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3.
Educ. med. super ; 34(2): e2160, abr.-jun. 2020. fig
Article in Spanish | LILACS, CUMED | ID: biblio-1124695

ABSTRACT

Introducción: En la última década ha existido una evolución conceptual y documental que abarca desde la educación médica continua, el desarrollo profesional continuo hasta el desarrollo profesional basado en competencias. Objetivo: Revisar el estado actual de la educación médica continua en el mundo, su evolución y las posibilidades de su perfeccionamiento en Cuba. Métodos: Se realizó una revisión bibliográfica en las bases de datos MedLine, PubMed, SciELO, LILACS mediante los descriptores: "educación médica continua" y "desarrollo profesional continuo". Se priorizaron las revistas internacionales de educación médica y los artículos de los últimos 5 años. Asimismo, se revisó el sitio web de la federación mundial de educación médica. Resultados: La educación médica continua y permanente constituye un principio de la educación médica. Esta transita desde la educación médica continua hasta el desarrollo profesional continuo, y luego al desarrollo profesional continuo basado en competencias y a la educación continua interprofesional. Se muestra la evolución conceptual, y se relaciona la educación médica basada en competencias con el desarrollo profesional continuo. Se mencionan las características de una efectiva educación médica continua y un desarrollo profesional continuo, que pudieran ser aplicables a nuestro contexto. Conclusiones: La necesidad de perfeccionar y mejorar el nuevo modelo económico y social del país ha requerido nuevas resoluciones ministeriales y estatales acerca del desarrollo profesional continuo de los trabajadores y profesionales del país, incluidos los del sector de la salud. Se requiere actualizar los conceptos y las prácticas en este orden para estar a tono con las tendencias internacionales(AU)


Introduction: In the last decade, there has been a conceptual and documental evolution that ranges from continuous medical education and continuous professional development to competence-based professional development. Objective: To review the updated theory about continuous medical education worldwide, its evolution and the possibilities for its improvement in Cuba. Methods: A bibliographic review was carried out in the databases MedLine, PubMed, SciELO, and LILACS, using the descriptors educación médica continua [continuous medical education] and desarrollo profesional continuo [continuous professional development]. We prioritized international medical education journals and articles within the last five years. We also reviewed the website of the World Federation for Medical Education. Results: Continuous and permanent medical education is a principle of medical education. It evolves from continuous medical education to continuous professional development, and then to continuous competence-based professional development and continuous interprofessional education. The conceptual evolution in this area is shown, and competence-based medical education is presented with a focus on its relation with continuous professional development. The characteristics are mentioned corresponding to effective continuous medical education and continuous professional development, which could be applied in our setting. Conclusions: The need to perfect and improve the new economic and social model of the country has required new ministerial and state resolutions concerning continuous professional development of the country's workers and professionals, including those in the health sector. Updating concepts and practices in this respect is required in order to be in tune with international trends(AU)


Subject(s)
Humans , Computer Communication Networks , Mental Competency , Education, Medical, Continuing , Interprofessional Education
4.
Arch. argent. pediatr ; 118(2): 125-: I-129, I, abr. 2020. tab
Article in English, Spanish | LILACS, BINACIS | ID: biblio-1100167

ABSTRACT

Introducción. Investigadores canadienses desarrollaron un cuestionario autoadministrado para indagar sobre la intención de los participantes de actividades de desarrollo profesional continuo (DPC) de transferir los conocimientos adquiridos en ámbitos áulicos a la práctica clínica. Su uso podría facilitar los procesos de mejora de la calidad en dichas actividades de DPC.Objetivo. Realizar la traducción y adaptación transcultural y validación del cuestionario REACTION (A theoRy-basEd instrument to assess the impACT of continuing profesional development activities on profesional behavIOr chaNge) para su uso en la Argentina, a partir de la versión original en inglés.Población y métodos. Se realizó la traducción y adaptación transcultural de los 12 ítems del instrumento, con un proceso de cinco pasos. La validez de constructo se exploró mediante el análisis factorial exploratorio, y la confiabilidad, a través del coeficiente de Cronbach y el coeficiente G.Resultados. La versión final del cuestionario se aplicó a una muestra de 133 médicos asistentes a 9 actividades presenciales de DPC de un hospital universitario de la Ciudad de Buenos Aires (edad promedio: 38 años; el 23,3 %, hombres; el 76 %, médicos de familia). El análisis factorial exploratorio arrojó 3 factores (influencia social, confianza en las capacidades propias y criterio ético). El coeficiente de Cronbach fue 0,82 y el coeficiente G fue 0,72.Conclusiones. Se realizó la adaptación y validación de la versión argentina del instrumento REACTION para evaluar el impacto del DPC enfocado en el entrenamiento de habilidades clínicas en la intención de los médicos de implementarlo en su práctica.


Introduction. Canadian researchers developed a self-administered questionnaire to ask participants of continuing professional development (CPD) activities about their intention to translate the knowledge acquired in the classroom into clinical practice. The questionnaire may facilitate quality improvement processes in such CPD activities.Objective. To translate, cross-culturally adapt and validate the original English REACTION questionnaire (A theoRy-basEd instrument to assess the impACT of continuing professional development activities on professional behavIOr chaNge) for its use in Argentina.Population and methods. The 12 questionnaire items were translated and cross-culturally adapted using a five-step process. The construct validity was assessed using an exploratory factor analysis, whereas reliability, with Cronbach's coefficient and the G coefficient.Results. The final questionnaire version was administered to a sample of 133 physicians who attended 9 CPD activities at a teaching hospital in the Autonomous City of Buenos Aires (average age: 38 years; 23.3 %, men; 76 %, family physicians). The exploratory factor analysis showed 3 factors (social influence, confidence in one's abilities, and ethical judgment). Cronbach's coefficient was 0.82 and the G coefficient, 0.72.Conclusions. The Argentine version of the REACTION questionnaire was adapted and validated to assess the impact of CPD centered on clinical skills training on physicians' intention to implement it in their practice


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Physicians/psychology , Health Knowledge, Attitudes, Practice , Education, Medical, Continuing , Translating , Attitude of Health Personnel , Data Collection , Surveys and Questionnaires , Reproducibility of Results , Adaptation
7.
Interface (Botucatu, Online) ; 24: e190499, 2020.
Article in Portuguese | LILACS | ID: biblio-1101231

ABSTRACT

O presente estudo objetiva conhecer a percepção dos sujeitos no processo de ensino-aprendizagem-cuidado no Sistema Único de Saúde (SUS), com base no perfil profissional e nas competências e habilidades recomendadas nas Diretrizes Curriculares Nacionais (DCNs) dos cursos de graduação da saúde. Trata-se de pesquisa qualitativa realizada por meio de técnicas de entrevista não diretiva e grupos focais, envolvendo 42 participantes, sendo: professores, estudantes e gestores das instituições de ensino além de usuários, profissionais e gestores da Secretaria Municipal de Promoção de Saúde (SEMUS). A percepção dos diferentes sujeitos que produzem e vivenciam a integração ensino-serviço-comunidade (IESC) revela afinidade com o perfil profissional e com as competências e habilidades comuns recomendadas nas DCNs dos cursos de graduação da área da saúde. A IESC é compreendida como espaço necessário para a efetivação das DCNs e para se alcançar o perfil profissional proposto.(AU)


The study aims to investigate the perception of subjects in the teaching-learning-care process within the Brazilian National Health System (SUS), based on the professional profile and on the skills and competencies recommended by the National Curricular Guidelines (DCNs) for undergraduate programs in the area of health. It is a qualitative research carried out through non-directive interviews and focus groups, involving 42 participants: teachers, students and managers of education institutions, as well as users, professionals and managers of the Municipal Health Promotion Department (SEMUS). The perception of different subjects who produce and experience teaching-service-community integration (TSCI) reveals affinity with the professional profile and with the common skills and competencies recommended by the DCNs. TSCI is understood as a necessary space for the fulfilment of the DCNs and of the proposed professional profile.(AU)


El presente estudio tiene el objetivo de conocer la percepción de los sujetos en el proceso de enseñanza-aprendizaje-cuidado en el Sistema Brasileño de Salud (SUS), con base en el perfil profesional y en las competencias y habilidades recomendadas en las Directrices Curriculares Nacionales (DCNs) de los cursos de graduación de la salud. Se trata de una encuesta cualitativa por medio de técnicas de entrevista no-directiva y grupos focales, envolviendo a 42 participantes, siendo ellos: profesores, estudiantes y gestores de las instituciones de enseñanza, además de usuarios, profesionales y gestores de la Secretaría Municipal de Promoción de Salud (SEMUS). La percepción de los diferentes sujetos que producen y experimentan la integración enseñanza-servicio-comunidad (IESC) revela afinidad con el perfil profesional y con las competencias y habilidades comunes recomendadas en las Directrices Curriculares Nacionales (DCNs) de los cursos de graduación del área de la salud. La IESC se entiende como un espacio necesario para hacer efectivas las DCNs y para alcanzar el perfil profesional propuesto.(AU)


Subject(s)
Humans , Perception , Students, Health Occupations , Teaching Care Integration Services , Health Education/trends , Clinical Competence , Comprehensive Health Care , Physician-Patient Relations , Schools/standards , Unified Health System , Health Personnel , Communication , Curriculum/trends , Professional Role , Education, Medical, Continuing , Professional Training , Learning Health System/methods , Interprofessional Relations
8.
Rev. latinoam. enferm. (Online) ; 28: e3315, 2020. tab
Article in English | LILACS, BDENF | ID: biblio-1115733

ABSTRACT

Objectives: to verify which organizational, methodological, and resource-related characteristics of Continuing Health Education (CHE) help to best predict the professionals´ satisfaction. Method: a cross-sectional study with multivariate logistic regressions to predict a high mean satisfaction with different dimensions of educational actions used: Overall satisfaction, Utility, Methodology, Organization and resources, and Teaching Capacity. 25,281 satisfaction questionnaires have been analysed completed by health professionals attending 1,228 training activities in Andalusia (Spain), during the period from March 2012 to April 2015. Results: the characteristics that best predict a high overall satisfaction are the following: clinical session type as opposed to the workshop (Odds Ratio [OR]=2.07, p<0.001); face-to-face attendance modality (OR=3.88, p<0.001) or semi-personal-attendance (OR=2.83, p<0.001), as opposed to e-learning; and 1-2 days in duration (OR=2.38, p<0.001) as opposed to those of between 3 and 14 days. A lower number of hours (OR=0.99, p<0.001) and a lower number of professionals (OR=0.98, p<0.05) also increase the probability. Having the educational actions accredited increases the probabilities in the following dimensions: Utility (OR=1.33, p<0.05), Methodology (OR=1.5, p<0.01) and Teaching capacity (OR=1.5, p<0.01). Conclusion: the study provides relevant information on aspects that improve professional satisfaction, such as that e-learning activities should improve their content, teaching methods, and styles, or that face-to-face clinical sessions are the type of CHE with the greatest satisfaction.


Objetivo: verificar quais características organizacionais, metodológicas e relacionadas a recursos da educação continuada em saúde (ECS) ajudam a predizer melhor a satisfação dos profissionais. Método: estudo transversal com regressões logísticas multivariadas para predizer uma alta satisfação média com diferentes dimensões das ações educativas utilizadas: Satisfação Geral, Utilidade, Metodologia, Organização e Recursos, e Capacidade de Ensino. Foram analisados 25.281 questionários de satisfação preenchidos por profissionais de saúde que participaram de 1.228 atividades de treinamento na Andaluzia (Espanha), no período de março de 2012 a abril de 2015. Resultados: características que melhor predizem uma alta Satisfação Geral são as seguintes: Método de sessão clínica em oposição a workshops (Odds Ratio[OR]=2,07;p<0,001); modalidade presencial (OR=3,88;p<0,001) ou semipresencial (OR=2,83;p<0,001) em oposição a e-learning; e 1-2 dias de duração (OR=2,38;p<0,001) em oposição a 3-14 dias. Um menor número de horas (OR=0,99;p<0,001) e de profissionais (OR=0,98;p<0,05) também aumenta a probabilidade. A acreditação das ações educativas aumenta as probabilidades nas dimensões: Utilidade (OR=1,33;p<0,05), Metodologia (OR=1,5;p<0,01) e Capacidade de Ensino (OR=1,5;p<0,01). Conclusão: o estudo fornece informações relevantes sobre aspectos que melhoram a satisfação profissional, como a opinião de que atividades e-learning precisam melhorar seu conteúdo, métodos e estilos de ensino, ou de que sessões clínicas presenciais são o tipo de ECS com maior satisfação.


Objetivo: verificar qué características organizativas, metodológicas y de recursos de la Educación Continua en Salud (ECS) ayudan a predecir mejor la satisfacción de los profesionales. Método: se utiliza un estudio transversal con regresiones logísticas multivariadas para predecir un alto promedio de satisfacción con los diferentes tipos de acciones educativas: Satisfacción general, Utilidad, Metodología, Organización y recursos y Capacidad docente. Se han analizado 25.281 cuestionarios de satisfacción respondidos por los profesionales de la salud que asistieron a 1228 actividades formativas, en Andalucía (España), durante el período de marzo a abril de 2012. Resultados: características que mejor predicen una alta Satisfacción general: Tipo de sesión clínica frente al taller (OddsRatio [OR]=2,07, p<0,001); modalidad de asistencia presencial (OR=3,88, p<0,001) o semipersonal (OR=2,83, p<0,001), frente al aprendizaje electrónico (e-learning); y 1-2 días de duración (OR=2,38, p<0,001) frente a 3-14 días. Una menor cantidad de horas (OR=0,99, p<0,001) y una menor cantidad de profesionales (OR=0,98, p<0,05) también aumentan la probabilidad. Acreditar las acciones educativas aumenta las probabilidades en las siguientes dimensiones: Utilidad (OR=1,33, p<0,05), Metodología (OR=1,5, p<0,01) y Capacidad docente (OR=1,5, p<0,01). Conclusión: el estudio aporta información relevante sobre aspectos que mejoran la satisfacción profesional, como que las actividades de aprendizaje electrónico deben mejorar sus contenidos, métodos y estilos de enseñanza o que las sesiones clínicas personales son el tipo de ECS con mayor satisfacción.


Subject(s)
Personal Satisfaction , Students, Health Occupations , Staff Development , Clinical Conference , Education, Distance , Education, Medical, Continuing
9.
Rev. colomb. obstet. ginecol ; 70(4): 253-265, oct.-dic. 2019. graf
Article in Spanish | LILACS | ID: biblio-1093048

ABSTRACT

RESUMEN Objetivo: revisar los conceptos que subyacen al trabajo de parto con feto en presentación pelviana, su semiología y las maniobras obstétricas que facilitan un resultado materno perinatal exitoso. Materiales y métodos: a partir de un caso hipotético que ambienta de manera práctica el tema, se crea un documento explicativo construido a partir de una revisión narrativa, en donde se examinan los preceptos relacionados con el diagnóstico, el mecanismo del parto en presentación pelviana y el manejo intraparto de la gestante, con énfasis en la adecuada ejecución de las maniobras que facilitan la extracción fetal. Resultados: el parto en presentación pelviana debe ser atendido por vía vaginal cuando se encuentra en periodo expulsivo con encajamiento cumplido. Para su diagnóstico y atención es esencial hacer una adecuada identificación de la presentación, así como conocer su fisiología, la indicación y adecuada ejecución de las maniobras obstétricas que facilitan un parto sin complicaciones. Conclusiones: el mecanismo del parto en presentación pelviana es complejo y requiere, cuando no hay otra alternativa para la atención, que tanto el obstetra como el médico general conozcan su fisiología y las múltiples maniobras obstétricas que facilitan obtener buen resultado materno perinatal.


ABSTRACT Objective: To review the concepts underlying breech presentation delivery as well as the semiology and the obstetric maneuvers contributing to a successful perinatal maternal outcome. Materials and methods: Based on a hypothetical scenario to set the stage for a practical approach to the topic, an explanatory paper built on a narrative review is created in order to examine the principles related to diagnosis, mechanism of delivery and maternal care, emphasizing maneuvers to ease fetal extraction. Results: Breech presentation delivery must be managed through the vaginal canal when already in the expulsion phase with fetal engagement. For diagnosis and care, it is essential to know the unique semiology and physiology of this condition as well as the obstetric maneuvers to facilitate an uncomplicated delivery. Conclusions: The mechanism of childbirth in breech presentation is complex and requires knowledge of its physiology and multiple obstetric maneuvers on the part of the obstetrician as well as the general practitioner, in order to ensure adequate care when there is no other option.


Subject(s)
Humans , Pregnancy , Infant, Newborn , Obstetric Labor Complications , Breech Presentation , Dystocia , Education, Medical, Continuing
10.
Rev. Asoc. Méd. Argent ; 132(4): 34-36, dic. 2019.
Article in Spanish | LILACS | ID: biblio-1087229

ABSTRACT

La educación médica continua (EMC) es el proceso de adquisición de nuevos conocimientos y habilidades a lo largo de toda la vida activa de los médicos. Es responsabilidad de cada médico para poder ofrecer la mejor atención a sus enfermos. La EMC no se limita a la educación formal, sino que dispone de distintas estrategias de aprendizaje, entre las que se mencionan los cursos y ateneos, la concurrencia a congresos, jornadas y simposios, el entrenamiento en servicio, la educación a distancia y el autoaprendizaje. La EMC debe ser considerada como la etapa final y más larga en la formación de un médico. (AU)


Continuing medical education (CME) is the process of acquiring new knowledge and skills throughout active life of doctors. It is the responsibility of each doctor to be able to offer the best care of their patients. The CME is not limited to formal education, but different learning are available, including courses, athenaeums, congress attendance, conferences and symposia, in-service training, distance education and self-learning. The CME should be considered as the final and longest stage in the doctor´s training. (AU)


Subject(s)
Certification , Education, Medical/methods , Education, Medical/standards , Education, Medical, Continuing/methods , Education, Medical, Continuing/standards , Argentina , Schools , Academies and Institutes , Legislation, Medical , Medicine
12.
Rev. méd. Urug ; 35(3): 218-223, set. 2019.
Article in Spanish | LILACS | ID: biblio-1023707

ABSTRACT

La Clínica Ginecotocológica A (CGA) de la Facultad de Medicina (FM) se ha comprometido con los objetivos de la reforma sanitaria en lo referente a la formación de posgrados, trabajando para ello en la descentralización de los escenarios de enseñanza-aprendizaje. En esta publicación se presenta la estrategia de descentralización de la formación de posgrados de ginecotocología de la CGA en el período 2010-2018. Se describen las herramientas que permiten mantener el contacto de los posgrados y tutores sustentados en tecnologías de la comunicación para realizar regularmente ateneos, actividades tutoriales, teleclínicas. Por otro lado, se describe la distribución logrado de postgrados, así como el logro de las destrezas en los diferentes Centros Docentes Asociados (CEDA). De la evaluación del funcionamiento de la red de CEDA de la CGA, así como de los logros formativos de recursos humanos, se concluye que es factible el aumento del cupo formativo de posgrados de Ginecotocología apelando a la descentralización estructurada de los escenarios de aprendizaje.


The Gynecotocology Clinic A (GCA) of the School of the School of Medicine is committed to the goals set in the health reform in terms of the training of postgraduates, and thus has focused on the decentralization of the educational scenario. This study presents the decentralization strategy in the training of postgraduate students in gynecotocology of the GCA between 2010 and 2018. It describes the tools that allow keeping in touch with the posgraduate students and tutors by means of technology that regularly aids grand rounds, tutorial activities, remote clinics, etc. Also, a description of the distribution of achievements by psotgraduates is provided, as well as the achievement of skills in the different Associated Teaching Centers (CEDAs in Spanish). Upon the assessment of performance of the CEDAs network of CGA, as well as the educational achievements in human resources, a conclusion is drawn as to the feasibility of increasing the number of postgraduates trained in gynecotocology appealing to structured decentralization strategies for the learning scenario.


A Clínica Ginecotocológica A (CGA) da Faculdade de Medicina (FMed-UDELAR) está comprometida com os objetivos da reforma sanitária no que diz respeito à formação dos pós-graduandos, trabalhando para isso na descentralização dos cenários de ensino-aprendizagem. Nesta publicação apresenta-se a estratégia de descentralização da formação dos pós-graduandos de ginecologia e obstetrícia da CGA no período 2010-2018. Descreve-se as ferramentas que permitem manter o contacto entre pós-graduandos e supervisores utilizando tecnologias da comunicação para realizar regularmente discussão de casos clínicos, atividades de supervisão e tele clínicas. Por outro lado, apresenta-se a distribuição geográfica dos pós-graduandos, bem como os resultados da obtenção de destrezas nos diferentes Centros docentes Associados (CEDA). A avaliação do funcionamento da rede de CEDA da CGA e dos resultados da formação de recursos humanos, permite concluir que é factível aumentar as vagas para pós-graduandos de ginecologia e obstetrícia utilizando a descentralização estruturada dos cenários de aprendizagem.


Subject(s)
Education, Graduate , Gynecology/education , Education, Medical, Continuing
13.
Rev. méd. Chile ; 147(8): 1059-1066, ago. 2019. tab, graf
Article in Spanish | LILACS | ID: biblio-1058643

ABSTRACT

Background: Continuing education is essential for health professions and online courses can be a good way for professional development. Aim: To describe the experience with online courses for continuing education in hepatology and gastroenterology and to analyze their educational impact. Material and Methods: A three years' experience in courses on liver diseases and digestive tract is described. Their curricular design, methodology, and the educational impact was analyzed using the four levels of the Kirkpatrick's model. Results: On average, there were 321 students per course (2015-2017). 94% were Chilean and 6% from abroad (20 countries). In the educational impact analysis, in level 1 "reaction": 93% said that the course fulfilled their expectations and 92% would recommend it. In level 2 "learning": 42% approved the courses. Level 3 "behavior" was not evaluated and level 4 "organizational change" highlighted that the traditional face-to-face continuing education model of Chilean Gastroenterology Society (SChG) changed to full distance model in these three courses, with 1284 students from South America, Asia and Europe, in a 3-years-period. Additionally, these programs were included in the Medical Society of Santiago (SMS) continuing education agenda. Conclusions: The alliance between the SMS and the SChG generated on line courses that meet the educational needs of physicians and medical students, with excellent results and student perception.


Subject(s)
Humans , Male , Female , Education, Distance/methods , Education, Medical, Continuing/methods , Gastroenterology/education , Societies, Medical , Time Factors , Program Evaluation , Chile , Reproducibility of Results , Educational Measurement , Geography
14.
Prensa méd. argent ; 105(7): 375-378, agosto 2019.
Article in English | LILACS, BINACIS | ID: biblio-1022078

ABSTRACT

La educación médica continua se define como el conjunto de acciones y recursos dirigidos a cambiar las conductas de los profesionales para mejorar los resultados de su actividad asistencial diaria frente a los pacientes. O bien, toda acción que realiza un médico para seguir aprendiendo y permanecer actualizado, una vez finalizada su formación universitaria. Las estrategias para conseguir tal fin, son la realización de cursos, la ra congresos y/o jornadas, las actividades hospitalarias (recorridas de sala, supervisión y ateneos), la lectura y discusión de artículos biomédicos en internet o en publicaciones en papel en el denominado ateneo bibliográfico, el intercambio con colegas, la consulta con otros profesionales y los cursos a distancia. En el presente artículo, se plantea el ejercicio del ateneo como una de las principales fuentes de aprendizaje al proponer una verdadera reflexión sobre la práctica profesional (AU)


Continuing medical education is defined as the set of actions and resources aimed at changing the behavior of professionals to improve the results of their daily care activity in front of patients. Or, any action that a doctor performs to continue learning and remain updated, once his university education is completed. The strategies to achieve this goal are the completion of courses, the attendance at conferences and/or conferences, hospital activities (visits to the ward, supervision and athenaeums), the reading and disicussion of biomedical articles on the internet or in publications on paper. The so-called bibliographic athenacum, the exchange with colleagues, the consultations with other professionals and the distance courses. In the present article, the exercise of the athenaemum is considered as one of the main sources of learning by proposing a true reflection on professional practice (AU)


Subject(s)
Humans , Education, Medical, Continuing , Teaching Rounds , Access to Essential Medicines and Health Technologies
15.
Int. j. cardiovasc. sci. (Impr.) ; 32(3): 227-237, May-June 2019. tab, graf
Article in English | LILACS | ID: biblio-1002219

ABSTRACT

The knowledge on the management of patients with acute coronary syndrome (ACS) is essential to reduce the gap between evidence and practice. Objective: To describe a simulation training strategy for emergency healthcare professionals and provide preliminary data on knowledge acquisition, learners' confidence and prescription of medications after training. Methods: The training was part of the implementation of two myocardial infarction systems of care. It comprehended lectures and simulation-based learning using high and low-fidelity mannequins and actors. It was tested in two phases: the first one in Belo Horizonte and the second one in Montes Claros, both in the state of Minas Gerais. A test was applied before and after training to assess knowledge acquisition. Confidence to perform thrombolysis in ST-elevation myocardial infarction (STEMI) patients was assessed using a questionnaire, and the impact on medication prescription analyzed STEMI patients admitted to hospitals in Montes Claros. Results: In the first phase, 156 professionals answered both tests: 70% of them improved their results and the median number of right answers increased (6, interquartile range [IQR] 5-7; vs 7 ([IQR] 6-9; p < 0.05). In the second phase, 242 professionals answered both tests: 58% of the physicians and 83% of the nurses obtained better test scores. Participants referred a positive impact on their clinical practice, 95% reported feeling very secure when perform fibrinolysis after the training, and there was also an impact on medication prescription. Conclusions: There was an impact on the learners' knowledge acquisition and confidence using our two-phase training model, with evidence of impact on performance


Subject(s)
Humans , Male , Female , Quality Indicators, Health Care , Emergency Service, Hospital/trends , Acute Coronary Syndrome/mortality , Drug Prescriptions , Heparin/therapeutic use , Myocardial Reperfusion/methods , Statistical Analysis , Telemedicine/methods , Patient-Centered Care/methods , Education, Medical, Continuing/methods , Electrocardiography/methods , Emergency Medical Services , Myocardial Infarction
18.
Article in English | WPRIM | ID: wpr-766287

ABSTRACT

OBJECTIVES: Awareness of attention-deficit/hyperactivity disorder (ADHD) in adults has significantly increased; however, clinical data specific to the Korean population are insufficient. Clinical experience of ADHD may differ based on whether psychiatrists have received pediatric psychiatry-specific training. In order to prepare a practice parameter for adult ADHD patients in Korea, we examined questionnaire data to observe how pediatric psychiatry training could affect clinical practice for adults with ADHD. METHODS: A questionnaire about the diagnosis and treatment process was distributed to both general psychiatrists (GPsy) and child and adolescent psychiatrists (CAP) at the summer and winter workshop meetings of Korean Academy of Child and Adolescent Psychiatry. RESULTS: In total, 142 psychiatrists participated in the survey (86 GPsy, 56 CAP). GPsy and CAP preferred pharmacotherapy (GPsy 82.40%, CAP 64.30%) as the primary treatment option and answered that the clinical psychiatric interview is the most necessary step in diagnostic assessment (GPsy 22.16%, CAP 19.00%). The GPsy responded with an optimal and average treatment duration that was shorter than that reported by CAP. CONCLUSION: Identification of the initial presenting symptom as the correct diagnosis and the optimal duration of pharmacotherapy differed between GPsy and CAP in practice, whereas concepts in diagnosis and treatment of ADHD in adults were similar for both groups. These results suggest the urgent need for the Continuing Medical Education program for psychiatrists treating adults with ADHD.


Subject(s)
Adolescent , Adolescent Psychiatry , Adult , Attention Deficit Disorder with Hyperactivity , Child , Child Psychiatry , Child , Diagnosis , Drug Therapy , Education , Education, Medical, Continuing , Humans , Korea , Psychiatry
20.
Article in English | WPRIM | ID: wpr-762815

ABSTRACT

Mobile computing devices (MCDs), such as smartphones and tablets, are revolutionizing medical practice. These devices are almost universally available and offer a multitude of capabilities, including online features, streaming capabilities, high-quality cameras, and numerous applications. Within the surgical field, MCDs are increasingly being used for simulations. Microsurgery is an expanding field of surgery that presents unique challenges to both trainees and trainers. Simulation-based training and assessment in microsurgery currently play an integral role in the preparation of trainee surgeons in a safe and informative environment. MCDs address these challenges in a novel way by providing valuable adjuncts to microsurgical training, assessment, and clinical practice through low-cost, effective, and widely accessible solutions. Herein, we present a review of the capabilities, accessibility, and relevance of MCDs for technical skills acquisition, training, and clinical microsurgery practice, and consider the possibility of their wider use in the future of microsurgical training and education.


Subject(s)
Education , Education, Medical, Continuing , Microsurgery , Rivers , Smartphone , Surgeons , Tablets
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