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1.
Article in Spanish | LILACS, BNUY, UY-BNMED | ID: biblio-1358266

ABSTRACT

Introducción: Desde el inicio de la pandemia Covid-19 la enseñanza de clínica quirúrgica ha representado un gran desafío y motivó el desarrollo de encuentros clínicos virtuales. El objetivo del presente trabajo es comunicar una forma novedosa en Uruguay de docencia virtual de Clínica Quirúrgica y su evaluación de los estudiantes. Métodos: Los encuentros clínicos virtuales son una herramienta educativa basada en situaciones clínicas reales donde el estudiante fue protagonista de la actividad. Los encuentros se realizaron con frecuencia semanal y 2 horas de duración, utilizado la plataforma Zoom. Al finalizar la actividad se realizó una encuesta de satisfacción a los estudiantes y los resultados resumidos en porcentajes. Resultados: Participaron 90 estudiantes y 10 docentes. Se realizaron 12 encuentros clínicos virtuales. Esta actividad fue considerada importante por el 88,5% de los estudiantes en su proceso de aprendizaje. La dinámica con mayor aceptación fue las viñetas con preguntas en tiempo real (59,6%), seguido de bases teóricas con preguntas en tiempo real (17,3%) y el análisis de caso clínico por grupo (15,4%). La sugerencia más importante es que se mantenga esta actividad independientemente del reintegro a la presencialidad en el futuro. Conclusión: La utilización de los encuentros clínicos virtuales ha demostrado ser una herramienta alternativa a las actividades presenciales durante la pandemia Covid-19 y en el futuro se convertirá en un complemento significativo dada la alta aceptación tanto por parte de los estudiantes como docentes.


Introduction: Since the beginning of the covid-19 pandemic, teaching surgical clinics has represented a great challenge and this motivated the development of virtual clinical meetings. The objective of this work is to communicate a new way in Uruguay of approaching the virtual teaching of Surgical Clinics and its evaluation by students. Methods: Virtual clinical encounters is an educational tool based on real clinical situations where the student was the protagonist of the activity. With a weekly frequency and 2 hours of duration, using the Zoom platform. At the end of the activity, a student satisfaction survey was carried out and the results summarized in percentages. Results: 90 students and 10 teachers participated.12 virtual clinical meetings were held. This activity was considered important by 88.5% of the students in their learning process. The dynamics with the highest acceptance were the vignettes with questions in real time (59.6%), followed by theoretical bases with questions in real time (17.3%) and the analysis of clinical case by group (15.4%). The most important suggestion is that this activity be maintained regardless of the reinstatement to the presence in the future. Conclusion: The use of virtual clinical meetings has proven to be an alternative tool to face-to-face activities during the covid-19 pandemic and in the future it will become a significant complement given the high acceptance by both students and teachers.


Introdução: Desde o início da pandemia covid-19, ensinar clínica cirúrgica tem representado um grande desafio e isso motivou o desenvolvimento de reuniões clínicas virtuais. O objetivo deste trabalho é comunicar uma nova forma no Uruguai de abordar o ensino virtual de Clínicas Cirúrgicas e sua avaliação pelos alunos. Métodos: O Encontro Clínico Virtual é uma ferramenta educacional baseada em situações clínicas reais onde o aluno foi o protagonista da atividade. Com frequência semanal e 2 horas de duração, utilizando a plataforma Zoom. No final da atividade, foi realizado um inquérito de satisfação dos alunos e os resultados resumidos em percentagens. Resultados: Participaram 90 alunos e 10 professores.12 reuniões clínicas virtuais foram realizadas. Essa atividade foi considerada importante por 88,5% dos alunos em seu processo de aprendizagem. As dinâmicas com maior aceitação foram as vinhetas com questões em tempo real (59,6%), seguidas das bases teóricas com questões em tempo real (17,3%) e a análise do caso clínico por grupo (15,4%). A sugestão mais importante é que essa atividade seja mantida independentemente de um retorno à presença no futuro. Conclusão: O uso de reuniões clínicas virtuais provou ser uma ferramenta alternativa às atividades presenciais durante a pandemia covid-19 e, no futuro, se tornará um complemento significativo, dada a alta aceitação por alunos e professores.


Subject(s)
Humans , General Surgery/education , Education, Medical/trends , Uruguay , Surveys and Questionnaires , Education, Distance , Evaluation Study , COVID-19/epidemiology
2.
Int. j. cardiovasc. sci. (Impr.) ; 34(5,supl.1): 128-134, Nov. 2021. tab, graf
Article in English | LILACS | ID: biblio-1346342

ABSTRACT

Abstract This is an article aimed at showing the mentoring role in a fast-changing society, particularly during and after the COVID-19 pandemic. The intense flow of information feelings and new knowledge makes it necessary for medical education to be updated to keep up with social and professional dynamics, according to health requirements and new knowledge demands. The mentoring program is a development process in which the mentor promotes the mentee professional and personal growth, by the exchange of visions and experiences. It allows an increase in the repertoire of solutions, particularly important in such an unstable context imposed by the pandemic. The mentor and mentee are challenged to move from a traditional to a virtual environment, characterized by physical distancing, development of digital medicine and distance learning.


Subject(s)
Mentors , Cardiology/education , Education, Medical/trends , Intergenerational Relations , Education, Distance/trends , Education, Medical/methods , Health Human Resource Training , Mentoring , Physical Distancing
3.
Rev. medica electron ; 43(4): 1090-1098, 2021.
Article in Spanish | LILACS | ID: biblio-1341538

ABSTRACT

RESUMEN La pandemia de covid-19, producida por el SARS-Cov-2, ha traído como consecuencia la necesidad de tomar medidas que impliquen el distanciamiento social para evitar su rápida propagación. El Ministerio de Salud Pública cubano ha optado por nuevas formas de enseñanza -como la educación a distancia- y ha priorizado nuevas tareas propias del enfrentamiento a la pandemia, en las que se involucran estudiantes y docentes. El presente trabajo se realizó con el objetivo de reflexionar sobre la educación médica en este nuevo contexto y sobre la formación de competencias profesionales en el sector de la salud. La covid-19 y los cambios y adecuaciones docentes en las diferentes carreras médicas del pregrado y el posgrado, han contribuido a elevar el nivel de competencias profesionales de todo el personal. Nada volverá a ser igual luego de esta pandemia, y lo peor que podría ocurrir sería regresar a las mismas formas de enseñanza sin tomar lo positivo de estos tiempos (AU).


ABSTRACT The COVID-19 pandemic, caused by the SARS-CoV-2, has brought as a consequence the necessity of taking measures implying social restraining to avoid its fast spread. The Ministry of Public Health has chosen new forms of teaching -like distance education- and has given priority to new tasks that are proper to pandemic facing, in which the students and teaching staff are involved. The current work was accomplished with the objective of reflecting on medical education in this new context and on professional competences training in the field of health care. COVID-19 and the teaching changes and adaptations in the different medical pre-grade and post-grade curriculums have contributed to raise the level of all the staff professional competences. Nothing is going to be the same after this pandemic, and the worst that could occur would be to return to the same teaching forms without taking advantage of the positive things made in these times (AU).


Subject(s)
Humans , Male , Female , Coronavirus Infections/epidemiology , Education, Medical/methods , Societies , Teaching , Competency-Based Education/methods , Education, Medical/trends
4.
Educ. med. super ; 35(2): e2979, 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1286234

ABSTRACT

Introducción: La creación del Movimiento de Alumnos Ayudantes "Frank País" fue una valiosa solución de la Revolución cubana al éxodo de profesores universitarios que tuvo lugar en los primeros años de la década de 1960. Este se fundó con el propósito de asegurar la formación de los futuros profesores, investigadores y especialistas, y satisfacer las exigencias del desarrollo de la salud pública cubana. Objetivo: Caracterizar el devenir histórico del Movimiento de Alumnos Ayudantes "Frank País" en el ámbito de la Educación Médica Superior. Métodos: Se realizó un estudio de revisión bibliográfica a través del motor de búsqueda Google Académico, en español e inglés, y sin límite de tiempo. Se emplearon los términos: "Alumnos Ayudantes", "Movimiento de Alumnos Ayudantes", "MAA", "medicina" y "ciencias médicas". Luego de aplicar criterios de inclusión/exclusión se seleccionaron 25 artículos científicos con suficiente calidad y actualidad. Conclusiones: Este Movimiento representa un encomiable logro de la Educación Superior revolucionaria cubana y es expresión, desde su génesis misma, del inmarcesible espíritu de nuestro pueblo de crecerse ante las dificultades y de la constante voluntad del Gobierno revolucionario de posicionar a la educación en un escaño prioritario. Constituye una herramienta formidable, pero insuficientemente empleada para la formación de profesionales del más alto nivel asistencial, docente e investigativo(AU)


Introduction: The creation of Frank País Student Teachers' Movement was a valuable solution of the Cuban Revolution to the exodus of university professors that took place in the early 1960s. It was founded with the purpose of ensuring the formation of future professors, researchers and specialists, as well as meeting the demands of the development of Cuban public health. Objective: To characterize the historical evolution of Frank País Student Teachers' Movement in the field of higher medical education. Methods: A bibliographic review study was carried out using the Google Scholar search engine, in Spanish and English, and without a time limit. The following terms were used: alumno ayudante [student teacher], movimiento de alumnos ayudantes [student teachers' movement], MAA (as it stands in Spanish), Medicina [Medicine] and ciencias médicas [medical sciences]. After applying inclusion and exclusion criteria, 25 scientific articles with sufficient quality and timeliness were finally selected. Conclusions: This Movement represents a formidable achievement of Cuban revolutionary higher education and is an expression, from its very genesis, of our people's unfading spirit to grow during times of difficulties, as well as the revolutionary government's constant will to give education a priority place. It is a formidable tool, but insufficiently used for the training of professionals of the highest level of care, teaching and research(AU)


Subject(s)
Humans , Universities , Education, Medical/trends , Professional Training , Index of Health Development/methods , Review Literature as Topic , Search Engine/methods
5.
Rev. medica electron ; 43(2): 3147-3158, mar.-abr. 2021.
Article in Spanish | LILACS, CUMED | ID: biblio-1251932

ABSTRACT

RESUMEN La evaluación en la formación surgió en el siglo XVII, buscando dar juicios de valor a las acciones y actitudes de los estudiantes, a la determinación sistemática del mérito, valor y significado del aspecto a evaluar en función de criterios y normas establecidas en aquella época. Su evolución desde lo conceptual y lo procesual tuvo la influencia de los paradigmas investigativos. Muchos han sido los modelos propuestos en el ámbito internacional para perfeccionar el proceso de evaluación de la calidad en la educación. Actualmente, se asocia el término "evaluación" con el término "impacto", usado con frecuencia como expresión del efecto de una acción determinada, con cambios o transformaciones generadas en las personas, organizaciones, procesos o productos. En Cuba, este proceso ha tenido diferentes etapas, pero no es hasta el siglo XXI que comienza a implementarse en el Sistema Universitario de Programas de Acreditación, actual Sistema de Evaluación y Acreditación de la Educación Superior, con el objetivo de lograr una mejora continua en la formación, acorde a los principios y exigencias de la sociedad socialista. Dentro del mismo, el Sistema de Evaluación y Acreditación de Especialidades de Posgrado desempeña un papel fundamental en el desarrollo de dicha figura del posgrado, teniendo una repercusión notable en el desarrollo de las ciencias médicas. Este artículo expone la evolución histórica de la evaluación de la calidad y su impacto en el proceso de formación de especialidades médicas en el país, como referente para futuras investigaciones (AU).


ABSTRACT Training assessment emerged in the 17 century, in search for giving value judgment to the students' actions and behavior, for systematic determining the worth, value and significance of the aspect to assess according to criteria and norms established at that time. Its evolution, from the point of view of the conceptual and process, received the influence of research paradigms. Many models have been proposed around the world to improve the process of quality assessing in the educational field. Currently, the term 'assessment' is associated to the term 'impact', frequently used as an expression of a determinate action's effect on changes or transformations in people, organizations, processes or products. This process has had different stages in Cuba, but only in the 21 century, the University System of Accreditation Programs (SUPRA by its acronym in Spanish) -currently known as Accreditation and Assessment System of High Education (SEAES by its acronym in Spanish)- has begun to be implemented, with the objective of achieving a better continuous training, according to the principles and demands of the socialist society. Among it, the Accreditation and Assessment System of Post-grade Specialties (SEA-EP by its acronym in Spanish), play an important role in the development of the post-grade figure, having a remarkable repercussion in the medical sciences. This article exposes the historical evolution of the quality assessment and its impact in the medical sciences training process in the country as a referent for subsequent researches (AU).


Subject(s)
Humans , Male , Female , Health Impact Assessment/history , Medicine/trends , Cuba , Education, Medical/history , Education, Medical/trends , Professional Training , Health Impact Assessment/trends
6.
Educ. med. super ; 35(1): e2175, ene.-mar. 2021. graf
Article in Spanish | LILACS, CUMED | ID: biblio-1249738

ABSTRACT

Introducción: El estudio y trabajo independientes como unidad dialéctica en el proceso pedagógico desarrollan la actividad cognoscitiva del estudiante. Objetivo: Identificar las aproximaciones teóricas sobre el estudio y el trabajo independientes del estudiante en el contexto de las ciencias médicas en Cuba. Métodos: La gestión de información se enmarcó en la biblioteca virtual electrónica de las revistas médicas cubanas durante 2011-2018, a partir de los descriptores: estudio independiente y "trabajo independiente". El análisis de la información se realizó con los siguientes indicadores: autor, año, propósitos, muestra, medición, intervención, resultados y hallazgos. La unidad de análisis tuvo en cuenta al estudiante y al profesor en la formación inicial y continua. Para el tratamiento matemático de la información se empleó el cálculo porcentual. Resultados: Se consultaron en total 28 artículos sobre ambas categorías: el 78,5 por ciento referidos al trabajo independiente y el resto al estudio independiente. Estos se centraron en la dirección del trabajo independiente y las orientaciones metodológicas, fundamentalmente, en la carrera de medicina (31,8 por ciento). Los principales resultados se revelaron a nivel descriptivo (45,4 por ciento) y de transformación social (18,1 por ciento). Los hallazgos se enfocaron en la efectividad de ambas categorías en el rendimiento académico, la motivación, la independencia, la creatividad y responsabilidad ante las tareas docentes de carácter profesional, problematizador e integral, así como en la preparación docente para su dirección. Conclusiones: Ambas categorías mostraron limitaciones en la formación inicial y continua, lo cual significó un reto pedagógico, ante la necesidad de preparar al docente para que forme a un profesional con la calidad requerida(AU)


Introduction: Independent study and homework as a dialectical unit in the pedagogical process develop the student's cognitive activity. Objective: To identify the theoretical approaches about independent study and homework developed by the student in the context of medical sciences in Cuba. Methods: Information management was framed within the electronic virtual library of Cuban medical journals during 2011-2018, using the descriptors estudio independiente [independent study] and trabajo independiente [independent homework]. Information analysis was carried out using the following indicators: author, year, purposes, sample, measurement, intervention, results and findings. The unit of analysis took into account both the student and the professor in initial and continuing training. The mathematical processing of the information was carried out using percentage calculation. Results: A total of 28 articles on both categories were consulted: 78.5 percent referred to independent homework and the rest to independent study. These focused on the direction of independent homework and methodological orientations, mainly in the medical major (31.8 percent). The main results were observed at the descriptive level (45.4 percent) and the level of social transformation (18.1 percent). The findings focused on the effectiveness of both categories in academic performance, motivation, independence, creativity and responsibility for teaching tasks with a professional, problematizing and comprehensive character, as well as on the professor's preparation for their direction. Conclusions: Both categories showed limitations in initial and continuous training, which meant a pedagogical challenge, given the need to prepare the professor to train a professional with the required quality(AU)


Subject(s)
Humans , Universities , Education, Medical/methods , Education, Medical/trends , Self-Directed Learning as Topic
7.
Interface (Botucatu, Online) ; 25(supl.1): e200868, 2021.
Article in Portuguese | LILACS | ID: biblio-1340075

ABSTRACT

Este estudo objetiva analisar questões da educação médica evidenciadas pelas medidas de distanciamento social provocadas pela pandemia do coronavírus19 associadas às percepções de professores de medicina sobre esses mesmos aspectos, em um momento prévio à eclosão da crise sanitária. Realizamos um recorte de resultados de uma pesquisa de natureza qualitativa e conduzimos a discussão com base na triangulação de dados entre observações de campo e entrevistas com professores. A pandemia reacendeu debates sobre a relevância de conteúdos, a utilização de tecnologias digitais para fins pedagógicos e o valor do trabalho colaborativo. Além disso, resgatou questões que envolvem habilidades de comunicação e a saúde de estudantes nas práticas do cuidado. Discutiremos a experiência passada articulando-a às experiências recentes e o que poderemos recolher para (re)construirmos os rumos da formação dos médicos.(AU)


El objetivo de este estudio es analizar cuestiones de la educación médica puestas en evidencia por las medidas de distancia social adoptadas por la pandemia del coronavirus 19, asociadas a las percepciones de profesores de medicina sobres esos mismos aspectos, en un momento previo a la eclosión de la crisis sanitaria. Realizamos un recorte de resultados de una investigación de naturaleza cualitativa y dirigimos la discusión a partir de la triangulación de datos entre observaciones de campo y entrevistas con profesores. La pandemia reencendió debates sobre la relevancia de contenidos, la utilización de tecnologías digitales para fines pedagógicos y el valor del trabajo colaborativo. Además, rescató cuestiones que envuelven habilidades de comunicación y la salud de estudiantes en las prácticas del cuidado. Discutiremos la experiencia pasada articulándola con las experiencias recientes y lo que podremos recoger para (re)construir los rumbos de formación de los médicos.(AU)


This study aims to analyze medical education issues evidenced by the measures of social distancing due to the coronavirus pandemic19, associated with the perceptions of medical professors about these same aspects, in a moment prior to the outbreak of the health crisis. We focused in the results of a qualitative research and conducted a discussion based on the triangulation of data between field observations and interviews with professors. The pandemic has rekindled debates about the relevance of contents, the use of digital technologies for educational purposes and the value of collaborative work. Additionally, it provoked the emergence of issues involving communication skills and the health of students in care practices. We discuss past experiences articulating them with recent experiences and what we can collect to (re)build the direction of medical training.(AU)


Subject(s)
Humans , Male , Female , Perception , Education, Medical/trends , Faculty/psychology , COVID-19 , Curriculum/trends , Information Technology/trends , Physical Distancing
8.
Rev. bras. educ. méd ; 45(3): e139, 2021.
Article in Portuguese | LILACS | ID: biblio-1279856

ABSTRACT

Resumo: Introdução: O mundo tem milhões de infectados pelo SARS-CoV-2, e o desfio permanece em 2021, com a vacinação e o aparecimento das novas cepas. Este é um texto sobre reflexões de como a pandemia está mobilizando as escolas médicas e se as mudanças induzidas pela emergência sanitária nos paradigmas pedagógicos serão revertidas em mudanças culturais. Desenvolvimento: A experiência de confinamento tem sido emocionalmente rica, entremeada por desafios, mergulhos pedagógicos reflexivos e muito trabalho. Analisamos o confronto entre a pandemia e as escolas médicas, com ênfase nos questionamentos a respeito das adaptações e se serão revertidas em mudanças culturais. O desenvolvimento docente não tem sido priorizado nas instituições de educação médica, e a troca do presencial para o remoto não garante mudanças. Conclusão: O docente tem papel nuclear na formação de médicos com competência, ética e humanidade. É necessário avançar, para além do brilho da hiperconectividade, com a instalação de um fórum permanente sobre desenvolvimento docente.


Abstract: Introduction: Millions of people around the world are infected with the SARS-CoV-2 virus, and the ongoing challenge in 2021 involves vaccination and the emergence of new strains. This text presents reflections on how the pandemic has mobilized medical schools, and whether the changes induced by the health emergency in our pedagogical paradigms will reverberate in cultural changes. Development: Self-isolation has proved to be an emotionally rich experience, pervaded by challenges, contemplative explorations in teaching, and a lot of work. We investigated how medical schools have tackled the pandemic, focusing on issues of the adaptations made and whether they will unfold into cultural changes. Teacher development has not been prioritized at medical schools, and the shift from the classroom to remote learning does not guarantee changes. Conclusion: The teacher plays a central role in the training of competent, ethical and humane physicians. It is necessary to move beyond the gloss of hyperconnectivity and install a permanent forum on teacher development.


Subject(s)
Humans , Schools, Medical/trends , Education, Distance , Education, Medical/trends , Faculty, Medical/trends , COVID-19
9.
Rev. bras. educ. méd ; 45(2): e055, 2021. tab
Article in Portuguese | LILACS | ID: biblio-1180907

ABSTRACT

Resumo: Introdução: As Diretrizes Curriculares Nacionais para os Cursos de Medicina estimulam uma formação generalista do médico, alterando o paradigma fragmentado de formação vigente até o século passado. A residência médica é considerada complementar à graduação, porém sem vagas nas quantidades desejadas, gerando competição entre estudantes. Simultaneamente, as ligas acadêmicas ganharam espaço dentro das escolas médicas. Desenvolvimento: Trata-se de um ensaio com análise crítica sobre a relação entre as sociedades de especialidades e as ligas acadêmicas, e sobre os efeitos dessa relação na formação dos futuros médicos. As sociedades de especialidade possuem ações de estímulo à criação de ligas acadêmicas, bem como reservam espaços dedicados a elas. Desse modo, elas aproximam-se dos estudantes por meio das ligas e novamente se inserem na graduação na forma de currículo paralelo, em que haviam sido relegadas a segundo plano com o programa generalista de formação. Conclusão: Há um movimento de aproximação entre ligas e sociedades de especialidades que deve ser acompanhado com atenção, reflexão e crítica para que não se tolha dos estudantes a liberdade de explorar diversas realidades da prática médica e conhecer diversas especialidades, mas também não se subverta a proposta pedagógica de formação médica geral.


Abstract: Introduction: The national curricular guidelines for medical courses encourage generalist training for doctors, changing the fragmented training paradigm that existed up until the last century. Medical residency is considered complementary to undergraduate training, but without sufficient vacancies to meet the demand, competition is generated among students. At the same time, academic leagues have gained presence within medical schools. Development: This essay presents a critical analysis of the relationship between specialty medical societies and academic leagues, and the effects of this relationship on medical training. Specialty societies encourage the creation of academic leagues, and reserve spaces dedicated to them. In this way, they approach students through the leagues and reenter the undergraduate course in the form of a parallel curriculum, having previously been relegated to the background by the generalist training program. Conclusion: There is a movement of approximation between leagues and specialty societies, which must be monitored and reflected on closely and critically to ensure that students are not deprived of the freedom to explore different realities of medical practice and medical specialties, and to safeguard the pedagogical proposal of medical training from being subverted.


Subject(s)
Humans , Societies, Medical , Curriculum , Education, Medical/trends , Internship and Residency
10.
Interface (Botucatu, Online) ; 25: e200394, 2021. ilus
Article in Portuguese | LILACS | ID: biblio-1286876

ABSTRACT

Esta pesquisa tem como objetivo apresentar as percepções e reflexões que emergiram dos alunos participantes da disciplina "Medicina e narrativas". O corpus desta pesquisa foi constituído pelos portfólios destes 21 educandos e, para sua análise, utilizou-se o software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires, IRaMuTeQ®. Emergiram dois subcorpora: "Refletindo sobre possibilidades e barreiras na relação médico-paciente" e "Ferramentas para a humanização". Pode-se inferir que os educandos representam a profissão médica com componentes relacionais importantes, associando a competência técnica a um olhar diferenciado sobre o outro, apesar de diferenças entre os sexos e semestres cursados por esses graduandos terem surgido. As habilidades comunicacionais e a empatia foram valorizadas pelo grupo, porém, esta última é descrita como sendo algo que se perdeu. Pode-se depreender que a disciplina propiciou reflexões importantes para estes educandos. (AU)


This article presents the perceptions and reflections of students doing the course "Medicine and Narratives". The corpus of the study consisted of the portfolios of 21 students, analyzed using the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires, IRaMuTeQ®. Two subcorpus emerged: "Reflecting on Possibilities and Barriers in the Doctor-Patient Relationship" and "Humanizing Tools". It can be inferred that the students represent the medical profession, showing important relational components associating technical competence with a different way of looking at the other, despite the differences between sexes and semester. The group emphasized communication skills and empathy, although the latter was described as something that has been lost. It can be concluded that the module helped the students make some important reflections. (AU)


Esta investigación tiene el objetivo de presentar las percepciones y reflexiones surgidas de los alumnos participantes de una asignatura denominada "Medicina y Narrativas". El corpus de esta investigación lo constituyeron los portafolios de 21 alumnos y, para su análisis, se utilizó el software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires, IRaMuTeQ®. Surgieron dos subcorpus: "Reflexión sobre posibilidades y barreras en la relación médico-paciente" y "Herramientas para la humanización". Se puede inferir que los alumnos representan la profesión médica con componentes relacionales importantes, asociando la competencia técnica a una mirada diferenciada sobre el otro, a pesar de haber surgido diferencias entre los sexos y semestres cursados por estos alumnos. El grupo valoró las habilidades de comunicación y la empatía; sin embargo, esta última se describe como algo que fue perdido. Se puede concluir que la disciplina proporcionó reflexiones importantes para estos alumnos. (AU)


Subject(s)
Humans , Male , Female , Physician-Patient Relations , Students, Medical/psychology , Curriculum/trends , Humanization of Assistance , Education, Medical/trends , Personal Narrative
12.
Rev. bras. educ. méd ; 45(1): e025, 2021. tab, graf
Article in English | LILACS | ID: biblio-1155907

ABSTRACT

Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms "COVID-19", "medical education", "higher education" and "students", in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.


Resumo: Introdução: Os desafios à continuidade do processo ensino-aprendizagem universitário ante as medidas de combate à pandemia da Covid-19 tornaram mais importante o debate sobre o uso de tecnologias de informação e comunicação (TIC) no ensino médico. Diversas estratégias foram empregadas no mundo por docentes para a continuidade das atividades pedagógicas. Objetivo: Este estudo teve como objetivo investigar as estratégias e os usos de TIC no ensino médico ante a pandemia de Covid-19. Método: Examinaram-se sistematicamente cinco bases de dados, nas quais se empregaram as expressões e os termos "covid-19", "ensino médico", "educação superior" e "estudantes" em português, inglês e espanhol, o que resultou em 321 citações iniciais, com 18 referências finais após a aplicação de critérios de inclusão e exclusão. Resultado: Quatro temas-chave foram identificados na literatura: 1. "Desafios para o ensino médico anteriores à Covid-19"; 2. "Desafios na migração para o ensino a distância"; 3. "Estratégias para a superação de desafios relacionadas ao ambiente de aprendizagem virtual"; e 4. "Estratégias para a superação de desafios relacionadas às avaliações". Conclusão: No contexto da pandemia de Covid-19, o emprego de TIC no ensino médico se mostrou importantíssimo, pois se encontraram quatro estratégias, entre as quais se destacaram o aprimoramento em áreas em que as TIC já eram utilizadas, a migração de algumas áreas mais articuladas e experiências em disciplinas clínicas e procedurais. Também houve preocupação sobre os impactos do uso de TIC em substituição da presença de estudantes nos ambientes de aprendizagem médicos.


Subject(s)
Humans , Teaching/trends , Medical Informatics Applications , Education, Distance , Education, Medical/trends , COVID-19 , Learning
14.
Rev. méd. Urug ; 36(4): 1-3, dic. 2020.
Article in Spanish | LILACS, BNUY | ID: biblio-1144749
15.
Geriatr., Gerontol. Aging (Impr.) ; 14(3): 203-206, 30-09-2020.
Article in English | LILACS | ID: biblio-1128392

ABSTRACT

INTRODUCTION: During the COVID-19 pandemic, the discipline of geriatrics at the Santa Casa de Sao Paulo School of Medical Sciences of São Paulo was adapted to a web-based learning environment due to social distancing measures. OBJECTIVE: To describe the full adaptation of the discipline of geriatrics to a web-based learning tool, of two activities that were developed including the current COVID-19 to illustrate some of the main concepts of geriatric medicine. METHODS: The course was fully adapted to the open-source course management system called MOODLE. The first activity was a COVID-19 clinical case discussion, whose main objective was to include COVID-19 in the content of our course, illustrating some of the main concepts of geriatrics. The second activity was a Comprehensive Geriatric Assessment (CGA) experience, done via videoconference, which also assessed the impact of social distancing measures on the health of older adults. RESULTS: A total of 43 medical students performed both activities, and 95% of the students considered the inclusion of the COVID-19 into the discipline of geriatrics useful, 88% approved the practical experience of CGA, and 84% felt that they contributed to the health of the interviewees after contact. CONCLUSION: Adapting our discipline to a web-based learning tool, while including the current COVID-19 in our course content and a practical experience of CGA via videoconference was possible and approved by students. The adoption of this initiative may not only be an academic strategy, but also a possible way to improve the quality of life of older people during the COVID-19 pandemic


Durante a pandemia de COVID-19, a disciplina de geriatria da Faculdade de Ciências Médicas da Santa Casa de São Paulo foi adaptada a um plataforma de aprendizagem a distância devido a medidas de distanciamento social. OBJETIVO: Descrever a adaptação completa da disciplina de geriatria a uma plataforma de aprendizagem a distância de duas atividades desenvolvidas que abordaram o atual tema COVID-19 para ilustrar alguns dos principais conceitos em medicina geriátrica. METODOLOGIA: O curso foi totalmente adaptado à plataforma de aprendizagem a distância chamada MOODLE. A primeira atividade foi uma discussão de caso clínico de COVID-19, cujo objetivo principal foi incluir o tema no conteúdo de nosso curso, ilustrando alguns dos principais conceitos em geriatria. A segunda atividade foi a experiência prática da Avaliação Geriátrica Ampla (AGA), realizada por videoconferência, que também avaliou o impacto das medidas de distanciamento social na saúde de idosos. RESULTADOS: 43 estudantes de medicina realizaram as duas atividades e 95% consideraram útil a inclusão do tema COVID-19 na disciplina de geriatria, 88% aprovaram a experiência prática da AGA e 84% consideraram que contribuíam para a saúde dos entrevistados após o contato. CONCLUSÃO: A adaptação de nossa disciplina a uma plataforma de aprendizagem a distância, incluindo o tema COVID-19 no conteúdo do curso e uma experiência prática da AGA por videoconferência, foi possível e aprovada pelos alunos. A adoção dessa iniciativa pode ser não apenas uma estratégia acadêmica, mas também uma maneira possível de melhorar a qualidade de vida dos idosos durante a pandemia de COVID-19.


Subject(s)
Humans , Coronavirus Infections , Education, Distance/methods , Education, Medical/trends , Brazil , Geriatric Assessment/methods , Universities
16.
Rev. cir. (Impr.) ; 72(4): 369-374, ago. 2020.
Article in Spanish | LILACS | ID: biblio-1138725

ABSTRACT

Resumen La docencia innovadora en cirugía la asociamos habitualmente al uso de tecnología moderna para mejorar la educación que realizamos en nuestra especialidad. Sin embargo, en educación, la innovación está relacionada con la incorporación de aspectos más teóricos que tecnológicos. Esto está respaldado por una creciente cantidad de evidencia conducida principalmente por educadores, quienes utilizan la mirada de las ciencias sociales, que difieren ampliamente de cómo validamos la evidencia los cirujanos. Pese a esto, en los últimos 40 años, hemos visto globalmente como ha habido un importante cambio paradigmático en el modelo educativo con el que educamos en cirugía. Este ha sido impulsado básicamente por la introducción de técnicas mínimamente invasivas, cambios sociales y el progreso de las ciencias de la educación. Como sociedad científica tenemos aun el desafío de impulsar la formación de educadores quirúrgicos, establecer estándares nacionales según la experiencia de países líderes en la materia y regular los currículos de pre y postgrado introduciendo conceptos educacionales modernos como el profesionalismo y la educación basada en competencias. Nuestra meta debería ser una sola: profesionalizar la educación quirúrgica en nuestro país poniendo el foco en el residente o en el estudiante. Esto implica entre otras cosas, que se cambie el objetivo de formar profesionales que dominen una batería rígida de procedimientos a prepararlos para enfrentar competentemente un mundo profesional que se encuentra en constante cambio y evolución. Sólo así estaremos realmente realizando innovación en docencia quirúrgica y podremos enfocarnos entonces en la tecnología.


Innovative education in surgery is frequently associated with incorporating modern technology to facilitate learning in our specialty. Nevertheless, innovation in education is more dependent on restructuring the educational processes than introducing technology alone. This is underpinned by a consistent amount of evidence generated by education professionals, that usually conduct research under the paradigm of social sciences, which differ widely from the ways in which surgeons understand the world. However, during the last 40 years, there has been a well-recognized shift in the way we surgeons educate. It has been claimed that the determinants of such changes have been the introduction of minimal invasive procedures, sociocultural changes and the development of modern education theories. Our surgical scientific society still have the challenge of promoting the training of surgical educators, stablishing national standards according to the experience of the developed world and regulating undergraduate and graduate curricula by introducing modern educational concepts like competency-based education and professionalism. Our major goal is to professionalize medical education in our country, focusing in the learning process of the residents or students. This imply among other aspects, to change the focus from educating on a rigid set of technical procedures to train professionals that are capable of responding competently to a world that is in a rapid and constant change. I believe that this is the only way to innovate in surgical education. Once we have reach this, then we will be able to focus on the modern technology that can help us achieve such goals.


Subject(s)
Humans , Education, Medical/methods , Surgeons/education , Chile , Competency-Based Education/methods , Education, Medical/trends , High Fidelity Simulation Training/methods
18.
Salud(i)ciencia (Impresa) ; 23(8): 619-625, abr. 2020. tab.
Article in Spanish | LILACS, BINACIS | ID: biblio-1100608

ABSTRACT

Introduction: Despite the great contribution of women to health systems, men still occupy most leadership positions. The gender gap in leadership roles in healthcare is prevalent worldwide. Methods: This is a cross-sectional study that analyses the distribution of the types of appointments defined by hierarchy, duration of employment, and percentage of FTE and the positions occupied by women faculty compared with male counterparts. The unit of analysis corresponds to faculty positions in 2018 since each faculty can have more than one position with different hierarchy, duration, and percentage of FTE. We used logistic multivariate analysis to assess associations, considering the model with the lowest AIC. Results: Age group 31 to 50 years (AOR: 0.66; IC 95%: 0.50-0.87) and FTE appointments (AOR: 0.43; IC 95%: 0.29- 0.64) are significantly associated with positions assigned to women. For appointment type defined by hierarchy TA, is significantly occupied by a female when compared to each group of increased hierarchy, Assistant professor (AOR: 1.39; IC 95%: 1.14-1.70), Associate professor (AOR: 2.67: IC 95%: 1.95- 3.67), Full professor (AOR: 3.47; IC 95%: 2.27-5.30) and authorities (AOR: 5.57; IC 95%: 3.53-8.79). Conclusions: There is almost no representation of women in the highest-ranking positions, which are associated with academic recognition, decision-making, and higher pay. The higher prevalence of full-time positions occupied by women could be linked to women still being responsible for household and family tasks


Introducción: A pesar de la gran contribución de las mujeres a los sistemas de salud, a nivel mundial los hombres son mayoría en los puestos de liderazgo. A nivel mundial, la brecha de género en los cargos de liderazgo en atención médica es persistente. Métodos: Estudio de corte transversal que analiza la distribución de los tipos de cargos docentes ocupados por mujeres de la Facultad de Medicina de la Universidad de Buenos Aires según jerarquía, dedicación y regularidad, comparados con su contraparte masculina. La unidad de análisis corresponde a las posiciones, ya que cada docente puede tener más de un cargo. Usamos regresión logística considerando el modelo con el AIC más bajo. Resultados: Grupo de edad de 31 a 50 años (ORA: 0.66; IC 95%: 0.50 a 0.87) y la dedicación exclusiva (ORA: 0.43; IC 95%: 0.29 a 0.64) están significativamente asociados con posiciones ocupadas por mujeres. Para el tipo de cargos definidos por jerarquía, "ayudante de cátedra" está ocupado significativamente por mujeres, en comparación con cada grupo de jerarquía creciente, Jefe de Trabajos Prácticos (ORA: 1.39; IC 95%: 1.14 a 1.70), Profesor Adjunto (ORA: 2.67; IC 95%: 1.95 a 3.67), Profesor Titular (ORA: 3.47; IC 95%: 2.27 a 5.30) y autoridades (ORA: 5.57; IC 95%: 3.53 a 8.79). Conclusiones: Escasa representación femenina en los puestos de mayor rango asociados con reconocimiento académico, toma de decisiones y mejor salario. La dedicación exclusiva en las mujeres podría estar relacionada con que ellas que siguen siendo responsables de las tareas domésticas y familiares


Subject(s)
Humans , Schools, Medical , Education, Medical/trends , Faculty , Gender Inequality , Gender Identity , Governing Board
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