ABSTRACT
Background: One of the major challenges for pharmacology teachers is how to capture students’ interests and engage them in the subject, to create an engaging and enjoyable learning process. “Creative study guide posters” is one such novel educational tool that can help achieve these goals. Aims and Objectives: The authors tried to recreate visual artwork in the subject of pharmacology to engage students and at the same time make learning easy and fun-filled. Materials and Methods: In this study, 2nd year medical students participated and prepared creative study guide posters on antimicrobials and microbes in the form of two armies. On the one hand, antimicrobial drugs depicted the good army, consisting of the name of the drug, drug group, and mechanism of action, while on the other hand, the microorganisms depicted the evil army, consisting of the names of the common microbes, representing the battle of Kurukshetra as in the Indian epic of Mahabharata. Results: The majority of the students found this model interesting and useful for revising antimicrobials. About 82.3% of students agreed that their concepts of antimicrobials improved after this activity. About 86.46% of students believed that this model would foster interactive learning. Only 65.63% of students felt that the traditional methods of revising topics were better than this activity. Conclusion: Creative instruction encourages students to think independently, paricipate actively, and express themselves freely. Creative study guide poster activities help with better student engagement, reinforcing concepts, and better retention than just passing information passively in classrooms.
ABSTRACT
Background: Clinical simulation allows the acquisition of procedural skills among medical students. The anticipatory study of these skills may improve the efficiency of simulation sessions. Aim: To Compare two anticipatory study guides in the simulation of airway management, in a cohort of medical students from Chile. Material and Methods: Fifth year medical students were randomly assigned to prepare the simulation of tracheal intubation with a theoretical guide, an audiovisual guide, and a control group without study. The skills acquired were evaluated in a simulated scenario. Results: All groups increased their successful orotracheal intubation (OTI) rate and decreased the time to achieve a successful OTI after each attempt. The study group with a theoretical guide had the higher rate of success in the 1st OTI attempt without feedback. In contrast, the group without any anticipatory study had more failed attempts (1st and 2nd attempt), achieving their first successful OTI in the 3rd attempt after feedback. Conclusions: Study guides improve practice effectiveness. Our results indicate that the best results are obtained by simulation accompanied with immediate directed feedback and opportunities to repeat the procedures, independent of the type of anticipatory study.
ABSTRACT
RESUMEN En la conducción del aprendizaje del estudiante en las actividades enmarcadas en la educación en el trabajo, como forma organizativa docente, el profesor juega un papel de capital importancia. Como resultado del trabajo metodológico de la Cátedra de Clínica Médica de la Universidad de Ciencias Médicas de Cienfuegos, ha sido elaborada una "Guía de orientación profesoral" que tiene como objetivo contribuir a la orientación de los profesores de menos experiencia docente, en la organización de su actividad práctica dirigida a la formación de las habilidades durante la asignatura Propedéutica Clínica. Para lograr esta orientación, las acciones propias de la actividad profesoral han sido organizadas según su función orientadora, demostrativa, de ejercitación o de control, y delimitadas secuencialmente según cada semana lectiva del programa de la asignatura. En sentido general, la concepción de la guía privilegia el trabajo profesoral dirigido a la enseñanza de habilidades, por encima de la actividad dirigida a la enseñanza de conocimientos como prioridad. Se propone utilizarla como complemento del programa de la asignatura Propedéutica Clínica, al enriquecer específicamente sus orientaciones metodológicas.
ABSTRACT In the student learning leading in activities related to education at work, as a teaching organization, the teacher plays a great role of importance. As a result of the methodological work of the Chair of Medical Clinic of the Cienfuegos Medical Sciences University, a "Teacher Orientation Guide" has been prepared to contribute to the orientation of teachers with less teaching experience, in the organization of its practical activity set off for the formation of skills during the Clinical Propedeutic course. To achieve this guidance, the actions inherent to the teaching activity have been organized according to their guiding, demonstrative, exercise or control function, and delimited sequentially according to each week of subject program study. In a general sense, the conception of the guide favors teacher work aimed at teaching skills, over activity aimed at teaching knowledge as a priority. It is proposed to use it as a complement to the program of the Clinical Propedeutics subject, specifically enriching its methodological guidelines.
ABSTRACT
El objetivo de la enseñanza de Enfermedades Infecciosas en el Ciclo Clínico de la Carrera de Medicina de la Facultad de Medicina de la UBA es desarrollar los contenidos de la asignatura que le permitan al alumno adquirir las competencias, habilidades y destrezas necesarias para el ejercicio de la Atención Primaria de la Salud. Las guías didácticas constituyen un recurso del proceso de enseñanza y aprendizaje que tienen el propósito de orientar metodológicamente al estudiante en su actividad independiente, al mismo tiempo que sirven de apoyo a la dinámica del proceso docente y orientan la actividad del alumno en su aprendizaje. Es el documento que orienta el estudio, acercando a los procesos cognitivos del alumno el material didáctico, con el fin de que pueda trabajarlos. Una guía de estudios en la signatura Enfermedades Infecciosas es una herramienta colaborativa en el cumplimiento de las metas propuestas.
The primary function of the teaching of Infectious Diseases in the Clinical Cycle of the Medical Career of the UBA School of Medicine is to develop the contents of the subject that allow the student to acquire the necessary skills, abilities and skills for the exercise of Primary Health Care. The didactic guides are a resource of the teaching-learning process that have the purpose of methodologically guiding the student in their independent activity, at the same time that they support the dynamics of the teaching process and guide the student's activity in their learning. It is the document which guides the study, bringing the teaching material closer to the cognitive processes of the student, so that he can work on them. A study guide in the Infectious Diseases subject is a collaborative tool in fulfilling the proposed goals.
Subject(s)
Education, Medical/methods , Infectious Disease Medicine/education , Study Guides as Topic , Argentina , Schools, Medical/organization & administration , Teaching Materials , Communicable Diseases , Education, Medical, Graduate/methodsABSTRACT
1)We applied a spiral curriculum devised by Harden to plan a sequential curriculum in outcome–based medical education at the Chiba University School of Medicine.<br>2)To plan a sequential curriculum, Miller's pyramid was applied to create a model for developing the competencies of physicians.<br>3)Competence levels based on the developmental model were used to plan learning objectives for each unit, and students and teachers were encouraged to understand the relevance of each lesson to competencies.