabalho avaliativo em cursos de longa duração: o caráter processual e interdisciplinar. O modelo de atividade integradora pode ser utilizado em cursos a distância com diferentes disciplinas, com o objetivo de integrá-las, proporcionando uma abordagem mais aprofundada e aproximando os conteúdos educacionais da realidade do aluno.
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En esta segunda parte de la serie Códigos QR en Educación Médica describiremos los principales aspectos relacionados con los distintos tipos de códigos bidimensionales, las herramientas y aplicaciones necesarias para generar y decodificar un código QR, y los problemas de seguridad que pueden surgir durante su utilización. Nuestro objetivo es lograr que los educadores se familiaricen con esta tecnología y puedan incorporarla al material educativo utilizado en el proceso de enseñanzaaprendizaje, tanto en el aula tradicional como en los cursos virtuales. Con la finalidad de facilitar una correcta comprensión del artículo, en la última sección se proporciona un glosario alfabético con los términos y conceptos introducidos en el mismo. En la tercera y última parte de esta serie de artículos describiremos los aspectos relacionados con la personalización de los símbolos y su uso diferentes contextos educativos tanto analógicos como digitales
In this second section of the series QR Codes in Medical Education we will describe the main aspects related to the tools and applications necessary to generate and decode a QR code and how to customize them. The different types of based on their function and how to generate mixed function codes to be applied in Augmented Reality educational contexts will be analyzed. The final purpose is to ensure that all educators feel familiar with this technology and can incorporate it into the educational material used in the teaching-learning process, both in the traditional classroom and in virtual courses. In order to facilitate a correct understanding of the article, the last section provides an alphabetical glossary with the terms and concepts introduced in it. In the third and last part of this series of articles we will describe aspects related to the personalization of symbols and their use in different educational contexts, both analog and digital
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Civil Codes , Technology , Education, Medical , LearningABSTRACT
RESUMEN Objetivo: Evaluar el nivel de conocimiento de profesionales en salud frente a la donación de órganos y tejidos en Barranquilla. Metodología: Estudio de corte transversal con encuesta semiestructurada sobre el conocimiento de la donación de órganos y tejidos en el personal de salud entre junio hasta diciembre de 2019. Se incluyen 232 profesionales de la salud en los servicios de Unidad de Cuidado Intensivo (UCI) adultos o pediátrica y Urgencias en seis Instituciones Prestadoras de Salud (IPS) de Barranquilla. Resultados: El 75 % de nuestros encuestados fueron mujeres. Se incluyó auxiliares de enfermería (43,5 %), profesionales en enfermería (25,4 %), médicos (22,8 %) y fisioterapeutas (8,2 %). El 84,5 % de los evaluados definió correctamente la muerte encefálica (ME); 50,4 % tiene conocimiento adecuado sobre la presunción en donación; el 52,4 % identifica apropiadamente la legislación, y el 78,9% conoce la activación de alerta en donación. No se encontraron resultados estadísticamente significativos en nivel de conocimiento comparado entre IPS (p=0.42), aunque se encontró una diferencia entre el concepto de presunción legal de la donación entre los servicios UCI adulto, pediátrica y Urgencias (p=0.000) y la definición de ME entre los profesionales asociados (p=0.001). Conclusión: Este diagnóstico del nivel de conocimiento en donación y trasplantes identificó una contundente necesidad de educación y entrenamiento continuo que podría ser gestionada con esfuerzos regionales en pro del mejoramiento del proceso y la tasa de donación de órganos y tejidos.
ABSTRACT Objective: To assess the knowledge level of organ donation and transplantation in health care workers at Barranquilla city in Colombia. Methodology: We performed a cross-sectional study from June to December 2019. Data were collected with the use of a semi-structured questionnaire regarding organ and tissue donation for transplant. This questionnaire was applied to 232 health care professionals associated with six health institutions located at Barranquilla. The main medical areas were adult and pediatric critical care units and emergency departments. Results: 75% of the participants were female. The study included nursing assistants (43,5%), nurses (25,4%), physicians (22,8%) and physiotherapists (8,2%). 84,5% of the participants had a correct definition of Brain Death (BD) and 50,4% had adequate knowledge about presumption consent in organ donation, 52,4% knew organ donation laws correctly, and 78,9% knew how to activate an organ donation alert. here was no significant difference in organ and tissue donation knowledge comparing the six health institutions (p=0.42). However, we found a significant difference in presumption consent in organ donation regarding medical areas (p=0.000), and ME definition distinguish between health care staff (p=0.001). Conclusion: We identified a need for education and training regarding organ and tissue donation in health care staff. Regional efforts should focus on improving the level of knowledge in these areas to increase the organ donor pool and strengthen transplant programs.
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Con el rápido desarrollo de las tecnologías de la información y comunicación, el uso generalizado de Internet y los teléfonos inteligentes, los códigos QR (códigos de respuesta rápida) se están convirtiendo en una herramienta prometedora para conectar servicios en línea y fuera de línea. Este es el primero de una serie de dos artículos que tienen como objetivo contextualizar el uso de los códigos QR en la educación para la salud y permitir a los educadores desarrollar las habilidades necesarias para su creación y uso en la educación médica. La implementación exitosa del Código QR en educación requiere el conocimiento de cierta información básica tanto sobre el Código QR en sí, como así también de los requisitos necesarios para el uso de este tipo de simbología. Este primer artículo presenta una visión general del estado actual del arte de los códigos QR y se discute brevemente la estructura, simbología, versiones, propiedades y los requisitos para su uso. En la segunda parte de esta serie describiremos los principales aspectos relacionados con la personalización de los símbolos, los códigos estáticos y dinámicos, y las diferentes herramientas y aplicaciones necesarias para generar y decodificar un código QR, como así también cómo aplicarlo en diferentes contextos educativos de Realidad Aumentada. El propósito final de estos dos artículos es lograr que todos los educadores se sientan familiarizados con esta tecnología y puedan incorporarla al material educativo utilizado en el proceso de enseñanza-aprendizaje, tanto en el aula tradicional como en los cursos virtuales.
With the rapid development of Information and communication technologies and the widespread use of the Internet and smartphones, the QR codes (stands for quick response code) are becoming a promising tool for connecting offline and online services. This article is the first in a series of two articles that aim to contextualize the use of QR codes in health education. This will allow the educators to develop the skills necessary for its creation and use in medical education. Successful implementation of the QR Code in health education requires a knowledge of certain basic information about both the QR Code itself and the necessary requirements for the use of this type of symbology. This first article presents an overview of the current state of the art of the QR codes and discusses in brief the structure, symbology, versions, properties and the requirements for the use of this type of symbology. In the second part of this series we will describe the main aspects related to: custom QR Code with Logo, static and dynamic codes, and the different tools and applications necessary to generate and decode a QR code as well as how to apply it in different educational contexts of Augmented Reality. The final purpose of these two articles is to ensure that all educators feel familiar with this technology and can incorporate it into the educational material used in the teaching-learning process, both traditional classroom and online courses.
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Technology , Vision, Ocular , Internet , Civil Codes , Education , Education, MedicalABSTRACT
Resumen: La recertificación es el resultado de un acto por el que una entidad legalmente acreditada, asegura que el profesional médico (previamente certificado) mantiene actualizados sus conocimientos y destrezas, y que ha desarrollado su actividad dentro del marco ético y científico adecuado al progreso del "saber" y del "hacer" propio de su especialidad. A pesar de un largo camino recorrido, en Uruguay no se ha podido establecer un proceso de recertificación universal. Múltiples actores (usuarios del sistema, médicos, Facultad de Medicina, programas de Desarrollo Profesional Médico Continuo) consideran que es una necesidad, sin embargo es necesario vencer algunas barreras para que se establezca un programa de recertificación. Se recorren algunos de estos aspectos en este documento, desarrollados en el contexto de un grupo de trabajo para el Congreso por los 100 años del Sindicato Médico del Uruguay.
Abstract: Recertification is the result of an act by which a legally accredited entity ensures that medical professionals (previously certified) keep their knowledge and skills up to date, and that they have practiced their profession within the ethical and scientific framework that regulates the process that evolves from "knowing" to "knowing how" in their areas of specialization. Despite a long journey in Uruguay, it has not been possible to establish a universal recertification process. Multiple actors (system users, doctors, the School of Medicine, Continuing Medical Professional Development programs) regard it as a need, although some barriers must be overcome in order to define a recertification program. This document covers a few of these aspects and is the result of a working group created for the Congress held in commemoration of the 100 years of the Uruguayan Medical Association.
Resumo: A recertificação é o resultado de um ato pelo qual uma entidade legalmente credenciada garante que o profissional médico (previamente certificado) mantém os seus conhecimentos e competências atualizados, e que desenvolveu a sua atividade dentro do quadro ético e científico adequado ao progresso do "conhecimento" e o "fazer" da sua especialidade. Apesar do longo caminho percorrido no Uruguai, ainda não foi possível estabelecer um processo de recertificação universal. Múltiplos atores (usuários do sistema, médicos, Faculdade de Medicina, programas de Desenvolvimento Continuado do Profissional Médico) consideram isso uma necessidade, porém é necessário superar algumas barreiras para que um programa de recertificação seja estabelecido. Alguns desses aspectos são abordados neste documento, desenvolvido no contexto de um grupo de trabalho para o Congresso pelos 100 anos do Sindicato Médico del Uruguay.
Subject(s)
Certification , Education, Medical, Continuing , Physicians , UruguayABSTRACT
Objective:To compare the features and advantages of the standardized residency training of urology in America and China, and to provide a reference for the improvement of the Chinese standardized residency training system.Methods:By studying the latest standardized training documents in China and the America, referring to the specific training rules of standardized training pilots (Shanghai and other cities), and the latest related researches, this article compares the differences between the Chinese and American standardized residency training systems from such five aspects as the source of urology training students, training objectives, training content, quality control and external environment, and tries to figure out the reasons for their formation.Results:There are many places in American standardized residency training system that can be referred, such as unifying the period of training system, strengthening the assessment of clinical capabilities of residents, focusing on the combination of clinical and scientific research, and improving the remuneration and practice environment of residents. At present, the quality and effectiveness of Chinese urology standardized residency training needs to be improved, especially the ability of independent diagnosis and surgical skills.Conclusion:By analyzing the differences of standardized residency training system between China and the United States, this article puts forward the following suggestions: a) to unify the educational system and establish a unified admission standard for urologists; b) to formulate a clear training goal and establish a national standardized assessment system; c) to improve the income level of urology residents, willing to establish a standardized residency training system that truly suits China's national conditions.
ABSTRACT
ABSTRACT BACKGROUND: The COVID-19 pandemic has led to an immense need to develop training on case recognition and management, with a focus on patients' and health professionals' safety at several levels of healthcare settings in Brazil. Different simulation strategies can be included in the diverse clinical care phases for these patients. OBJECTIVE: To suggest a complete simulation-based training program for Brazilian hospitals and/or academic institutions at this moment of the pandemic. DESIGN AND SETTING: Descriptive analysis on possible simulated clinical cases using different methodologies, thereby supporting suspected or confirmed COVID-19 patients. METHODS: This was a reflective theoretical descriptive study on an educational program based on clinical simulation, with four practical phases at different performance and complexity levels. Wearing, handling and adequately disposing of personal protective equipment, along with specific respiratory procedures in different healthcare settings up to intensive care for seriously infected patients were addressed. RESULTS: This program was designed for application at different Brazilian healthcare levels through different clinical simulation strategies. Summaries of expected performance were suggested in order to standardize technical capacity within these simulation settings, so as to serve these levels. CONCLUSIONS: Developing training programs for situations such as the current COVID-19 pandemic promotes safety not only for patients but also for healthcare workers. In the present context, clear definition of which patients need hospital outpatient or inpatient care will avoid collapse of the Brazilian healthcare system. Institutions that do not have simulated environments can, through the examples described, adopt procedures to promote didactic information in order to help healthcare professionals during this time.