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1.
Rev. Méd. Inst. Mex. Seguro Soc ; 60(1): 19-25, 17-feb-2022. tab
Article in Spanish | LILACS | ID: biblio-1359779

ABSTRACT

Introducción: los juegos son una técnica de aprendizaje de alto valor educativo que contribuye al desarrollo del sistema cognitivo, emocional y psicológico. El Semáforo es un instrumento que evalúa la percepción del aprendizaje y el nivel de diversión del alumno. Objetivo: proponer una técnica de enseñanza-aprendizaje basada en juegos en personal médico becario. Material y métodos: estudio cuasi experimental, muestra no probabilística consecutiva, en 42 médicos becarios (residentes de Medicina Familiar, pasantes de servicio social y en internado de pregrado). Se hizo un tablero de identificación de imágenes de patologías dermatológicas. Se otorgó consentimiento informado y se formaron equipos de dos integrantes. A cada uno se le dio un tablero y se hicieron preguntas entre ellos, referentes a la patología dermatológica que tenía esos signos y por medio de discriminación llegaron al diagnóstico. El tablero se basó en el juego ¿Adivina Quién? Se aplicó el instrumento Semáforo. Para la estadística, se usaron medidas de tendencia central, desviaciones estándar, rangos y chi cuadrada. Resultados: fueron 47 médicos becarios (61.7% mujeres); la mayoría (40.4%) tuvo de 31 a 40 años. Fueron residentes 74.5%, pasantes 14.9% e internos 10.6%. En el instrumento Semáforo en ambas preguntas (¿Cuánto crees que has aprendido en clase?, ¿Cuánto te has divertido en clase?) la respuesta fue mucho en 76.6%. Hubo chi cuadrada significativa para la edad y el sexo. Conclusiones: el juego es una opción muy viable para ser aplicada al proceso enseñanza-aprendizaje


Background: Games are a learning technique of high educational value that contributes to the development of cognitive, emotional and psychological systems. The Traffic Light is an instrument that evaluates the perception of learning and the student's level of fun. Objective: To propose a game-based learning teaching technique in fellow medical personnel. Material and methods: Quasi experimental, consecutive non-probabilistic sample, in 42 medical interns (residents from Family Medicine, social work interns, and undergraduate fellow students). A board was made to identify images of dermatological pathologies. Informed consent was given, teams of 2 people were formed. Each one was given a board, they began to ask each other about the dermopathology described by these signs and through discrimination they reached the diagnosis. This board is based on the board game Guess Who. The Traffic Light instrument was applied. For the statistical analysis it was used measures of central tendency, standard deviations, ranges, and chi-squared. Results: 47 male medical interns (female 61.7%). 40.4% were 31 to 40 years. 74.5% were medical residents, 14.9% social work interns, and 10.6% undergraduate fellow students. In the Traffic Light instrument in both questions (How much do you think you have learned in class? and How much fun did you have in class?), the answer was a lot in 76.6%. There was significant chi-squared for age and sex. Conclusions: The game is a very viable option to be applied to the teaching-learning process


Subject(s)
Humans , Male , Female , Adult , Education, Medical, Graduate , Non-Randomized Controlled Trials as Topic , Games, Experimental , Teaching , Mexico
2.
Rev. bras. oftalmol ; 81: e0022, 2022. tab
Article in English | LILACS | ID: biblio-1365730

ABSTRACT

ABSTRACT Introduction: It is estimated that 23% of the Brazilian population does not have access to an ophthalmologist, mainly because of the irregular geographical distribution of experts. It may be expensive to train ophthalmologists in Brazil. Objective: To estimate the cost of training an ophthalmologist and the labor market conditions so that the provider recovers the investment. Methods: Epidemiological study in databases from governmental sources and institutions related to the eye health system regulation. Results: The cost for training an ophthalmologist would be equal to R$ 592.272,00. After specialization, if the provider pledged all his/her income to recover the amount spent on training, it would take 5.2 years to reach the point of equilibrium. Conclusion: Young doctors from families unable to afford the cost of their education and support for at least 14 years after the beginning of the undergraduate course will hardly be able to specialize in Ophthalmology if they are unable to carry out their studies in public educational institutions. And those who can specialize are likely to choose to practice their profession in large urban centers, where most of the job opportunities are available, to at least recover the financial investment in training in the medium term.


RESUMO Introdução: Estima-se que 23% da população brasileira não tenha acesso ao oftalmologista, devido, principalmente, à falta de recursos do Sistema Público de Saúde e à distribuição geográfica irregular dos especialistas. É possível que seja caro formar oftalmologistas no Brasil. Assim, é compreensível que a maioria dos profissionais optem para ficar próximos dos grandes centros consumidores, onde estão as melhores remunerações. Objetivo: Estimar o custo para a formação de um oftalmologista e as condições do mercado de trabalho para que ele recupere o investimento. Métodos: estudo epidemiológico em bases de dados de fontes governamentais e de instituições relacionadas à regulamentação do sistema de saúde ocular. Resultados: Estimou-se que o custo para formação de um oftalmologista seja de R$ 592.272,00. Após a especialização, caso ele empenhe todo seu rendimento para reaver o valor gasto em sua formação, precisaria de 5,2 anos para atingir o ponto de equilíbrio. Conclusão: Jovens médicos oriundos de famílias incapazes de arcar com o custo de sua formação e de seu sustento, por pelo menos 14 anos após o início da graduação, dificilmente conseguirão se especializar em Oftalmologia, se não conseguirem realizar seus estudos em instituições públicas de ensino. E aqueles que conseguem se especializar, provavelmente optem por exercer a profissão em grandes centros urbanos, onde está a maior parte das oportunidades de trabalho, a fim de, a médio prazo, conseguir, pelo menos, recuperar o investimento financeiro na formação.


Subject(s)
Ophthalmology/education , Education, Medical/economics , Ophthalmologists/education , Students, Medical , Brazil , Costs and Cost Analysis , Education, Medical, Graduate/economics , Inservice Training/economics , Internship and Residency/economics
3.
Rev. cuba. med ; 60(3): e1805, 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1347522

ABSTRACT

importancia del razonamiento diagnóstico, como competencia profesional, justifica que la discusión de la actividad evaluativa se incluya en la llamada Evaluación de Graduación de las residencias médicas. En este artículo se proponen algunos indicadores a utilizar por los profesores durante las actividades de discusión diagnóstica evaluativas; indicadores que emanan de la descomposición de la actividad en sus pasos o acciones. El empleo de estos indicadores y de algunas sugerencias realizadas puede contribuir a hacer más uniforme la evaluación y calificación de los ejercicios de discusión diagnóstica en el marco de la Evaluación de Graduación, o de los exámenes de promoción o pase de año(AU)


The importance of diagnostic reasoning, as professional competence, justifies the discussion of the evaluative activity in the so-called Graduation Assessment of medical residencies. This article proposes some indicators to be used by the professors during the diagnostic discussion evaluative activities. These indicators derive from the breakdown of the activity in steps or actions. The use of these indicators and some suggestions can contribute to making the evaluation and qualification of the diagnostic discussion exercises more uniform in the framework of the graduation assessment, or of the promotion or year exams(AU)


Subject(s)
Humans , Clinical Diagnosis , Education, Medical, Graduate , Educational Measurement/methods , Clinical Reasoning , Medical Staff, Hospital
4.
Rev. inf. cient ; 100(4): e3477, 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1289659

ABSTRACT

RESUMEN Introducción: El perfeccionamiento del proceso de formación de especialistas en Medicina General Integral lleva implícito la modelación del trabajo metodológico acorde a las exigencias actuales. Objetivo: Determinar las tendencias del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral en el Policlínico Docente "Dr. Modesto Gómez Rubio" de San Juan y Martínez, provincia Pinar del Río, durante el curso 2019-2020. Método: Investigación descriptiva y transversal durante el primer semestre del curso 2019-2020. El universo estuvo integrado por 142 profesionales, constituido por residentes, profesores, tutores y directivos de la especialidad de Medicina General Integral de dicha institución. Se utilizaron métodos empíricos y procedimientos de la estadística descriptiva. Resultados: Se determinaron las regularidades actuales del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral en el policlínico antes mencionado. Conclusiones: De acuerdo con el desarrollo actual de la educación médica y la formación de especialistas en Medicina General Integral para su desempeño en la Atención Primaria de Salud, se hace necesario perfeccionar el trabajo metodológico del proceso docente educativo de esta especialidad, para una mayor contribución a la integralidad de los especialistas que se forman.


ABSTRACT Introduction: The quality improvement in the educational teaching process of specialist in Comprehensive General Medicine implies to perfome important methodological updated methods according to the current requirements. Objective: To determine the methodological methods used in the educational teaching process of specialist in Comprehensive General Medicine at the Policlínico Docente "Dr. Modesto Gómez Rubio" in San Juan y Martínez, Pinar del Río, from 2019 throughout 2020. Method: A descriptive and cross-sectional research during the first semester of the academic year 2019-2020 was conducted. A total of 142 health professionals like resident physicians, professors, tutors and head trainers in the Comprehensive General Medicine specialty were involved in this research. Empirical methods and descriptive statistical procedures were used. Results: Current trends concerning the educational teaching process of specialist in Comprehensive General Medicine at the mentioned clinic was determined. Conclusions: Considering the current development of medical education and the training process of specialist in Comprehensive General Medicine for their performance in Primary Health Care, it is necessary to improve the methodological methods in the educational teaching process of this specialty for a greater contribution in the integrality of specialists in training.


RESUMO Introdução: O aprimoramento do processo de formação de especialistas em Medicina Geral Integral implica a modelagem do trabalho metodológico de acordo com as exigências atuais. Objetivo: Determinar as tendências do trabalho metodológico no processo ensino-pedagógico da especialização em Medicina Geral Integral da Policlínico Docente "Dr. Modesto Gómez Rubio" de San Juan y Martínez, província de Pinar del Río, durante o ano acadêmico 2019-2020. Método: Pesquisa descritiva e transversal durante o primeiro semestre do ano letivo 2019-2020. O universo foi composto por 142 profissionais, entre residentes, professores, tutores e diretores da especialidade de Medicina Geral Integral da referida instituição. Foram utilizados métodos empíricos e procedimentos de estatística descritiva. Resultados: Foram determinadas as regularidades atuais do trabalho metodológico no processo ensino-educativo da especialização em Medicina Geral Integral na referida policlínica. Conclusões: De acordo com o atual desenvolvimento da educação médica e da formação de especialistas em Medicina Geral Integral para sua atuação na Atenção Básica à Saúde, é necessário aprimorar o trabalho metodológico do processo pedagógico pedagógico desta especialidade, para uma maior contribuição para a integralidade dos especialistas formados.


Subject(s)
Teaching/education , Education, Medical, Graduate/methods , Methodology , General Practice/education , Epidemiology, Descriptive , Cross-Sectional Studies
5.
Rev. medica electron ; 43(3): [13 ], 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1353324

ABSTRACT

Introducción: la evaluación y acreditación de la calidad en la formación de las especialidades médicas en Cuba, conceptualiza el monitoreo del impacto como el proceso dirigido a evaluar la correspondencia entre los objetivos del programa y los resultados alcanzados por sus participantes en el entorno social donde se desarrollan profesionalmente. Objetivo: aplicar la metodología diseñada para el monitoreo del impacto en la formación de las especialidades médicas en el Programa de Medicina Intensiva y Emergencias. Materiales y métodos: se realizó un estudio de corte pedagógico donde se aplicó la metodología diseñada en la Universidad de Ciencias Médicas de Matanzas, para monitorear el impacto en la formación de la especialidad de Medicina Intensiva y Emergencias, desarrollado en el Hospital Universitario Comandante Faustino Pérez Hernández. Participaron 6 egresados, 11 profesores, 8 tutores y 4 directivos de la última edición concluida (octubre de 2016 a noviembre de 2019). Resultados: se observó un alto impacto en la institución y mediano en el individuo, con contraste entre el diagnóstico inicial y durante la formación: de excelencia en el 100 % de los residentes, pero un diagnóstico final con 33,3 % excelente y 66,6 % bien. No se evaluó la etapa de transferencia o impacto en la sociedad, por el corto de tiempo de experiencia laboral de los egresados. Conclusiones:la metodología aplicada permitió conocer un mediano impacto en la formación de los egresados de Medicina Intensiva y Emergencias, por contrastación entre el diagnóstico inicial y durante la formación, de excelente con un diagnóstico final de bien (AU).


Introduction: the evaluation of the quality in the formation of the medical specialties in Cuba, conceptualize the monitored of the impact like the process directed to evaluate the correspondence among the objectives of the program and the results reached by their participants in the social environment where they are developed professionally, guaranteeing the relevancy of the program. Objective: to apply the methodology designed for the monitored of the impact in the formation of the medical specialties in the program of intensive Medicine and emergencies. Materials and methods: carried out a study of pedagogic court where the methodology was applied designed in the Medical University of Matanzas, for the monitored of the impact in the formation of the specialty of intensive Medicine and emergencies, developed in the university hospital "Faustino Pérez Hernández." They participated six graduate, four directives, 11 professors and tutors of the last concluded edition, from October of the 2016 to November of the one 2019. Results: a high impact was observed in the institution and medium in the individual, with a contrast among the initial diagnosis and during for formation of excellence in 100% of the residents, with a final diagnosis of 33,3% excellent and 66,6% well. It was not evaluated the transfer stage or impact in the society, for the short of time of labor experience of the graduate. Conclusions: the applied methodology allowed to know the medium impact in the formation of graduate in Intensive Medicine and Emergencies in Matanzas, for a contrast among the initial diagnosis and during the formation of excellent with the final diagnosis of well (AU).


Subject(s)
Humans , Male , Female , Emergency Medicine/education , Professional Training , Medicine/trends , Education, Medical, Graduate/methods , Education, Medical, Graduate/trends , Emergency Medicine/trends , Social Impact Indicators , Medicine/standards , Medicine/organization & administration
6.
Rev. Ciênc. Méd. Biol. (Impr.) ; 20(Supl.1): 157-216, maio 12, 2021.
Article in Portuguese | LILACS | ID: biblio-1357879

ABSTRACT

Resumos dos temas apresentados na ExpoPPGIm 2020. O objetivo desta reunião é divulgar conhecimento científico em Imunologia e áreas correlatas, gerado localmente, na Bahia, no Brasil, e outros países, tendo como público-alvo estudantes de graduação e pós-graduação, pesquisadores da UFBA e outras IES e profissionais da área. Esta XX Edição da ExpoPPGIm foi realizada inteiramente de forma virtual e contou com a participação como palestrantes além de pesquisadores da própria UFBA, pesquisadores vinculados a outras instituições de ensino e pesquisa da Bahia, do Brasil e do exterior, que apresentaram palestras em 6 sessões temáticas, relacionadas às linhas de pesquisa do Programa. Ainda, durante os 5 dias do evento, discentes do Programa apresentaram e discutiram sobre seus projetos de pesquisa em desenvolvimento através de vídeo-pôsteres, distribuídos em 8 sessões, e assim também contribuindo para a integração acadêmica e a difusão do conhecimento científico em Imunologia e seus correlatos.


Subject(s)
Education, Medical, Graduate , Allergy and Immunology
7.
Rev. cub. inf. cienc. salud ; 32(1): e1457, tab, fig
Article in Spanish | LILACS, CUMED | ID: biblio-1280207

ABSTRACT

Próximo a la acreditación del proceso docente, y con la particularidad de contar con un claustro de profesores de diferentes instituciones, el Centro de Investigaciones y Referencias de Aterosclerosis de La Habana evaluó su producción científica. La presente investigación se propuso caracterizar la producción científica de los profesores de la Maestría en Investigación en Aterosclerosis de las tres últimas ediciones en el período 2014-2018. Para esto, se realizó un estudio bibliométrico, descriptivo y retrospectivo. Se empleó el Google Académico y la sección de libros de Infomed para acceder a las publicaciones de los profesores. Se evaluó la actividad de la producción científica, la colaboración lograda y el impacto alcanzado. Se encontraron 326 publicaciones. El año 2015 fue el más productivo y los artículos de revistas resultaron el tipo de documento más publicado. Un total de 13 docentes fueron los grandes productores. De los trabajos publicados, 2/3 se encontraron en 57 revistas diferentes. El 84 por ciento de los artículos fue escrito por más de un autor; en el 20 por ciento participaron alumnos y profesores; el 42 por ciento fue liderado por nuestro claustro y el 49 por ciento fue citado por parte del resto de la comunidad científica. Un único trabajo se valoró de excelencia. El índice de inmediatez fue de 0,2 y el índice h fue 16. Se conformaron 16 índices bibliográficos. La producción científica del claustro resulta ser amplia, algo dispersa, abarcadora de los temas de la Maestría, la cual está caracterizada por la disminución de las publicaciones, la no declaración de la institución y la falta de uniformidad de los nombres de los autores. El impacto está presente en pocas publicaciones. Se evidencia la capacidad del claustro para publicar, básicamente en revistas de alto impacto. Se revela la colaboración existente entre los autores(AU)


Soon to receive accreditation of its teaching process, and with the distinguishing feature of gathering professors from various institutions, the Center for Atherosclerosis Research and Reference in Havana has carried out an evaluation of its scientific production. The purpose of the evaluation was to characterize the scientific production of professors from the Atherosclerosis Research Master's Degree program in its last three editions (2014-2018). To achieve such an end, a retrospective descriptive bibliometric study was conducted. Use was made of Google Scholar and the Infomed book section to access the publications contributed by professors. The evaluation covered scientific production, collaboration obtained and impact achieved. A total 326 publications were found. The year 2015 was the most productive, and journal papers were the most commonly published document type. A total 13 teachers were the most prolific authors. Of the papers published, 2/3 were found in 57 different journals. 84 percent of the papers were written by more than one author, students and teachers participated in 20 percent, 42 percent were headed by members of our faculty, and 49 percent were cited by part of the rest of the scientific community. A single paper was ranked as excellent. Immediacy index was 0.2, whereas h index was 16. Sixteen bibliographic indices were formed. Scientific production by the faculty was found to be abundant, somewhat dispersed, covering the topics in the master's degree program, which is characterized by a reduction in the number of publications, the non-declaration of the institution and the non-uniformity in authors' names. Impact is present in few publications. Evidence was found of the faculty's capacity to publish, basically in high-impact journals. The collaboration existing between authors was also revealed(AU)


Subject(s)
Humans , Periodicals as Topic , Bibliometrics , Biomedical Research , Education, Medical, Graduate , Scientific and Technical Publications , Atherosclerosis , Faculty, Medical , Retrospective Studies , Cuba
9.
Rev. bras. educ. méd ; 45(1): e041, 2021. tab, graf
Article in Portuguese | LILACS | ID: biblio-1155926

ABSTRACT

Resumo: Introdução: O presente trabalho apresenta uma sucinta retrospectiva da pós-graduação stricto sensu brasileira e elucida o atual panorama quantitativo das subáreas avaliativas da área de medicina. Objetivo: Este estudo teve como objetivo esboçar um panorama crítico da pós-graduação médica. Método: O método, aqui utilizado, contempla uma revisão das normativas que conduziram a formação da pós-graduação stricto sensu brasileira e uma categorização e análise estatística de dados fornecidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, complementados por informações da Plataforma Sucupira e do último censo do Instituto Brasileiro de Geografia e Estatística, com recorte das áreas avaliativas da medicina e atenção a elas. Resultado: Como resultado, observou-se que, em junho de 2019, o Brasil atingiu 4.590 programas de pós-graduação, sendo 262 distribuídos nas áreas avaliativas da medicina. A partir desse quantitativo, apresentam-se uma tabela, dois quadros, uma figura e sete gráficos que demostram diferentes aspectos do Sistema Nacional de Pós-Graduação. Conclusão: Em conclusão, no que se refere ao Sistema Nacional de Pós-Graduação, descrevem-se, como ponto forte, a expansão e o crescimento da pós-graduação, e indicam-se, como ponto frágil, os traços de assimetrias regionais. Em face das subáreas da medicina, são evidenciadas as características de cada área avaliativa, incluindo relações entre modalidades, níveis e conceitos dos programas de pós-graduação. Por fim, fica a perspectiva de que, além do número de programas de pós-graduação e de seus respectivos conceitos, um panorama qualitativo deve considerar indicadores como produção científica e impacto social, temas a serem abordados em estudos futuros, utilizando-se dados e as ferramentas metodológicas específicas.


Abstract: Introduction: This work offers a succinct retrospective of the Brazilian stricto sensu graduate program and elucidates the current quantitative panorama of the evaluative sub-areas of Medicine. Objective: This study aimed to outline a critical panorama of medical Graduate Program. Method: The method addressed here includes a review of the regulations that led to the formation of the Brazilian stricto sensu graduate programs and a categorization and statistical analysis of data provided by CAPES (Coordination for the Improvement of Higher Education Personnel), complemented by information from the Sucupira Platform and the latest census published by the Brazilian Institute of Geography and Statistics, focusing on the evaluative areas of Medicine. Result: It was observed that in June 2019, Brazil reached 4,590 Graduate Programs, of which 262 programs were distributed in the evaluative areas of Medicine. Based on this quantity, tables, images and graphs are presented that show different aspects of the National Graduate System. Conclusion: With regard to the National Graduate System, the expansion and growth of graduate studies are described as a strong point, whereas the characteristics of regional asymmetries are indicated as a shortcoming. In view of the sub-areas of medicine, the characteristics of each evaluation area are highlighted, including relationships between modalities, levels and Graduate Program, and scores. Finally, the view persists that, in addition to the number of Graduate Program, and their respective scores, a qualitative panorama should consider indicators such as scientific production and social impact, themes to be addressed in future studies, using specific methodological data and tools.


Subject(s)
Humans , Education, Medical, Graduate/statistics & numerical data , Health Postgraduate Programs , Brazil , Education, Medical, Graduate/history , Educational Measurement/methods
10.
Rev. bras. educ. méd ; 45(2): e077, 2021. tab
Article in Portuguese | LILACS | ID: biblio-1251131

ABSTRACT

Resumo: Introdução: A Covid-19 trouxe uma série de desafios para o Sistema Único de Saúde. Na atenção primária à saúde (APS), tais desafios se somam aos já existentes. Objetivo: Este estudo teve como objetivo analisar a vivência de enfrentamento da pandemia de Covid-19 entre médicos do Programa Mais Médicos Brasil, mestrandos em Saúde da Família e atuantes na APS. Método: Trata-se de estudo qualitativo envolvendo oito médicos da APS de Alagoas que cursam o Mestrado Profissional em Saúde da Família (PROFSAÚDE). Foram elaboradas cinco questões, cujas respostas foram analisadas com base na teoria de Análise de Conteúdo. Resultado: Observaram-se três categorias e quatro subcategorias: categoria 1 - "Processo de estudo e de trabalho" (subcategoria 1.1 - "Características do PROFSAÚDE" - e subcategoria 1.2 - "Estratégias pessoais desenvolvidas"), categoria 2 - "Desafios no gerenciamento da vida" (subcategoria 2.1 - "Mudanças no cotidiano" - e subcategoria 2.2 - "Impacto nas emoções") e categoria 3 - "Crescimento pessoal e profissional". Conclusão: Em tempos de pandemia, os profissionais médicos vivenciam situações complexas e dinâmicas em razão de um duplo e acumulativo processo - o trabalho na APS e a condição de mestrando. Apesar de todas as dificuldades enfrentadas, o mestrado possibilitou o aprimoramento das habilidades em lidar com situações críticas.


Abstract: Introduction: COVID-19 has brought numerous challenges for the Health System in Brazil. In Primary Health Care, these challenges add to those that already exist. Objective: To analyze the experience of facing the COVID-19 pandemic among doctors of the Mais Médicos Brasil Program and master's degree students in Family Health and those working in Primary Health Care. Methods: Qualitative study involving eight doctors from Primary Health Care in Alagoas who are also studying the professional master's degree in Family Health (PROFSAÚDE). Five questions were developed, the answers to which were analyzed based on Content Analysis theory. Results: Three categories and four subcategories were observed: Category 1 - Study and work process (Subcategory 1.1- Characteristics of PROFSAÚDE; Subcategory 1.2 - Personal strategies developed); Category 2 - Challenges in Life Management (Subcategory 2.1 - Changes in daily life; Subcategory 2.2 - Impact on emotions) and Category 3 - Personal and Professional Growth. Conclusion: During the pandemic, medical professionals experience complex and dynamic situations due to a dual and cumulative process - working in PHC and studying for their master's degree. Despite all the difficulties faced, the master's degree allowed them to improve skills in dealing with critical situations.


Subject(s)
Humans , Male , Female , Adult , Primary Health Care , Education, Medical, Graduate , Physicians, Primary Care , COVID-19/therapy , Surveys and Questionnaires , Family Health Strategy , Health Consortia
11.
Rev. méd. Maule ; 36(2): 24-27, dic. 2020. tab
Article in Spanish | LILACS | ID: biblio-1344599

ABSTRACT

Burnout is a psychological syndrome generated as a consequence of prolonged exposure to interpersonal stressors at work. Maslach and Jackson (1976) defined it as a syndrome of emotional exhaustion, depersonalization and low personal fulfillment; that occurs in individuals who work with people, damaging their quality of life and worsening their care work. There is growing concern about the presence of this syndrome in educational environment of medical schools. Given this reality, it was decided to make a diagnosis of the current situation of our residents of the Faculty of Medicine of the Catholic University of Maule (UCM). A validated and anonymous survey is carried out to all graduate students of different medical specialties to determine the presence of this syndrome. The results showed that burnout is present in 14% of our graduate students. Furthermore, it was observed that a high percentage of them manifest isolated characteristics of this syndrome; which leads us to conclude that we must work urgently to improve educational environments in our clinical field at Hospital Regional de Talca.


Subject(s)
Humans , Burnout, Professional/psychology , Education, Graduate , Students, Medical , Chile , Surveys and Questionnaires , Education, Medical, Graduate
13.
Int. j. morphol ; 38(5): 1179-1183, oct. 2020. tab
Article in English | LILACS | ID: biblio-1134421

ABSTRACT

SUMMARY: Postgraduate refresher courses may address deficiencies in the gross anatomy preparedness of medical graduates. However, the literature does not offer a method to identify such deficiencies. Our aim is to develop and validate a scale to measure the gross anatomy preparedness of medical graduates. First, we defined gross anatomy preparedness (the construct) as "the benchmark of personal ability in gross anatomy against the standard required for clinical practice." Next, we conducted a literature search for extant items related to our definition. To develop our scale, we grouped the items under three headings: proficiency, preference, and pertinence. Finally, we constructed item-specific response anchors to "Likertize" the items. We recruited experts to validate the content and conducted cognitive interviews to validate the response process. To evaluate the internal structure and reliability of the scale, we invited a purposive sample of 120 surgery residents to complete the scale and explored the results of the pilot test using data reduction and reliability analysis. A total of 77 surgery residents completed the scale. Varimax-rotated principal components analysis revealed three components with eigenvalues greater than one, and the components explained 64 % of the total variance. The rotated solution was consistent with the original structure of the questionnaire. The components, which represented the proficiency, preference, and pertinence item sets, explained 25 %, 23 %, and 16 %, respectively, of the total variance. Cronbach's α coefficients for the item sets were 0.72, 0.71, and 0.61, respectively. We developed and validated a scale to measure the gross anatomy preparedness of medical graduates. In addition, we offer conceptual guidelines to help users interpret the results of the scale. Outcome data are required to substantiate the predictive validity of the scale.


RESUMEN: Los cursos de actualización de posgrado pueden abordar las deficiencias en la preparación de la anatomía macroscópica de los graduados médicos. Sin embargo, la literatura no ofrece un método para identificar tales deficiencias. Nuestro objetivo fue desarrollar y validar una escala para medir la preparación anatómica general de los graduados médicos. Primero, definimos la preparación para la anatomía macroscópica (el constructo) como "el punto de referencia de la capacidad personal en anatomía macroscópica frente al estándar requerido para la práctica clínica". A continuación, realizamos una búsqueda bibliográfica de elementos existentes relacionados con nuestra definición. Para desarrollar nuestra escala, agrupamos los ítems bajo tres encabezados: competencia, preferencia y pertinencia. Finalmente, construimos anclas de respuesta específicas del ítem para "dar me gusta" a los ítems. Reclutamos expertos para validar el contenido y realizamos entrevistas cognitivas para validar el proceso de respuesta. Para evaluar la estructura interna y la confiabilidad de la escala, invitamos a una muestra intencional de 120 residentes de cirugía a completar la escala y exploramos los resultados de la prueba piloto utilizando la reducción de datos y el análisis de confiabilidad. Un total de 77 residentes de cirugía completaron la escala. El análisis de componentes principales rotados con Varimax reveló tres componentes con valores propios mayores que uno, y los componentes explicaron el 64 % de la varianza total. La solución rotada fue consistente con la estructura original del cuestionario. Los componentes, que representaban los conjuntos de ítems de competencia, preferencia y pertinencia, explicaban el 25 %, el 23 % y el 16 %, respectivamente, de la varianza total. Los coeficientes de Cronbach para los conjuntos de elementos fueron 0,72, 0,71 y 0,61, respectivamente. Desarrollamos y validamos una escala para medir la preparación anatómica general de los graduados médicos. Además, ofrecemos pautas conceptuales para ayudar a los usuarios a interpretar los resultados de la escala. Se requieren datos de resultados para corroborar la validez predictiva de la escala.


Subject(s)
Humans , Physicians/psychology , Surveys and Questionnaires , Education, Medical, Graduate/methods , Anatomy/education , General Surgery/education , Reproducibility of Results , Clinical Competence , Educational Measurement/methods , Internship and Residency
14.
Rev. Ciênc. Méd. Biol. (Impr.) ; 19(Supl. 1): 183-238, set 01, 2020.
Article in Portuguese | LILACS | ID: biblio-1358629

ABSTRACT

Nesta XIX Edição da ExpoPPGIm, o evento deste ano celebrou um marco importante na história do PPGIm: os 30 anos da criação do programa. O evento, além de ser comemorativo, permitiu a continuidade da interação entre pesquisadores locais de renome nacional e internacional, e suas respectivas colaborações e parcerias, favorecendo não só o intercâmbio científico e tecnológico, mas também a divulgação, dentro de nosso instituto, de tais frutíferas pesquisas científicas. Tivemos duas sessões de pôsteres, comunicações orais dos melhores resumos, incluindo a 4a. versão do Prêmio Lain Carlos Pontes de Carvalho.


Subject(s)
Education, Medical, Graduate , Allergy and Immunology
15.
Medicentro (Villa Clara) ; 24(3): 667-673, jul.-set. 2020.
Article in Spanish | LILACS | ID: biblio-1125023

ABSTRACT

RESUMEN La continuidad de estudios de los profesionales en las ciencias médicas cubanas se realiza a través de la formación postgradual. Una de sus modalidades es la especialización, que tiene el objetivo primordial de lograr una alta competencia profesional con avanzadas capacidades para la investigación y la innovación. En el desarrollo de la especialización influyen factores que determinan la permanencia, la motivación y el desempeño posterior del futuro especialista. El siguiente artículo tiene como objetivo propiciar reflexiones acerca de los procesos de especialización en la provincia de Villa Clara. Se tomaron como referencias la bibliografía contemporánea disponible sobre el tema, los análisis académicos realizados sobre esta temática, y las acciones desencadenadas con el fin de perfeccionar la actividad científica en el territorio.


ABSTRACT The continuity of studies of professionals in the Cuban medical sciences is carried out through postgraduate training. One of its modalities is specialization, which has the primary objective of achieving high professional competence with advanced capacities for research and innovation. The development of specialization is influenced by factors that determine the permanence, motivation and subsequent performance of the future specialist. The following article aims to promote reflections about the specialization processes in Villa Clara province. The available contemporary bibliography, the academic analyzes carried out on this subject, as well as the actions triggered in order to perfect scientific activity in the territory were taken as references.


Subject(s)
Education, Medical, Graduate
16.
Rev. medica electron ; 42(4): 1998-2007,
Article in Spanish | LILACS, CUMED | ID: biblio-1139290

ABSTRACT

RESUMEN Introducción: la acreditación en las especialidades de posgrado es la expresión de la calidad de un programa educativo. Establece entre sus procedimientos la autoevaluación de los propios ejecutores del programa y la evaluación externa, con vistas a la acreditación. Objetivo: describir según el patrón de calidad de El Sistema de Evaluación y Acreditación de las Especialidades de Posgrado, el comportamiento del proceso de evaluación externa para la acreditación de las especialidades médicas en la Universidad de Ciencias Médicas de Matanzas, en el 2018-2019. Materiales y métodos: se realizó un estudio de carácter exploratorio descriptivo, predominantemente cualitativo para describir el comportamiento de la evaluación externa de los programas de Formación de las Especialidades Médicas en la Universidad de Ciencias Médicas de Matanzas. Se aplicaron métodos teóricos como el análitico-sintético, inductivo-deductivo e histórico-lógico; así como empíricos y el de revisión documental. Resultados: se constató insuficiencias relacionadas con la obtención de grados científicos, bajo índice de publicaciones del claustro, insuficiente publicación de los resultados científicos de los estudiantes. Se evidenció que los indicadores evaluados se aproximan a los estándares establecidos por la metodología empleada. Conclusiones: durante el proceso de autoevaluación se identificaron fortalezas y debilidades de la universidad, para enfrentar el proceso de acreditación de las especialidades de posgrado. La elaboración del plan de mejora y su control suelen ser las vías idóneas para asegurar la gestión de la calidad y el resultado final obtenido (AU).


ABSTRACT Introduction: the accreditation of postgraduate specialties is the expression of quality of an educative program. Among its procedures, it establishes the auto-evaluation by the proper program executors and the external evaluation with a view to accreditation. Objective: to describe, according to the quality pattern on The System of Evaluation and Accreditation of Postgraduate Specialties, the behavior of the external evaluation process for the accreditation of medical specialties in the University of Medical Sciences of Matanzas, in 2018-2019. Materials and methods: a descriptive exploratory, predominantly qualitative study to describe the behavior of the external evaluation of the programs of Training Medical Specialties in the University of Medical Sciences of Matanzas. The used theoretical methods were the analytic-synthetic one, the inductive-deductive, and the historical-logical; empiric methods and documental reviewing were also used. Results: Insufficiencies were found related to obtaining scientific degrees, low publication rates of the training staff and poor publication of the students' scientific results. It was evidenced that the evaluated indicators were close to the standards set up for the used methodology. Conclusions: several strengths and weaknesses of the university to affront the accreditation process of the postgraduate specialties were found during the process of auto evaluation. The elaboration of the improvement plan and its control are usually the suitable ways to achieve the quality management and the final result (AU).


Subject(s)
Humans , Male , Female , Universities/standards , Program Evaluation/methods , Medicine/trends , Students , Education, Medical, Graduate , Scientific Domains , Program Accreditation , Faculty
17.
Int. braz. j. urol ; 46(supl.1): 165-169, July 2020. graf
Article in English | LILACS | ID: biblio-1134273

ABSTRACT

ABSTRACT Introduction: Since World Health Organization (WHO) declared COVID-19 as a global pandemic, urology services have developed strategies to prioritize and not to differ urgent and oncological patient's medical attention, in order to optimize resources and decrease infection probability among staff and patients. This unprecedented situation has generated a decrease in assistance and academic activities in most medical residences. The aim of this manuscript is to evaluate the impact of this health crisis on training programs through a survey addressed to urology medical residents. Materials and Methods: Cross sectional designed study, with multiple-choice non validated survey answered online by residents. Questionnaire was developed through the CAU EDUCACION platform. Results: A total of 148 responses from 18 countries coming from Latin America and Spain answering the survey. Of total, 82% answered that the activity of their urology department was significantly reduced, attending only urgent surgical pathologies, 15 % that, the urology activity has been closed completely and the staff was assigned to COVID-19 patients care, 3% continue with the regular clinic activity. Likewise, 75% stated that their surgical training has been completely affected, 93% receive urological information through tools such as Skype, ZOOM meeting, Cisco Webex, being Webinar modality the most used. Despite technological boom, 65% answered their academic training has been partially or completely affected. Most of the surveyed residents consider that period of residence should be extended to retrieve the educational targets. Conclusion: This unprecedented reality is negatively impacting the heterogeneous residency programs that American Confederation of Urology (CAU) nucleates. It is necessary to continue with technological innovation and allocate time and resources to easily generate accessible tools to favor the training of future urologists.


Subject(s)
Pneumonia, Viral/epidemiology , Urology/education , Coronavirus Infections/epidemiology , Pandemics , Internship and Residency , Societies, Medical , United States , Education, Medical, Graduate , Betacoronavirus , SARS-CoV-2 , COVID-19 , Latin America
18.
Rev. Asoc. Méd. Argent ; 133(2): 34-37, jun. 2020. tab
Article in Spanish | LILACS | ID: biblio-1119932

ABSTRACT

El objetivo de la enseñanza de Enfermedades Infecciosas en el Ciclo Clínico de la Carrera de Medicina de la Facultad de Medicina de la UBA es desarrollar los contenidos de la asignatura que le permitan al alumno adquirir las competencias, habilidades y destrezas necesarias para el ejercicio de la Atención Primaria de la Salud. Las guías didácticas constituyen un recurso del proceso de enseñanza y aprendizaje que tienen el propósito de orientar metodológicamente al estudiante en su actividad independiente, al mismo tiempo que sirven de apoyo a la dinámica del proceso docente y orientan la actividad del alumno en su aprendizaje. Es el documento que orienta el estudio, acercando a los procesos cognitivos del alumno el material didáctico, con el fin de que pueda trabajarlos. Una guía de estudios en la signatura Enfermedades Infecciosas es una herramienta colaborativa en el cumplimiento de las metas propuestas.


The primary function of the teaching of Infectious Diseases in the Clinical Cycle of the Medical Career of the UBA School of Medicine is to develop the contents of the subject that allow the student to acquire the necessary skills, abilities and skills for the exercise of Primary Health Care. The didactic guides are a resource of the teaching-learning process that have the purpose of methodologically guiding the student in their independent activity, at the same time that they support the dynamics of the teaching process and guide the student's activity in their learning. It is the document which guides the study, bringing the teaching material closer to the cognitive processes of the student, so that he can work on them. A study guide in the Infectious Diseases subject is a collaborative tool in fulfilling the proposed goals.


Subject(s)
Education, Medical/methods , Infectious Disease Medicine/education , Study Guides as Topic , Argentina , Schools, Medical/organization & administration , Teaching Materials , Communicable Diseases , Education, Medical, Graduate/methods
19.
Ciênc. Saúde Colet ; 25(4): 1281-1292, abr. 2020. tab
Article in Portuguese | LILACS | ID: biblio-1089533

ABSTRACT

Resumo Embora a atenção primária à saúde (APS) e a medicina de família e comunidade (MFC) tenham aumentado seu espaço e relevância no cenário assistencial e nos cursos de graduação médica, não há cursos de pós-graduação "stricto sensu" em MFC no Brasil. Neste artigo, analisamos alguns aspectos do campo da saúde pública brasileira e da própria estruturação da pós-graduação "stricto sensu" nacional que podem ajudar a explicar este panorama. Como uma contribuição para o debate neste tema, também reunimos informações de experiências internacionais em pós-graduação e pesquisa em MFC e elaboramos uma proposta de currículo para futuros cursos nacionais de mestrado em MFC. Ao final discutimos algumas estratégias fundamentais para o surgimento de cursos de pós-graduação "stricto sensu" nesta área no Brasil, destacando o potencial desses cursos para a avaliação e a qualificação dos serviços de atenção primária, em especial a Estratégia Saúde da Família, e para a formação de profissionais especializados em APS necessários para a consolidação do Sistema Único de Saúde como sistema acessível, abrangente e equitativo para a população brasileira.


Abstract While Primary Health Care (PHC) and Family and Community Medicine (FCM) have expanded their space and relevance in health care and undergraduate medical courses, Brazil has no stricto sensu FCM postgraduate programs. In this paper, we analyze some aspects of the Brazilian public health field and the national stricto sensu postgraduate system that can help to explain this scenario. As a contribution to the debate on this topic, we also gathered information from international postgraduate and research experiences in FCM and devised a curriculum proposal for future national FCM master's courses. In the end, we discussed some key strategies for the emergence of stricto sensu postgraduate courses in this discipline in Brazil, highlighting the potential of these programs for evaluation and qualification of primary care services, especially the Family Health Strategy, and the training of PHC specialists required for the consolidation of the Unified Health System (SUS) as an accessible, comprehensive and equitable health system for the Brazilian population.


Subject(s)
Humans , Program Development , Community Medicine/education , Education, Medical, Graduate/organization & administration , Family Practice/education , Primary Health Care , Brazil , Curriculum
20.
Rev. Assoc. Med. Bras. (1992) ; 66(3): 328-333, Mar. 2020. tab, graf
Article in English | SES-SP, LILACS, SES-SP | ID: biblio-1136190

ABSTRACT

SUMMARY BACKGROUND The aim of this study was to perform a cross-cultural adaptation of the Objective Structured Assessment of Technical Skill (OSATS) tool into Brazilian Portuguese and to determine its reproducibility and validity in Brasil. METHODS A Brazilian Portuguese version of OSATS was created through a process of translation, back-translation, expert panel evaluation, pilot testing, and then its validation. For the construct and the concurrent validities, twelve participants were divided into a group of six experts and six novices, who had to perform tasks on a simulation model using human placentas. Each participant was filmed, and two blinded raters would then evaluate their performance using the traditional subjective method and then the Brazilian Portuguese version of OSATS. RESULTS The Brazilian Portuguese version of OSATS had the face, content, construct, and concurrent validities achieved. The average experts' score and standard deviations were 34 and 0.894, respectively, for Judge 1 and 34.33 and 0.816 for Judge 2. In the case of novices, it was 13.33 and 2.388 for Judge 1 and 13.33 and 3.204 for Judge 2. The concordance between the judges was evident, with the Correlation Coefficient (Pearson) of 0.9944 with CI 95% between 0.9797 and 0.9985, with p < 10-10, evidencing the excellent reproducibility of the instrument. CONCLUSION This preliminary study suggests that the Brazilian Portuguese version of OSATS can reliably and validly assess surgical skills in Brasil.


RESUMO OBJETIVOS Objetivou-se com este trabalho adaptar transculturalmente o instrumento Objective Structured Assessment of Technical Skill (Osats) para o português-brasileiro e validá-lo no Brasil. MÉTODOS Uma versão em português-brasileiro do Osats foi criada por meio de um processo de tradução, retrotradução, versão consensual por um comitê de especialistas e pré-teste, seguido da etapa de validação. Para validades de constructo e concorrente, foram recrutados 12 participantes da Universidade Federal de Minas Gerais, divididos em um grupo de seis especialistas e um grupo de seis novatos, que tiveram de realizar tarefas em modelos de simulação utilizando placentas humanas. Cada participante foi filmado em anonimato e dois examinadores avaliaram os seus desempenhos usando o método tradicional subjetivo e depois a versão em português-brasileiro do Osats. RESULTADOS A versão em português-brasileiro do Osats alcançou as validades de face, de conteúdo, de constructo e concorrente. A média e o desvio padrão das pontuações atribuídas aos especialistas foram, respectivamente, 34 e 0,894, para o Juiz 1 e 34,33 e 0,816 para o Juiz 2. No caso dos novatos, foram 13,33 e 2,338 para o Juiz 1 e 13,33 e 3,204 para o Juiz 2. O Coeficiente de Correlação (de Pearson) entre os dois juízes foi de 0,9944 com IC 95% entre 0,9797 e 0,9985, com p<10-10, evidenciando a excelente reprodutibilidade do instrumento. CONCLUSÃO A versão em português-brasileiro do Osats manteve-se equivalente ao instrumento original e foi validada. Assim, pode ser usada para avaliar a performance operatória dos residentes em cirurgia no Brasil.


Subject(s)
Humans , Surgical Procedures, Operative/standards , Translations , Cross-Cultural Comparison , Surveys and Questionnaires , Clinical Competence , Surgical Procedures, Operative/education , Brazil , Education, Medical, Graduate/standards , Internship and Residency
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