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Article in English | AIM, AIM | ID: biblio-1353236


Background: Newly qualified medical practitioners in South Africa (SA) are part of the frontline health care workers who face Africa's most severe coronavirus disease 2019 (COVID-19) pandemic. The experiences of interns during the pandemic reflect SA's preparedness to respond in a crisis and inform strategies that could be adopted to balance training and service in resource-challenged contexts. Aim: To explore the strengths, weaknesses, opportunities and threats posed during the first wave of the COVID-19 pandemic as reflected on by interns within the clinical training platforms in SA. Setting: Public hospitals in KwaZulu-Natal. Methods: An online questionnaire consisting of eight open-ended questions based on the SWOT framework related to personal and professional perspectives to clinical training during the COVID-19 pandemic was developed using SurveyMonkey. All data were collected remotely via social media platforms. Data were thematically analyzed. Results: Forty-six interns reflected on personal and systemic challenges as the major threats and weaknesses in intern training during the COVID-19 pandemic. Extrapolating on strengths and opportunities, there were three overarching learnings interns reflected on. These related to being a medical professional, communities of practice and the development and enhancement of clinical and non-clinical competencies. Existing challenges in the environment exacerbated the threats posed by COVID-19 and innovative strategies related to improving support, feedback, broadening the intern curriculum and online training. Conclusion: Although the clinical environment where interns learn and work is often stressful and overpowered by high service burdens, there are unique opportunities to enhance self-directed learning and graduate competencies, even in the midst of the COVID-19 pandemic.

Humans , Male , Female , Education, Medical, Continuing , COVID-19 , Internship and Residency , Mental Health
Bull. W.H.O. (Online) ; 105(6): 402-408, 2022.
Article in English | AIM, AIM | ID: biblio-1373044


While the regulatory framework for medical education in Egypt has rapidly evolved, the progress of developing a system for continuing professional development has been slow. In 2018 the government approved legislation establishing a regulatory authority for continuing professional development and added expectations for continuing professional development as a condition of relicensure for physicians in Egypt. The new authority has deployed a provider-accreditation model that sets criteria for educational quality, learning outcomes, independence from industry, and tracking of learners. Only accredited providers can submit continuing professional development accredited activities. Despite regulatory and administrative support there have been several barriers to the implementation of the system including limited availability of funding, lack of suitable training venues and equipment for hands-on training, and resistance from the profession. As of March 2022, 112 continuing professional development providers have achieved accreditation, and deployed 154 accredited continuing professional development activities. The majority of accredited providers were medical associations (64%) and higher education institutions (18%), followed by medical foundations and nongovernmental organizations (13%) and health-care facilities (5%). One electronic learning platform has been accredited. Any entity with commercial interests cannot be accredited as a continuing professional development provider. Funding of continuing professional development activities can be derived from provider budgets, programme registration fees or appropriate sponsors. Funding from industry is limited to unrestricted educational grants. The foundations for an effective continuing professional development system have been established in Egypt with the aim of achieving international recognition.

Education, Medical, Continuing , Accreditation , Industry , Learning
Rev. bioét. (Impr.) ; 29(4): 814-824, out.-dez. 2021. tab, graf
Article in Portuguese | LILACS | ID: biblio-1365514


Resumo O estudo analisa o sigilo na relação médico-paciente, abordando a influência de novas tecnologias, como as mídias sociais, no exercício da profissão, e aferindo o conhecimento de profissionais sobre situações em que o sigilo pode ser quebrado sem consequências legais. Trata-se de pesquisa de natureza exploratória, de abordagem quantitativa e corte transversal realizada entre outubro e novembro de 2019, com 116 médicos, por meio de questionário estruturado com 19 questões, entre as quais cinco avaliaram o conhecimento sobre sigilo profissional de acordo com o Código de Ética Médica e o ordenamento jurídico brasileiro. Considerou-se que os médicos que responderam três ou mais questões corretamente apresentaram conhecimento satisfatório sobre o uso de mídias sociais e o sigilo médico (apenas 55,2% dos entrevistados). O resultado revela a importância da educação médica continuada, principalmente quanto ao sigilo médico.

Abstract The study analyzes confidentiality in the physician-patient relations, addressing how new technologies, such as social media, influence professional practice, and assessing the professionals' knowledge regarding situations in which confidentiality can be broken without legal consequences. This cross-sectional, quantitative and exploratory research took place between October and November 2019, involving 116 physicians who answered a structured questionnaire with 19 questions, among which five assessed knowledge on professional secrecy according to the Code of Medical Ethics and the Brazilian legal system. Physicians who answered three or more questions correctly were considered to have satisfactory knowledge on social media use and medical confidentiality (only 55.2% of respondents). Results reveal the importance of continuing medical education, especially regarding medical confidentiality.

Resumen El estudio analiza la confidencialidad en la relación médico-paciente, abordando la influencia de las nuevas tecnologías, como las redes sociales, en el ejercicio de la profesión, y midiendo el conocimiento de los profesionales sobre situaciones en las que la confidencialidad puede romperse sin consecuencias legales. Se trata de una investigación exploratoria, con enfoque cuantitativo y transversal, realizada entre octubre y noviembre de 2019, con 116 médicos, mediante un cuestionario estructurado con 19 preguntas, entre las que cinco evaluaron conocimientos sobre la confidencialidad profesional según el Código de Ética Médica. y el sistema legal brasileño. Se consideró que los médicos que respondieron correctamente a tres o más preguntas tenían un conocimiento satisfactorio sobre el uso de las redes sociales y la confidencialidad médica (solo el 55,2% de los encuestados). El resultado revela la importancia de la educación médica continua, especialmente en lo que respecta a la confidencialidad médica.

Physician-Patient Relations , Confidentiality , Education, Medical, Continuing , Ethics, Medical , Social Media , Brazil
Arch. argent. pediatr ; 119(4): 270-273, agosto 2021. tab, ilus
Article in English, Spanish | LILACS, BINACIS | ID: biblio-1280932


En pacientes con infección por SARS-CoV-2 la intubación endotraqueal es un procedimiento con riesgo elevado de contagio. La videolaringoscopia complementa la protección del profesional, pero los videolaringoscopios comerciales son caros y no siempre están disponibles en las terapias intensivas pediátricas argentinas. El objetivo fue describir la práctica de intubación en un modelo de cabeza de simulación de lactante con un videolaringoscopio artesanal de bajo costo.Quince pediatras sin experiencia previa con el dispositivo participaron de una práctica de intubación en una cabeza de simulación con un videolaringoscopio artesanal. El tiempo promedio del primer intento fue de 116,4 segundos (intervalo de confianza del 95 % [IC95 %]: 84,8-148,0) y, el del siguiente fue de 44,2 segundos (IC95 %: 27,7­60,6). El tiempo disminuyó de forma significativa en el segundo intento (p : 0,0001). El dispositivo permitió la intubación exitosa en todos los intentos acortando la duración del procedimiento en la segunda práctica

In patients with SARS-CoV-2 infection, endotracheal intubation is a procedure with a high risk for transmission. A videolaryngoscopy is a supplementary level of health care provider protection, but commercial videolaryngoscopes are expensive and not always available in pediatric intensive care units in Argentina. Our objective was to describe intubation practice using an infant head mannequin with a low-cost, handcrafted videolaryngoscope.Fifteen pediatricians with no prior experience using the device participated in an intubation practice in a head mannequin with a handcrafted videolaryngoscope. The average time for the first attempt was 116.4 seconds (95 % confidence interval [CI]: 84.8-148.0) and, for the second one, 44.2 seconds (95 % CI: 27.7-60.6). Time decreased significantly for the second attempt (p: 0.0001).A successful intubation was achieved with the device in all attempts, and the procedure duration decreased with the second practice

Humans , Infant , Pediatrics/education , Laryngoscopes/economics , Simulation Training/methods , COVID-19/prevention & control , Intubation, Intratracheal/instrumentation , Laryngoscopy/economics , Pediatrics/economics , Time Factors , Video Recording , Health Care Costs , Clinical Competence/statistics & numerical data , Education, Medical, Continuing/methods , Learning Curve , COVID-19/transmission , Internship and Residency/methods , Intubation, Intratracheal/economics , Intubation, Intratracheal/methods , Laryngoscopy/education , Laryngoscopy/instrumentation , Laryngoscopy/methods , Manikins
Rev. bras. educ. méd ; 45(3): e164, 2021. tab, graf
Article in English | LILACS | ID: biblio-1288303


Abstract: Introduction: In a scenario of a great information availability, the production of scientific knowledge in medicine has been increasingly accelerated. The way the medical professional perceives and directs their acquisition of knowledge still lacks national studies, particularly in times of easily accessible internet. Objective: To analyze the social representations of physicians working in Primary Health Care (PHC) teams about self-directed learning. Method: This is a qualitative-quantitative study based on Moscovici's Social Representations Theory, with a structural approach to Abric's Central Core Theory, conducted in three municipalities of the state of Minas Gerais, Brazil. Semi-structured interviews were conducted on the subject, which were recorded and transcribed. The freely evoked words that emerged from the inducing term "medical self-learning" were analyzed with the aid of EVOC® software through the four-quadrant chart and CHIC® software analyzed the similarity. Content analysis was performed for the participants' speeches. Results: Fifty interviews were carried out and the freely evoked words that possibly constitute the core of the representations were "knowledge", "dedication", "study", "reading", "need", contrasting "research" and "book". Conclusion: The results showed that the learners' characteristics, practice as a learning locus as opposed to theory, associated with the time barrier, define the core content of the social representation of the participating physicians. In this assessed context, PHC reinforces its importance as a scenario for medical self-learning.

Resumo: Introdução: Em um cenário de grande disponibilidade de informações, a produção de conhecimento científico em medicina tem sido cada dia mais acelerada. A forma como o profissional médico percebe e dirige sua aquisição de conhecimento ainda carece de estudos nacionais, particularmente em tempos de internet de fácil acesso. Objetivo: Este estudo teve como objetivo analisar as representações sociais de médicos atuantes em equipes da atenção primária à saúde (APS) sobre aprendizagem autodirigida. Método: Trata-se de um estudo quali-quantitativo fundamentado na Teoria das Representações Sociais de Moscovici com abordagem estrutural da Teoria do Núcleo Central de Abric, realizado em três municípios de Minas Gerais, no Brasil. Realizaram-se entrevistas semiestruturadas sobre o tema que foram gravadas e transcritas. As palavras evocadas livremente que surgiram do indutor "autoaprendizagem médica" foram analisadas com auxílio do software EVOC® por meio do quadro das quatro casas; e o software CHIC® analisou a similaridade. Para as falas dos participantes, realizou-se a análise de conteúdo. Resultado: Efetuaram-se 50 entrevistas, e as palavras evocadas livremente, que possivelmente compõem o núcleo central das representações, foram "conhecimento", "dedicação", "estudo", "leitura", "necessidade", tendo como contraste "pesquisa" e "livro". Conclusão: Os resultados demonstraram que as características do aprendiz e a prática como lócus de aprendizagem em contraposição à teoria, o qual está associado à barreira do tempo, definem o conteúdo central da representação social dos médicos participantes. Nesse contexto estudado, a APS reforça sua importância como cenário da autoaprendizagem médica.

Humans , Male , Female , Adult , Middle Aged , Young Adult , Primary Health Care , Education, Medical, Continuing/methods , Self-Directed Learning as Topic , Interviews as Topic
Rev. bras. educ. méd ; 45(4): e209, 2021. tab
Article in English | LILACS | ID: biblio-1341009


Abstract: Introduction: After the residency in Internal Medicine, most graduates choose to undergo a new selection process to obtain a second specialty. The phenomenon of early specialization is encouraged as early as in the undergraduate course. Despite this, the demand for general practitioners is growing. Objective: To investigate the factors that lead the newly graduated clinician to undertake a new residency. Method: This is a cross-sectional study that analyzes the responses of Internal Medicine residency graduates from the state of Pernambuco in 2020, through a questionnaire available online by Google Forms, containing questions about social aspects, undergraduate medical course, Medical Residency and intentions for the future career. Results: There were 81 responses of the 104 possible participants (77.88%). Most of these were female (66.67%), graduated from public universities (69.14%) and had already started the Internal Medicine residency shortly after graduation (50.62%). Regarding the specialty choice, 51.85% answered they had decided in the second year of residency, and 80.25% stated that they had undergone the selection process for the second specialty shortly after completing the Internal Medicine residency. The most often chosen career was Cardiology (20%). The factors most often associated with the choice of specialty were, according to the means on the Likert scale, "work in an outpatient setting", "long-term patient follow-up", and "more contact with patients". Conclusion: As far as it could be investigated in the literature, this was the first Brazilian study on specialty choices after the Internal Medicine residency. It was possible to identify the most important reasons for choosing a second specialty among the graduates of this Medical Residency program in Pernambuco in 2020. More studies are needed to establish correlations between the factors of choice with the chosen specialty.

Resumo: Introdução: Após a residência em clínica médica, a maioria dos concluintes opta por se submeter a um novo processo seletivo para obter uma segunda especialidade. O fenômeno da especialização precoce é incentivado já na graduação. Apesar disso, a demanda por médicos generalistas está em crescimento. Objetivo: Este estudo teve como objetivo investigar os fatores que levam o clínico recém-formado a realizar uma nova residência. Método: Trata-se de um estudo transversal que analisou as respostas dos concluintes do Programa de Residência Médica em Clínica Médica (PRM-CM) realizado em 2020 no estado de Pernambuco. Os concluintes do PRM-CM, por meio de um questionário disponibilizado de forma on-line pelo Google Forms, responderam a perguntas sobre aspectos sociais, a graduação, a residência médica e intenções para a carreira futura. Resultado: Dos 104 participantes possíveis, houve 81 respostas (77,88%). Desse total final, 66,67% eram do sexo feminino, 69,14% tinham se graduado em universidades públicas, e 50,62% já haviam iniciado o PRM-CM logo após a graduação. Quanto à escolha de especialidade, 51,85% responderam ter decidido no segundo ano de residência, e 80,25% afirmaram ter se submetido ao processo seletivo para a segunda especialidade logo após o PRM-CM. A carreira mais escolhida foi cardiologia (20%). Os fatores mais associados à escolha de especialidade foram, de acordo com as médias na escala de Likert, "trabalho em ambiente ambulatorial", "acompanhamento de pacientes por longo período" e "mais contato com pacientes". Conclusão: Até onde se pôde investigar na literatura, este é o primeiro estudo brasileiro a abordar as escolhas de especialidade após o PRM-CM. Foi possível identificar os motivos mais importantes para escolher uma segunda especialidade entre os concluintes desse PRM em Pernambuco, em 2020. Mais estudos são necessários para tecer correlações entre os fatores de escolha com a especialidade escolhida.

Career Choice , Internship and Residency , Cross-Sectional Studies , Surveys and Questionnaires , Education, Medical, Continuing , Internal Medicine/education
Homeopatia Méx ; 89(721): 5-14, abr.-jun. 2020.
Article in Spanish | MTYCI, LILACS, HomeoIndex, MTYCI | ID: biblio-1147667


En diferentes eventos académicos médico homeopáticos se ha evidenciado que existe confusión y desconocimiento sobre el uso correcto de ciertos términos y definiciones que se deberían estandarizar, situación que podría explicarse por el desarrollo de propuestas de pedagogos, sociólogos, psicólogos y especialistas en información, los cuales han introducido conceptos, definiciones y vocablos que no son necesariamente conocidos por muchos en el campo de la Homeopatía, creando confusión no intencionada, controversia y errores de interpretación. Los términos educación continua, educación médica y educación médica continua son sinónimos para muchos médicos homeópatas; sin embargo, cada concepto tiene connotaciones que los diferencian, lo que lleva a la necesidad de conocerlos y utilizarlos apropiadamente. En este artículo se presentan las características de dichos conceptos, sus funciones, objetivos y lineamientos, con la intención de dar mayor claridad a su uso dentro de esta profesión. (AU)

Specialization , Homeopathic Physicians , Education, Medical, Continuing
Educ. med. super ; 34(2): e2160, abr.-jun. 2020. fig
Article in Spanish | LILACS, CUMED | ID: biblio-1124695


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)

Humans , Computer Communication Networks , Mental Competency , Education, Medical, Continuing , Interprofessional Education
Rev. cuba. invest. bioméd ; 39(2): e597, abr.-jun. 2020.
Article in Spanish | LILACS, CUMED | ID: biblio-1126606


Introducción: la investigación traslacional es una rama de la ciencia de reciente creación, su objetivo principal es la aplicación del conocimiento que se genera de las investigaciones, que no quede formando parte de la literatura gris, en el papel o para unos pocos, sino que pueda servir a la mayor cantidad posible de individuos y/o poblaciones. Objetivo: determinar los avances que se han dado a lo largo de los últimos años en la aplicación de la medicina traslacional en Perú. Métodos: se realizó una búsqueda por conveniencia en bases de datos (Google Scholar, Pubmed). Se han brindado ejemplos de cómo la investigación traslacional en Perú puede aportar en gran medida a la mejora de realidades y problemáticas específicas, esto refuerza la necesidad de que las decisiones políticas deben basarse en la medicina basada en la evidencia. Resultados: la medicina traslacional en Perú enfrenta muchas dificultades, como lo son los recursos limitados, tiempo escaso para implementar la investigación formativa, carencia de modelos pedagógicos actualizados, docentes preparados en escuelas antiguas y con capacidad limitada para la educación médica continua; obstáculos que deben de superarse para poder asegurar que la ciencia -y por ende la sociedad- progresen. Conclusiones: en Perú, el avance de la medicina traslacional ha derivado en la generación de personal de salud más capacitado que ha proporcionado los medios para el desarrollo de múltiples políticas públicas. Dichas políticas en muchos casos han terminado plasmadas en normas, reglamentos y hasta leyes en el país(AU)

Introduction: translational research is a branch of science of recent creation. Its main aim is the application of the knowledge generated by research so that it will not become grey literature printed on paper or for the use of a chosen few, but serve as many people and/or populations as possible. Objective: determine the progress made in recent years in the application of translational medicine in Peru. Methods: a convenience search was conducted in the databases Google Scholar and PubMed. Examples are offered of the way in which translational research may greatly contribute to improve specific realities and problems in Peru. This reinforces the need that political decisions be based on evidence-based medicine. Results: translational medicine is faced with many difficulties in Peru, such as limited resources, scant time to implement training research, lack of updated pedagogical models, and teachers trained in old schools and with a limited capacity for continuing medical education. These hurdles should be overcome to ensure the progress of science and therefore of society as well. Conclusions: progress of translational medicine in Peru has resulted in the training of more skilled health personnel, providing the means for the development of multiple public policies. In many cases those policies have been included in standards, regulations and even laws in the country(AU)

Humans , Education, Medical, Continuing , Translational Medical Research/education , Translational Medical Research/methods , Peru , Gray Literature , Malaria/prevention & control
Arch. argent. pediatr ; 118(2): 125-: I-129, I, abr. 2020. tab
Article in English, Spanish | LILACS, BINACIS | ID: biblio-1100167


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

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
Rev. latinoam. enferm. (Online) ; 28: e3315, 2020. tab
Article in English | LILACS, BDENF | ID: biblio-1115733


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.

Personal Satisfaction , Students, Health Occupations , Staff Development , Clinical Conference , Education, Distance , Education, Medical, Continuing
Article in English | AIM, AIM | ID: biblio-1270125


South Africa is in the grip of a novel coronavirus pandemic (COVID-19). Primary care providers are in the frontline. COVID-19 is spread primarily by respiratory droplets contaminating surfaces and hands that then transmit the virus to another person's respiratory system. The incubation period is 2­9 days and the majority of cases are mild. The most common symptoms are fever, cough and shortness of breath. Older people and those with cardiopulmonary co-morbidities or immunological deficiency will be more at risk of severe disease. If people meet the case definition, the primary care provider should immediately adopt infection prevention and control measures. Diagnosis is made by a RT-PCR test using respiratory secretions, usually nasopharyngeal and oropharyngeal swabs. Mild cases can be managed at home with self-isolation, symptomatic treatment and follow-up if the disease worsens. Contact tracing is very important. Observed case fatality is between 0.5% and 4%, but may be overestimated as mild cases are not always counted. Primary care providers must give clear, accurate and consistent messages on infection prevention and control in communities and homes

COVID-19 , Coronavirus Infections , Disease Management , Education, Medical, Continuing , Primary Health Care , SARS Virus , South Africa