ABSTRACT
O rápido avanço tecnológico na área da saúde tem impacto relevante e positivo na educação médica. O amplo uso de recursos digitais teve crescimento com a pandemia de Covid-19 e impulsionou a disponibilidade de novas formas de desenvolver o ensino por meio de plataformas digitais, para o ensino híbrido e EaD. Nesse sentido, o objetivo deste estudo foi elaborar uma plataforma móvel de suporte educacional em Infectologia para graduação em Medicina. Foi avaliada a aplicabilidade e usabilidade do sistema, o seu impacto na facilitação do ensino e o grau de satisfação do usuário com a nova ferramenta. Trata-se de um estudo quantitativo, experimental, descritivo, em que a plataforma desenvolvida foi avaliada por 42 estudantes de Medicina do quarto semestre do Centro Universitário Christus (Unichristus), por meio de questionários, visando estimar a repercussão nos diferentes cenários educacionais e o grau de satisfação com esse instrumento. Quanto à sua eficácia, foi aplicada a Escala de Usabilidade de Sistema (System Usabillity Scale - SUS). Como resultado, foi analisado que a plataforma apresentou o escore SUS de 84,64, com desvio-padrão de 13,8, sendo evidenciada uma correlação de Spearman estatisticamente significativa (p<0,05). Conclui-se que a plataforma móvel em infectologia é uma ferramenta com boa aceitabilidade e facilidade na utilização, permitindo uma alternativa de abordagem eficaz de ensino na graduação de medicina.
The rapid technological advancement in the field of healthcare has a significant and positive impact on medical education. The widespread use of digital resources has seen growth with the Covid-19 pandemic and has driven the availability of new ways to deliver education through digital platforms for hybrid and distance learning. In this regard, the objective of this study was to develop a mobile educational support platform in Infectious Diseases for undergraduate medical education. The applicability and usability of the system, its impact on facilitating education, and the user satisfaction with the new tool were evaluated. This was a quantitative, experimental, descriptive study in which the developed platform was assessed by 42 fourth-semester medical students at Christus University Center (Unichristus) through questionnaires to estimate its impact on various educational scenarios and the level of satisfaction with this tool. In terms of its effectiveness, the System Usability Scale (SUS) was applied. As a result, it was found that the platform scored an SUS score of 84.64 with a standard deviation of 13.8, and a statistically significant Spearman correlation (p<0.05) was evident. It is concluded that the mobile platform in Infectious Diseases is a tool with good acceptability and ease of use, allowing for an effective alternative approach to medical education at the undergraduate level.
El rápido avance tecnológico en el campo de la salud tiene un impacto significativo y positivo en la educación médica. El uso generalizado de recursos digitales ha experimentado un crecimiento con la pandemia de Covid-19 y ha impulsado la disponibilidad de nuevas formas de brindar educación a través de plataformas digitales para la enseñanza híbrida y a distancia. En este sentido, el objetivo de este estudio fue desarrollar una plataforma de apoyo educativo móvil en Enfermedades Infecciosas para la educación médica de pregrado. Se evaluó la aplicabilidad y la usabilidad del sistema, su impacto en facilitar la educación y el nivel de satisfacción del usuario con la nueva herramienta. Este fue un estudio cuantitativo, experimental y descriptivo en el que la plataforma desarrollada fue evaluada por 42 estudiantes de medicina en su cuarto semestre en el Centro Universitario Christus (Unichristus) a través de cuestionarios para estimar su impacto en diversos escenarios educativos y el nivel de satisfacción con esta herramienta. En términos de su eficacia, se aplicó la Escala de Usabilidad del Sistema (SUS). Como resultado, se encontró que la plataforma obtuvo una puntuación de SUS de 84.64 con una desviación estándar de 13.8, y se evidenció una correlación de Spearman estadísticamente significativa (p<0.05). Se concluye que la plataforma móvil en Enfermedades Infecciosas es una herramienta con buena aceptabilidad y facilidad de uso, que permite un enfoque alternativo efectivo para la educación médica a nivel de pregrado.
ABSTRACT
Introducción: Los avances de unas tecnologías y la obsolescencia de otras marchan a una velocidad inimaginable, especialmente en este siglo xxi. En los últimos meses de 2022 y primeros meses de 2023 muchas incógnitas y controversias en diferentes campos han surgido en torno a los Chat GPS, una innovación que presenta desafíos nunca pensados para la sociedad actual, así como nuevos retos que impactarán de manera directa en la formación y/o desempeño de profesores, estudiantes, profesionales de la salud, juristas, políticos, informáticos, bibliotecarios, científicos y cualquier ciudadano. Objetivo: Identificar algunas características del chat GPT y su posible impacto en el educación. Posicionamiento de los autores: Se leen en las noticias y reportajes valoraciones de especialistas; se han realizado encuentros virtuales y exposiciones; y están disponibles diversos artículos y videos sobre este tema, algunos llegan a ser elaborados con el propio asistente. Por la novedad del tema, la reciente incorporación como herramienta para el desarrollo profesional, así como por el interés mostrado en los últimos días por la comunidad de profesores de las ciencias médicas cubanas, y considerando que esta herramienta es resultado del desarrollo de la inteligencia artificial, cabe preguntarse: ¿en qué consiste? y ¿cuáles son sus perspectivas? Conclusiones: Resulta oportuno acercarse al tema desde las posibilidades y los retos que abre a la educación y el aprendizaje, en particular a la docencia médica(AU)
Introduction: The advances of some technologies and the obsolescence of others are marching at an unimaginable speed, especially in this twenty-first century. In the last months of 2022 and first months of 2023, many questions and controversies in different fields have arisen with respect to Chat GPT, an innovation that presents challenges never thought of before for today's society, as well as new challenges that will have a direct impact on the training and/or performance of professors, students, health professionals, law practitioners, politicians, computer scientists, librarians, scientists and any citizen. Objective: To identify some technological characteristics of Chat GPT. Positioning of the authors: In news and reports, assessments by specialists are read; virtual meetings and presentations have been held; and several articles and videos on this topic are available, some of them even elaborated by the assistant itself. Due to the novelty of the subject, its recent assimilation as a tool for professional development, as well as the interest shown in recent days by the community of professors of Cuban medical sciences and considering that this tool is the result of the development of artificial intelligence, it is worth wondering what it consists in and what its prospects are. Conclusions: It is appropriate to approach the subject with a focus on the possibilities and challenges that it opens to education and learning (AU)
Subject(s)
Humans , Teaching/education , Artificial Intelligence/history , Artificial Intelligence/trends , Education, Medical/methods , Education, Medical/trends , Machine Learning , Learning , Universities , Natural Language Processing , Nonverbal CommunicationABSTRACT
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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Medical molecular genetics has the complex content and rapidly renewed information, and is difficult to learn and to teach. Therefore, this study explores and summarizes the teaching methods of medical molecular genetics in the postgraduate courses of clinical medicine and in the teaching of interns: paying attention to both basic theory and discipline integration; introducing clinical cases to stimulate the active learning; encouraging online reading to obtain the renewed knowledge; and enlightening the creative thinking through the combination of teaching and research. The results showed that students have more interest and enthusiasm in learning and can think more independently and innovatively. The basic theory and clinical application of molecular genetics have been also analyzed. The questionnaire showed that the teaching satisfaction reaches 97% (152/157).
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La educación médica superior se enfrenta a un proceso de constantes transformaciones dada por los adelantos científico-técnicos que vienen sucediendo en el campo de la salud. Estos adelantos concluyen en un volumen gigantesco de información en forma de publicaciones científicas que reúnen información valiosa sobre nuevos avances, esquemas terapéuticos y otros elementos relacionados con la enfermedad. La academia y práctica de la medicina se orienta al uso de la medicina basada en evidencia, por lo que los docentes y estudiantes tendrán una preparación y formación con elevado rigor científico, según las exigencias del contexto médico actual. Sin embargo, uno de los mayores problemas a los que se enfrenta la docencia médica universitaria se relaciona directamente con el dominio del idioma inglés, ya que una parte importante de estos documentos se publica en ese idioma. La educación bilingüe, a pesar de estar incluida dentro del proceso docente educativo como uno de los requisitos a vencer por los estudiantes, continúa siendo un desafío para poder lograr una mayor actualización científica que resulte en una mejor preparación profesional. El objetivo de esta investigación es exponer la situación actual de la educación bilingüe en la educación médica superior y cuáles son las necesidades actuales en este sentido(AU)
Higher medical education faces a process of constant transformations given by the scientific-technical advances that have been taking place in the field of health. These advances conclude in a gigantic volume of information that is expressed in the form of scientific publications that gather valuable information on new advances, therapeutic schemes and other elements related to the disease. The academy and practice of medicine is oriented towards the use of Evidence-Based Medicine; Therefore, teachers and students will have preparation and training with a high level of scientific rigor, according to the demands of the current medical context. However, one of the biggest problems faced by university medical teaching is directly related to the command of the English language, since a significant part of these documents are published in English. Bilingual education, despite being included within the educational teaching process as one of the requirements to be met by students, is presented as a current need in order to achieve a greater scientific update that results in better professional preparation. The objective of this research is to expose the current situation of bilingual education in higher medical education and what are the current needs in this regard(AU)
Subject(s)
Humans , Male , Female , Multilingualism , Education, Medical , EcuadorABSTRACT
La formación integral de los profesionales con elevada preparación científico-técnica y humanística ha sido el principal objetivo de los centros de educación médica en Cuba. La Universidad de Ciencias Médicas de Santiago de Cuba ha trabajado para cumplir con este propósito a lo largo de todos estos años en correspondencia con el mo delo del profesional que precisa nuestra sociedad, donde la dimensión socio-humanista, la formación cultural y de valores constituyen pilares en este proceso formativo. La presente propuesta tiene el propósito de dirigir la mirada a diferentes aristas relacionadas con este tema a los 60 años de fundada la docencia médica en Santiago de Cuba.
The comprehensive training of professionals with a high scientific, technical and humanistic level has been the main objective of the medical education institutions in Cuba. The Medical University in Santiago de Cuba has been working to fulfil this purpose through all these years according to the professional model necessary for our society in which the social and humanistic feature, the cultural and values training are the key stone in this process. This proposal has the aim of taking a glance towards different topics related to this event, after 60 years of the medical teaching in Santiago de Cuba.
Subject(s)
Schools, Medical , Education, Medical , Teaching , UniversitiesABSTRACT
ABSTRACT Background: The clinical teachers' attributes can be grouped into physician competencies, teacher competencies, and personal characteristics. Global performance is considered the clinical teacher's capacity to facilitate an active and stimulating learning process for medical students and a warm, supportive, and pleasant environment. Aim: To determine which attributes of the clinical teacher influence their global performance from the students' point of view. Material and Methods: The Role Model Apperception Tool questionnaire (RoMAT) was answered by 133 second-year medical students at the University of Chile during 2018. Results: The students assessed 37 clinical teachers. Teaching competencies had the higher influence in global performance. Personal characteristics also had a significant influence. Physician competencies had an indirect influence on teaching competencies. The model obtained 88% of the explained variance of the teacher's global performance. Conclusions: This study showed that teacher competencies, personal characteristics, and physician competencies are qualities that influence the perception of the global performance of clinical teachers.
Antecedentes: Los atributos de un tutor clínico pueden agruparse en competencias clínicas, competencias docentes y características personales. En el desempeño global del tutor se considera su capacidad de facilitar un proceso de aprendizaje activo y estimulante y generar un ambiente cálido y de soporte. Objetivo: Determinar qué atributos del tutor clínico, evaluados por los estudiantes, influyen sobre su desempeño global. Material y Método: La escala "Role Model Apperception Tool" fue contestada por 133 estudiantes de segundo año de medicina en la Universidad de Chile durante el 2018. Resultados: Los estudiantes evaluaron 37 tutores clínicos. Las competencias docentes tuvieron la mayor influencia sobre el desempeño global. Las características personales también mostraron influencia significativa. Las competencias clínicas influyeron indirectamente a través de las competencias docentes. El modelo logró explicar 88% de la varianza del desempeño global del tutor clínico. Conclusiones: El estudio muestra que las competencias docentes, características personales y competencias clínicas influyen sobre la evaluación de los estudiantes sobre el desempeño global del tutor.
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Background: The perceived relevance of a subject/area will decide how much the student will study that. Competency based Medical Curriculum helps students to understand the subject relevance due to its structured format. The feedback from students about subject relevance is needed as they are the primary stakeholders for learning. In this era of involving molecular biology and genetics in medical field, it is very difficult to determine how much to teach a basic subject like embryology. This questionnaire study was done to know the viewpoints of 3rd semester & 5th semester medical students about the relevance and necessity of embryology in medical education. Method: An anonymous questionnaire was sent to 3rd semester, CBME batch & 5th semester students, traditional or regular batch of Sree Balaji Medical College, Chrompet. The pre validated questionnaire contained questions regarding the perceived relevance & importance of embryology. Results: Students reported the relevance of embryology knowledge for learning other medical subjects & they more often acknowledged embryology as being of great importance for their professional careers. This perception has increased especially after introduction of Competency based Medical Curriculum. Overall, study results suggest that medical students have a positive attitude toward embryology undergraduate course. Conclusion: This evidence could be used as an additional motive for the development embryology courses, with special emphasis on practical application of knowledge in clinically-oriented setting.
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RESUMEN Introducción: con la apertura a las Tecnologías de la Informática y las Comunicaciones en el país y principalmente en el sistema educacional se han desarrollado estrategias para mejorar la calidad de las clases en las aulas cubanas. Los objetos de aprendizaje constituyen actualmente una poderosa herramienta de apoyo a la docencia por lo que es necesario profundizar en su estudio desde la perspectiva pedagógica. Con el objetivo de argumentar sobre los referentes teóricos de los objetos de aprendizaje para el estudio de la Ontogenia Humana se realizó esta revisión bibliográfica. Desarrollo: la asignatura Ontogenia Humana y SOMA es nueva dentro del plan de estudio, por ello está en pleno desarrollo la creación de medios para el aprendizaje, que se sustenten en la didáctica especial como elemento de la creatividad pedagógica de los profesores, siendo necesario argumentar los referentes teóricos de los objetos de aprendizaje, su evolución en el proceso enseñanza - aprendizaje en las Ciencias Médicas. Caracterización, ventajas y desventajas. Conclusiones: los objetos de aprendizaje brindan la posibilidad a los estudiantes de interactuar y dinamizar los procesos, potenciando las actividades educativas, lo que resulta de gran utilidad para fortalecer los contenidos de Ontogenia Humana.
ABSTRACT Introduction: with the opening to Information Technology and Communications in the country and mainly in the educational system, strategies have been developed to improve the quality of classes in Cuban classrooms. Learning objects are currently a powerful tool to support teaching, so it is necessary to deepen their study from a pedagogical perspective. With the aim of arguing about the theoretical references of learning objects for the study of Human Ontogeny, this bibliographic review was carried out. Development: the subject Human Ontogeny and SOMA is new within the study plan, for this reason the creation of means for learning is in full development, which are based on special didactics as an element of the pedagogical creativity of teachers, being necessary to argue the theoretical references of learning objects, their evolution in the teaching-learning process in Medical Sciences. Characterization, advantages and disadvantages. Conclusions: the learning objects provided the possibility for students to interact and streamline the processes, enhancing educational activities, which is very useful to strengthen the contents of Human Ontogeny.
RESUMO Introdução: com a abertura à Tecnologia da Informação e Comunicações no país e principalmente no sistema educacional, foram desenvolvidas estratégias para melhorar a qualidade das aulas nas salas de aula cubanas. Os objetos de aprendizagem são atualmente uma poderosa ferramenta de apoio ao ensino, pelo que é necessário aprofundar o seu estudo numa perspetiva pedagógica. Como objetivo de discutir os referenciais teóricos dos objetos de aprendizagem para o estudo da Ontogenia Humana, foi realizada esta revisão bibliográfica. Desenvolvimento: a disciplina Ontogenia Humana e SOMA é nova dentro do plano de estudos, por isso a criação de meios de aprendizagem está em pleno desenvolvimento, os quais se baseiam na didática especial como elemento da criatividade pedagógica dos professores, sendo necessário discutir a referenciais teóricos dos objetos de aprendizagem, suaevolução no processo de ensino-aprendizagem em Ciências Médicas. Caracterização, vantagens e desvantagens. Conclusões: os objetos de aprendizagem possibilitaram aos alunos interagir e agilizar os processos, potencializando as atividades educativas, o que é muito útil para fortalecer os conteúdos de Ontogenia Humana.
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Las estrategias didácticas cumplen un papel relevante en la innovación de la malla curricular, esta investigación tiene por finalidad comprender el proceso de cambio instaurado en la facultad desde la percepción de los actores principales, desde varias aristas relacionadas como la infraestructura, materiales de apoyo e información sobre la malla innovada. Nuestro objetivo fue analizar e interpretar la percepción que tienen los docentes y estudiantes del ciclo básico de la carrera de medicina de Asunción, en relación a la innovación curricular y permitirnos reflexionar y contribuir a este proceso dinámico que está llegando al ciclo clínico, a través de una investigación cualitativa con enfoque hermenéutico
Didactic strategies play a relevant role in the innovation of the curricular mesh, this research aims to understand the process of change established in the faculty from the perception of the main actors, from several related aspects such as infrastructure, support materials and information on the innovated curriculum. Our objective was to analyze and interpret the perception that teachers and students of the basic cycle of the medical career have, in relation to curricular innovation and allow us to reflect and contribute to this dynamic process that is reaching the clinical cycle, through a qualitative research with a hermeneutical approach
Subject(s)
Teaching , Health Strategies , Perception , Running , Students , Faculty , LearningABSTRACT
Introducción: En la década del 60 del pasado siglo, se inicia la atención especializada de Endocrinología en la provincia de Camagüey, Cuba. No existen evidencias documentales sobre esta temática en el territorio, por lo que puede afirmarse que es este un tema pendiente y necesario para la formación integral de los futuros especialistas. Objetivo: Describir la historia de la Endocrinología en la provincia de Camagüey, a partir de la labor de sus principales exponentes y los momentos más importantes de su desarrollo. Método: Investigación histórica basada en la investigación documental. Se utilizó el submétodo cronológico para establecer el orden de los hechos que se describen. Se hicieron entrevistas a personalidades que laboraron en la especialidad y se revisaron algunos artículos históricos publicados, así como documentos de la Biblioteca Provincial "Julio Antonio Mella." Resultados: Se pudo comprobar que antes de 1967 no existía atención endocrinológica especializada en la provincia y los pacientes con este tipo de afecciones eran atendidos fundamentalmente por especialistas en Medicina Interna. A inicios de 1967 llega a la provincia el primer especialista en Endocrinología, el Dr. Sergio Amaro Méndez. Este último, establece un servicio en esta especialidad y se inicia a partir de este momento un desarrollo acelerado en los aspectos docente, asistencial y científico. Conclusiones: La historia de la Endocrinología en Camagüey se inicia en 1967 y tiene su mayor esplendor durante el período de 1979-1990 con el inicio de las determinaciones hormonales por radioinmunoanálisis en la provincia y el inicio de la docencia médica de posgrado. El Grupo Provincial de Endocrinología se ha consolidado hasta alcanzar el prestigio nacional(AU)
Introduction: In the 1960s, specialized endocrinology care began in the province of Camagüey, Cuba. There is no documentary evidence on this topic in the territory, so it can be stated that this is a pending and necessary issue for the comprehensive training of future specialists. Objective: Describe the history of Endocrinology in the province and the most important moments of its development. Method: Historical research based on documentary research. The chronological sub-method was used to establish the order of the events that are described. Interviews were conducted to important people who worked in the specialty and some published historical articles were reviewed, as well as documents from ´´Julio Antonio Mella´´ Provincial Library. Results: It was found that before 1967 there was no specialized endocrinological care in the province and patients with these types of conditions were cared primarily by specialists in Internal Medicine. At the beginning of 1967, the first specialist in Endocrinology, Dr. Sergio Amaro Méndez, arrived to the province. He established a service in this specialty and from this moment on, an accelerated development in the teaching, healthcare and scientific aspects begins. Conclusions: The history of Endocrinology in Camagüey province begins in 1967 and has its greatest splendor during the period 1979-1990 with the beginning of hormonal determinations by radioimmunoassay in the province and the beginning of postgraduate medical teaching. The Provincial Group of Endocrinology has established itself as a group of national prestige(AU)
Subject(s)
Humans , Research Design , Endocrinology/history , Chronology as TopicABSTRACT
Introducción: La educación se define como el campo pedagógico que trata los procedimientos, las técnicas y los modos requeridos para lograr con efectividad el proceso de aprendizaje en el estudiante. Objetivo: Evaluar la preparación pedagógica de los estudiantes de sexto año de la carrera de medicina del curso 2019-2020 en la Facultad de Ciencias Médicas Manuel Fajardo. Métodos: El universo quedó constituido por 27 estudiantes de sexto año de la carrera de medicina, durante su rotación por Pediatría, en el Hospital Pediátrico Borrás-Marfán. Se trabajó con todo el universo. Se realizó una investigación observacional, descriptiva y de corte transversal en el período desde enero hasta abril de 2019. Se definió como variable principal la formación pedagógica, de la cual se derivaron varias dimensiones. Resultados: Las habilidades de lectura, escritura y redacción estuvieron garantizadas en la mayoría de los estudiantes. El 44 por ciento se sintió totalmente capacitado para aplicar las tecnologías de la información y las comunicaciones, y un amplio porcentaje refirió dificultades para comunicarse en una segunda lengua. La mitad de los estudiantes tuvo buen dominio teórico de los conceptos pedagógicos, aunque solo el 33 por ciento podría siempre elaborar materiales didácticos. El 62 porciento dominaba el conocimiento médico y el 78 por ciento el método clínico. La formación pedagógica en los estudiantes encuestados resultó deficiente, en lo que influyen negativamente los aspectos de conocimiento general; más de la mitad de los estudiantes manifestaron dificultades para comunicarse en una segunda lengua y aplicar las tecnologías de la información y las comunicaciones. Pocos estuvieron preparados para evaluar los resultados investigativos. Conclusiones: En sentido general, los conceptos pedagógicos son conocidos, pero pocos estudiantes manifiestan dominio acerca de la elaboración de materiales didácticos, la educación continua y el aprendizaje autónomo(AU)
Introduction: Education is defined as the pedagogical sphere that deals with the procedures, techniques and modes required for the student to achieve learning effectively. Objective: To assess the pedagogical preparation of sixth-year medical students in the 2019-2020 academic year at Manuel Fajardo School of Medical Sciences. Methods: The universe was made up of 27 sixth-year medical students, during their Pediatrics rotation at Borrás-Marfán Pediatric Hospital. The entire universe was used. An observational, descriptive and cross-sectional research was carried out in the period from January to April 2019. Pedagogical training was defined as the main variable, from which several dimensions were derived. Results: Reading and writing skills were guaranteed in most of the students. 44 percent felt themselves fully trained to apply information and communication technologies, while a large percentage reported difficulties in communicating using a second language. Half of the students had a good theoretical command of pedagogical concepts, although only 33 percent could always prepare teaching materials. 62 percent dominated the medical knowledge, while 78 percent dominated the clinical method. Pedagogical training in the surveyed students was deficient, a situation influenced negatively by general knowledge aspects. More than half of the students reported difficulties for communicating using a second language and for applying information and communication technologies. Few students were prepared to assess research results. Conclusions: Generally speaking, pedagogical concepts are known, but only few students show mastery of the development of didactic materials, continuous education and autonomous learning(AU)
Subject(s)
Humans , Students, Medical , Teaching/education , Epidemiology, Descriptive , Cross-Sectional Studies , Observational StudyABSTRACT
ABSTRACT Objective: this study analyzed the surgical resident's study profile by assessing the use of electronic media. 44.76% of the physicians agreed on participating. Methods: observational, cross-sectional non-controlled study. Statistical analysis was performed using Pearson's correlation coefficient and the significance level for the statistical tests was p <0.001. Results: 87.2% of the residents believed that it is interesting to use e-learning together with the classical theoretic classes. 45% of the interviewed claimed to spend more than 3 hours on the Internet daily. Conclusion: residents recognize the importance of technology for education, but not as a way of replacing the traditional teaching methods.
RESUMO Objetivo: este trabalho analisou o perfil de estudo dos residentes em Cirurgia, caracterizando o uso das mídias eletrônicas, por meio de questionário padronizado, com índice de resposta de 44,76%. Métodos: estudo descritivo, observacional transversal, sem grupo controle. O coeficiente de correlação de Pearson foi usado para a análise estatística e o nível de significância adotado foi de p <0,001. Resultados: observou-se que 87,2% dos residentes julgaram interessante associar o e-learning às aulas teóricas. Sobre o tempo despendido no uso de tecnologia, 45% referiram usar internet mais de 3 horas por dia. Conclusão: a partir dessa pesquisa, pode-se observar que os residentes atribuem importância à tecnologia em sua formação, todavia sem substituir o ensino tradicional.
Subject(s)
Humans , Physicians , Internship and Residency , Cross-Sectional Studies , Electronics , LearningABSTRACT
The teaching method PBL (problem-based learning), originates in Europe and the United States and has been widely used in medical education in China. PBL in David Geffen Medical School of University of California, Los Angeles (UCLA) is a typical medical education model in the United States. This article analyzes the mature PBL teaching philosophy and operating model of UCLA from the PBL curriculum itself and the top-level design of the supporting system. It's considered that the PBL teaching method and training system in UCLA meet the training needs of medical talents with occupational competency.
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O presente estudo apresenta como objetivo analisar a Atenção Primária à Saúde (APS) como ambiente de aprendizagem para os discentes do curso de Medicina. Realizou-se um estudo transversal descritivo, com abordagem qualitativa, por meio de quatro grupos focais com internos dos quatro cursos de Medicina em Fortaleza (Ceará, Brasil). Utilizou-se o método de interpretação dos sentidos, tendo sido identificadas duas categorias empíricas. Para os alunos, a Atenção Primária é um cenário de ensino importante para correlação teoria e prática, mas sem dimensionar a importância desta no Sistema Único de Saúde (SUS). Não incluindo, portanto, a defesa do SUS como um principio importante em sua profissão. No entanto, o incentivo à docência na Atenção Primária e o desenvolvimento de aspectos humanísticos durante a formação seriam fatores motivadores para atuação nessa área.(AU)
The present study aimed to analyze Primary Care as a learning environment for Medicine students. A cross-sectional descriptive study with a qualitative approach was carried out by means of four focus groups with interns of the four Medicine programs of the city of Fortaleza, State of Ceará, Brazil. Through the method of interpretation of meanings, two empirical categories were identified. Students recognize Primary Care as a space for the correlation between theory and practice in real settings where, many times, individual interests are highlighted and, sometimes, collective interests are emphasized, but the universality of Brazilian National Health System (SUS) is far from being defended as an ethical principle of the profession. However, the incentive to teaching in Primary Care and the development of humanistic aspects during education are motivational aspects for action in this area.(AU)
El objetivo del presente estudio fue analizar la Atención Primaria de la Salud como ambiente de aprendizaje para los discentes del curso de Medicina. Se realizó un estudio transversal descriptivo, con abordaje cualitativo, por medio de cuatro grupos focales con internos de los cuatro cursos de Medicina en Fortaleza, Ceará, Brasil. Se utilizó el método de interpretación de los sentidos, habiéndose identificado dos categorías empíricas. Para los alumnos, la Atención Primaria se reconoce como espacio para correlación de la teoría con la práctica, en situaciones reales, en las cuales, muchas veces, se subrayan los intereses individuales, otras veces colectivos, pero están muy lejos de defender la universalidad del Sistema Brasileño de Salud (SUS) como un principio ético de la profesión. Sin embargo, el incentivo a la docencia en la Atención Primaria y el desarrollo de aspectos humanísticos durante la formación serían factores motivadores para la actuación en esa área.(AU)
Subject(s)
Humans , Male , Female , Adult , Young Adult , Primary Health Care , Students, Medical , Education, Medical , Learning , Physician-Patient Relations , Unified Health System , Cross-Sectional Studies , Internship and ResidencyABSTRACT
RESUMO A empatia é um atributo do ato clínico, de fundamental importância para o estabelecimento de uma boa relação médico-paciente. Os cursos de graduação em Medicina devem orientar a formação com o propósito de desenvolver competências que favoreçam a capacitação de um profissional crítico e apto a entender a importância do trabalho em equipe. Este estudo tem por objetivo analisar a aprendizagem da empatia em estudantes de graduação de cursos médicos de universidades públicas do Nordeste do Brasil, os quais estão inseridos no último ano do internato médico. Para tanto, buscou-se apreender as concepções de empatia desses alunos, conhecer como ocorreu a aprendizagem para uma atitude empática durante a formação médica e identificar a maneira de aprimorar essa aprendizagem. Optou-se pela metodologia de cunho qualitativo, e utilizou-se de grupos focais com estudantes de duas universidades distintas, cujas falas foram submetidas a uma análise temática, em que se procurou apreender as concepções de empatia, a aprendizagem da mesma na graduação e as sugestões para o aprimoramento de seu ensino/aprendizagem. Os resultados apontaram que os estudantes não reconhecem ou identificam momentos de ensino relevantes, durante a formação, no tocante à aprendizagem da empatia e, quando mencionados, fazem a sua relação mais à teoria do que à prática médica. Destacam que a metodologia utilizada é pouco estimulante e que os docentes carecem de capacitação. Solicitam, ainda, um olhar institucional para a saúde mental deles. Não houve diferenças significativas entre sexo e idade dos estudantes quanto à disposição empática. Conclui-se que esta pesquisa confirmou o pressuposto inicial: a graduação médica, de modo geral, não tem preparado, adequadamente, os estudantes para a prática da empatia na relação médico-paciente. Para esses alunos, destaca-se como dificuldade a "capacidade de se colocar no lugar do outro", fortalecendo, assim, a necessidade de um olhar mais cuidadoso do aparelho formador no sentido de intervir com mais propriedade para elevar a aprendizagem desse componente da empatia.
ABSTRACT Empathy is an attribute of the clinical act, of fundamental importance for the establishment of a good doctor-patient relationship. Medical undergraduate courses should guide the students' training, with the purpose of developing skills that favor the qualification of a decisive professional and able to understand the importance of teamwork. This study aims to analyze the learning of empathy in undergraduate students of medical courses from public universities in the Northeast of Brazil, which are in their last year of medical internship. In order to do so, we sought to understand these students' empathy conceptions, to know how the learning for an empathic attitude during medical training occurred and to identify how to improve this learning. A qualitative methodology was used, and focal groups were used with students from two different universities, whose speeches were submitted to a thematic analysis, which tried to apprehend the conceptions of empathy, its learning during undergraduate school and the suggestions for the improvement of its teaching / learning. The results pointed out that students do not recognize or identify relevant teaching moments during their training in relation to the learning of empathy and, when mentioned, they associate it more to theory than to medical practice. They emphasize that the methodology used is not very stimulating and that teachers lack training. They also request an institutional look at their mental health. There were no significant differences between the gender and the age of the students regarding the empathic disposition. It is concluded that this research confirmed the initial assumption: that the medical undergraduate course, in general, has not adequately prepared students for the practice of empathy in the doctor-patient relationship. For these students, the "capacity to put oneself in the other's shoes" stands out as difficult, thus strengthening the need for a more careful look at the training scenario in order to intervene more adequately to increase the learning of the empathy component.
ABSTRACT
RESUMO Resultados O cuidado nutricional é considerado importante por estudantes de Medicina, médicos e educadores médicos em todo o mundo. É inegável o papel da nutrição na prevenção e tratamento das principais causas de doenças não comunicantes no mundo atual. Assim, o ensino de conhecimentos em nutrição clínica torna-se parte essencial do currículo médico. Embora a prática de nutrição clínica no Brasil, como em muitos países, seja responsabilidade dos médicos, a formação curricular desses médicos é rara. Portanto, o presente trabalho tem como objetivo analisar atitudes e conhecimentos de estudantes de Medicina sobre o ensino de nutrição clínica numa escola médica. Trata-se de um estudo exploratório, analítico, com abordagem quantitativa. A pesquisa foi realizada numa instituição de ensino superior privada de Belém (PA), no período de maio a junho de 2018. Foi elaborado um questionário para a pesquisa, uma adaptação de protocolos utilizados em trabalhos anteriores com questões sobre atitudes e conhecimentos em nutrição clínica. Participaram os alunos que cursavam o 11 o e 12 o semestre (último ano) da graduação em Medicina. A pesquisa seguiu as normas que regulamentam pesquisas que envolvem seres humanos, contidas na Resolução nº 466/12 CNS/Conep. A análise estatística utilizou o programa Bioestat ® . Dos 92 alunos que receberam o questionário, 87 completaram a pesquisa. A maioria deles (94,3%) demonstrou atitude positiva sobre nutrição clínica na prática clínica e concordou com frases como "orientação nutricional deve fazer parte do cuidado de rotina de todos os médicos". Quanto à avaliação de conhecimentos, a média de acertos foi de 61,3% das questões, com melhor desempenho em áreas como doenças cardiovasculares, gastrointestinais, endocrinologia, obesidade e metabolismo de vitaminas. Por outro lado, foram identificadas lacunas de conhecimentos em temas como nutrição no paciente cirúrgico, nefrologia e ginecologia/obstetrícia. Não foi observada correlação significante entre a atitude positiva dos estudantes e seus conhecimentos em nutrição clínica. Conclui-se que, apesar de apresentarem atitudes positivas sobre nutrição na prática clínica, os estudantes de Medicina no último ano da graduação têm dificuldades sobre os conhecimentos necessários para fornecer tais orientações nutricionais.
ABSTRACT Results Although clinical nutrition plays a major role in the prevention and treatment of many leading causes of cardiovascular mortality around the world, a large proportion of medical students do not feel properly prepared to give nutritional advice to their patients. The teaching of nutrition in medical school has therefore become imperative. Although the practice of clinical nutrition in Brazil, as in many other countries, is the responsibility of physicians, adequate curricular training at medical school is rare. The main objective of this study, therefore, was to assess the attitudes and knowledge of medical students regarding clinical nutrition. The final sample of this research consisted of 87 students currently in their final year of a private medical school in Belem, surveyed between May and June 2018. Attitudes toward nutrition were measured using previously validated questionnaires. Knowledge was assessed using a multiple-choice quiz adapted from a previous 2008 study conducted by Vetter. This study followed international rules for human research. The statistical analysis was performed using the software Bioestat ® 5.3. Of the 92 participants, 87 (94%) completed the survey. Although 94.3% claimed to have a positive attitude towards nutritional care, students showed ambivalent perspectives concerning the efficacy of physicians in clinical nutrition. 95.3% agreed that it was a physician's duty to advise high-risk patients about dietary change, yet the average correct score on the knowledge quiz was 61.3%. Knowledge was lacking in the areas of nutrition for surgical patients, nephrology diseases and gynecologic/obstetric patients. There was no correlation between attitudes and knowledge in clinical nutrition. Neither a familiar requesting nutritional care nor the specialty chosen was associated with a difference in knowledge or attitude items. This study concluded that senior medical students perceive nutrition counseling as a priority, but lack the knowledge to provide adequate nutritional education to patients.
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Virtual reality technology is an emerging product of science and technology and has great potential in medical education. It can break through the limits of traditional teaching, establish a modern teaching model, improve teachers' teaching ability and quality, and thus promote the development of medical education. This study discussed the necessity and application practice of virtual reality technology in the medical education of China and explores its development in medical education with reference to the construction cases of the virtual experiment platform in Chongqing Medical University, so as to provide new ideas for improving the overall quality of medical education.
ABSTRACT
Virtual reality technology is an emerging product of science and technology and has great potential in medical education. It can break through the limits of traditional teaching, establish a modern teaching model, improve teachers' teaching ability and quality, and thus promote the development of medical education. This study discussed the necessity and application practice of virtual reality technology in the medical education of China and explores its development in medical education with reference to the construction cases of the virtual experiment platform in Chongqing Medical University, so as to provide new ideas for improving the overall quality of medical education.
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This study explores the application of animation in medical teaching. On the one hand, the status quo of the application of animation in medical teaching was analyzed by conducting questionnaire survey for the effect of animation-enhanced teaching of the biology course; on the other hand, new animations were made by the researchers to analyze its effect on the students' self-study. The results showed that the scores of the students receiving text and teaching animation resources were significantly higher than that of students receiving only textual information in the learning process (P<0.01), and the same goes for the number of the students that complete the >75％ of the learning content. The results showed that the teaching animation can improve the students' self-study performance and raise their interest in self-study.