Your browser doesn't support javascript.
loading
Show: 20 | 50 | 100
Results 1 - 20 de 60
Filter
1.
Int. j. morphol ; 40(6): 1656-1661, dic. 2022.
Article in Spanish | LILACS | ID: biblio-1421812

ABSTRACT

Los recursos educativos digitales se han transformado en un importante material de apoyo al proceso de enseñanza- aprendizaje, especialmente durante la pandemia por COVID-19. Estos corresponden a recursos de autoaprendizaje, generalmente en línea y de dominio público cuya disponibilidad inmediata a todo tipo de dispositivos electrónicos permite una rápida interacción del estudiante con materiales didácticos programados. El objetivo de este estudio fue evaluar el grado de satisfacción de cinco recursos educativos digitales, desarrollados como herramientas de apoyo para la enseñanza de la patología general, en estudiantes de carreras de pregrado del área de la salud de la Universidad Austral de Chile. Estudio descriptivo y exploratorio. Se desarrollaron cinco recursos educativos digitales donde se visualizan imágenes microscópicas correspondientes a procesos patológicos ocurridos en diferentes tejidos. Estos recursos fueron alojados en repositorios de la universidad y se encuentran actualmente disponibles en el canal de YouTube. Para conocer el grado de satisfacción, en sus aspectos pedagógicos y técnicos, se realizó una encuesta digital, anónima y voluntaria a estudiantes que cursaron asignaturas de patología, la que contempló cuatro dominios con sus respectivas preguntas: forma; control de usuario; contenido educativo y valoración global. El 94 % de los estudiantes calificaron el recurso de excelente o muy bueno y todos los dominios obtuvieron sobre el 80 % de satisfacción. Los contenidos representan lo que el recurso dice ofrecer, ayuda a resolver dudas y facilita la comprensión de la materia. El tamaño y color del texto es el adecuado y las imágenes presentan una excelente calidad y resolución. Los recursos cumplen con una alta calidad técnica y pedagógica, que asegura un gran potencial de uso para la enseñanza de la patología general, guiar el trabajo autónomo del estudiante y las actividades prácticas con el microscopio.


SUMMARY: Digital educational resources have become an important material to support the teaching-learning process, especially during the COVID-19 pandemic. These correspond to self-learning resources, generally online and the public domain, whose immediate availability to all types of electronic devices allows for rapid learner interaction with programmed didactic materials. The public domain and its immediate availability to all types of electronic devices allows a quick interaction of the student with self-explanatory didactic materials. The objective of this study was to evaluate the degree of satisfaction of five digital educational resources, developed as support tools for the teaching of general pathology, in undergraduate students of the health area of the Universidad Austral de Chile. Descriptive and exploratory study. Five digital educational resources have been developed where microscopic images corresponding to pathological processes occurring in different tissues are visualized these resources were hosted in university repositories and uploaded to the YouTube channel. To determine the degree of satisfaction, in their pedagogical and technical aspects, an anonymous and voluntary digital survey was carried out among students taking pathology courses, which included four domains with their respective questions: form; user control; educational content and overall assessment. The 94 % of the students evaluated the resource as excellent or very good and all domains obtained over 80 % satisfaction. The contents represent what the resource says it offers, helps to resolve doubts and facilitates the understanding of the subject. The size and color of the text is adequate, and the images present excellent quality and resolution. The resources developed offer a high technical and pedagogical quality, which guarantees a great potential for use in the teaching of general pathology, guiding the student's autonomous work and practical activities with the microscope.


Subject(s)
Humans , Pathology/education , Students, Health Occupations , Computer-Assisted Instruction/methods , Education, Medical, Undergraduate/methods , Teaching Materials , Surveys and Questionnaires
2.
Int. j. morphol ; 38(1): 38-42, Feb. 2020. tab
Article in English | LILACS | ID: biblio-1056394

ABSTRACT

Students' perceptions and feedback have a significant impact on academic progress. The aim of this study was to determine the perceptions of medical students regarding the cumulative effects of the first year general histology course and the sophomore pathology introductory course, in addition to their perceptions regarding the curricular integration of histology and pathology. In this cross-sectional study, a questionnaire was given to second-year and third-year medical students in the middle of second semester. The questionnaire comprised several items on students' attitudes toward anatomic pathology, their feedback on the first year general histology and the sophomore pathology courses, and their perceptions regarding the integration of histology and pathology courses. A five-point Likert scale was used. Data were analyzed using Statistical Package for the Social Science (SPSS) v 20 software. Two hundreds and fourteen of the 236 questionnaires distributed were analyzed (response rate = 90.7 %). More than 51 % of the respondents reported that they couldn't identify the normal tissue counterpart of most practical pathology cases. Only 31.3 % thought their practical histology knowledge was beneficial for them in practical pathology. More than 87 % agreed or strongly agreed that pathology cases need to be copresented with normal tissue examples. A significant proportion of the respondents (60.7 %) were with merging histology and pathology in integrated courses. Pathology was of career choices for only 15.4 % of the participants. The curricular integration of histology and pathology in the first year needs to be tested, and much effort is needed to increase students' affinity for anatomic pathology.


Las percepciones y comentarios de los estudiantes tienen un impacto significativo en el progreso académico. El objetivo de este estudio fue determinar las percepciones de los estudiantes de medicina con respecto a los efectos acumulativos del curso de Histología general de primer año y del curso introductorio de Patología de segundo año, además de sus percepciones con respecto a la integración curricular de Histología y Patología. En este estudio transversal, se entregó un cuestionario a estudiantes de medicina de segundo y tercer año, a mediados del segundo semestre. Asimismo, el cuestionario comprendió varios aspectos referente a la actitud de los estudiantes hacia Patología Anatómica, sus comentarios sobre la Histología general en el primer año y los cursos de Patología de segundo año. Además se incorporaron las percepciones de los estudiantes con respecto a la integración de los cursos de Histología y Patología. Se utilizó una escala de Likert de cinco puntos. Los datos se analizaron utilizando el paquete Statistical Package for Social Science (SPSS) v 20. Se analizaron 214 de los 236 cuestionarios distribuidos (tasa de respuesta = 90,7 %). Más del 51 % de los encuestados indicaron estar de acuerdo o totalmente de acuerdo, en que no lograron identificar el tejido normal, en la mayoría de los casos de Patología práctica. Solo el 31,3 % observó que su conocimiento de Histología práctica era beneficioso para ellos durante la Patología práctica. Más del 87 % estuvo de acuerdo o muy de acuerdo en que los casos de Patología deben ser analizados con muestras de tejido normal. Un grupo importante de los encuestados (60,7 %) consideraba incorporar la Histología y la Patología en cursos integrados. Patología fue de elección en la carrera para el 15,4 % de los participantes. La integración curricular de Histología y Patología en el primer año, debe ser evaluada con el propósito de incrementar la afinidad de los estudiantes con la Patología Anatómica.


Subject(s)
Humans , Male , Female , Adult , Young Adult , Pathology/education , Students, Medical/psychology , Curriculum , Histology/education , Perception , Cross-Sectional Studies , Surveys and Questionnaires , Educational Measurement
3.
Rev. inf. cient ; 98(4): 501-514, 2019. tabs
Article in Spanish | LILACS, CUMED | ID: biblio-1023971

ABSTRACT

Introducción: la calidad de la formación de los recursos humanos para la salud es una exigencia de la educación médica de postgrado. Objetivo: diseñar una modelación didáctica de la formación del residente de Anatomía Patológica para realizar la autopsia perinatal. Método: se realizó un estudio observacional y de corte pedagógico durante el periodo de 2016-2018. Se satisfizo el objetivo y se validó la modelación que se hizo con la participación de 7 profesores y mediante un pre-experimento con 6 residentes. Resultados: el 100 por ciento de los residentes mostraron insuficiencias para la realización de la autopsia perinatal, pero estas se corrigieron ostensiblemente después de la aplicación de un sistema de tareas docentes para este fin. El 100 por ciento de los profesores mostraron conformidad con la modelación propuesta. Conclusiones: la modelación didáctica de la preparación del residente de Anatomía Patológica para realizar la autopsia perinatal contribuye a un cambio didáctico-metodológico cualitativamente superior en el proceso de formación de estos residentes(AU)


Introduction: the quality of human resources training for health is a requirement of postgraduate medical education. Objective: to design a didactic modeling of the pathological Anatomy resident's training to perform the perinatal autopsy. Method: an observational and pedagogical study was carried out during the 2016-2018 period. The objective was met and the modeling that was done with the participation of 7 teachers and through a pre-experiment with 6 residents was validated. Results: 100 per cent of the residents showed inadequacies in performing the perinatal autopsy, but these were corrected ostensibly after the application of a system of teaching tasks for this purpose. 100per cent of teachers showed conformity with the proposed modeling. Conclusions: the didactic modeling of the pathological anatomy resident's preparation to perform the perinatal autopsy contributes to a qualitatively superior didactic-methodological change in the training process of these residents(AU)


Introdução: a qualidade da formação de recursos humanos em saúde é um requisito da educação médica de pós-graduação. Objetivo: projetar uma modelagem didática do treinamento do residente em Anatomia Patológica para realização da autópsia perinatal. Método: foi realizado um estudo observacional e pedagógico no período 2016-2018. O objetivo foi alcançado e a modelagem realizada com a participação de 7 professores e validada por meio de um pré-experimento com 6 residentes. Resultados: 100per cent dos residentes apresentaram inadequações na realização da autópsia perinatal, mas estas foram corrigidas ostensivamente após a aplicação de um sistema de tarefas de ensino para esse fim. 100 por cento dos professores mostraram conformidade com a modelagem proposta. Conclusões: a modelagem didática da preparação do residente em anatomia patológica para realização da autópsia perinatal contribui para uma mudança didático-metodológica qualitativamente superior no processo de treinamento desses residentes(AU)


Subject(s)
Humans , Pathology/education , Autopsy/methods , Education, Graduate , Professional Competence , Health Knowledge, Attitudes, Practice , Observational Studies as Topic
4.
Neotrop. ichthyol ; 16(4)out. 2018. ilus, graf, tab
Article in English | LILACS, VETINDEX | ID: biblio-964080

ABSTRACT

Laboratory breeding of annual fish is often impaired when fish fail to inflate the swim bladder after hatching. These fish, which are known as belly-sliders, cannot swim in the water column, moving mainly on the bottom of water. Therefore, we wanted to understand the factors underlying failed inflation of swim bladder in the annual fish Austrolebias nigrofasciatus and determine the implications of this condition on the growth of juveniles. To identify how the initial filling of the gaseous vesicle is compromised, and to determine the implications of this condition on juvenile growth, we analysed the histology of the swim bladder of both normal swimming fish and belly-sliders during their initial growth phase (first month of life). In addition to slower growth rate compared with fish swimming normally, we found that belly-sliders have metaplasia characterized by epithelium peeling of the swim bladder and the presence of haemorrhage. Based on our findings, it can be concluded that metaplasia of the swim bladder is recurrent in annual fish bred in the laboratory, which explains the large number of unviable larvae. However, its causes remain unknown.(AU)


A criação de peixes anuais é frequentemente comprometida pela ocorrência de peixes que não inflam a vesícula gasosa após a eclosão. Estes peixes não têm capacidade de se manter e nadar na coluna d'água e se locomovem no fundo da água, por isso são chamados belly-sliders. Portanto, objetivamos entender os fatores subjacentes à inflação falhada da bexiga natatória no peixe anual Austrolebias nigrofasciatus e determinar as implicações dessa condição no crescimento de juvenis. Para identificar de que forma o enchimento inicial da vesícula gasosa é comprometido, e determinar as implicações desta condição no crescimento dos juvenis, analisamos histologicamente a vesícula gasosa de peixes com natação normal e de belly-sliders durante o crescimento inicial (primeiro mês de vida). Verificamos que os belly-sliders apresentam metaplasia com descamação do epitélio da vesícula gasosa e presença de hemorragia, além de apresentar crescimento mais lento em relação aos peixes com natação normal. Concluímos que a incidência desta patologia é um problema recorrente e de grande relevância para a manutenção de peixes anuais em laboratório, sendo responsável por uma grande quantidade de juvenis inviáveis, no entanto suas causas permanecem desconhecidas.(AU)


Subject(s)
Animals , Fisheries/analysis , Fishes/abnormalities , Pathology/education
6.
Rev. Asoc. Méd. Argent ; 130(2): 9-13, jun. 2017. ilus
Article in Spanish | LILACS | ID: biblio-973072

ABSTRACT

El Museo de Patología de la Facultad de Medicina de la Universidad de Buenos Aires, se caracteriza por ser un Museo científico-técnico con orientación histórica-educativa que desde sus inicios en el año 1887 intenta cumplir con tres objetivos fundamentales: docencia, extensión e investigación. La labor de divulgación científica y extensión es llevada a cabo con el objetivo de propagar de una forma fidedigna y atractiva los saberes, adaptando los contenidos científicos a un público naturalmente heterogéneo. De esta manera, el Museo cumple una de las funciones claves que es la educativa. El gran desafío se constituye en establecer un nexo dinámico entre el patrimonio museístico que data de hace 130 años con las problemáticas actuales. Planteado el escenario, el Museo de Patología deja de ser un espacio estático, un espacio de mera exposición de objetos para convertirse en un gran laboratorio de prácticas educativas en todos los niveles.


The Museum of Pathology to the School of Medicine at the University of Buenos Aires, is characterized as being a Scientific and Technical Museum – historically and educationally oriented that from its beginnings in 1887 tries to fulfill three fundamental objectives: teaching, extension and research. The work of scientific dissemination and extension is carried out with the aim of propagating in a reliable and attractive way the knowledge, adapting the scientific contents to a naturally heterogeneous public. In this way, the Museum fulfills one of the key functions, which is the educational one. The great challenge is to establish a dynamic nexus between the museum heritage dating from 130 years ago with the current problems. Raised the stage, the Museum of Pathology stops being a static space, a space of mere exhibition of objects to become a great laboratory of educational practices at all levels.


Subject(s)
Humans , Museums/standards , Museums/trends , Pathology/education , Schools, Medical , Faculty, Medical , Argentina
8.
Indian J Dermatol Venereol Leprol ; 2015 May-Jun; 81(3): 336
Article in English | IMSEAR | ID: sea-158357
11.
Rev. méd. hered ; 25(1): 37-41, ene.-mar. 2014. tab
Article in Spanish | LILACS, LIPECS | ID: lil-721951

ABSTRACT

Objetivo: Describir la implementación de un microscopio virtual (MV) para la visualización de las láminas virtuales(LV) correspondientes a las prácticas de microscopia del curso de Patología General. Material y métodos:Se eligió como visor para el MV a la aplicación de Google Maps por su fácil manejo y amplia difusión. Para generar las LV, se evaluó cada grupo de fotografías (tomadas con un cabezal de cámara de microscopía y un lente ocular de 10X), según el objetivo usado, para determinar cuál tenía una mejor área de visualización y menor difusión de imagen a mayor acercamiento. Luego, fueron segmentadas a través de un script para producir un mosaico de imágenespor cada nivel de visualización (NV) y se almacenaron en uno de los servidores de la Facultad.Resultados: Se eligieron y procesaron las fotografías obtenidas con el objetivo de 10X para producir 6 NV (del 0 al 5) para el MV, siendo el segundo, tercer y cuarto nivel equivalentes a 100X, 200X y 400X respectivamente. Se produjeron68 250 archivos de imagen con un tamaño total de 1110,29 MB. Finalmente, se publicaron en el Espacio Virtual para la Docencia del curso.Conclusiones: La disposición de microfotografías con un MV fue viable de acuerdo a los lineamientos planteados. Su uso no debe reemplazar a las prácticas habituales de microscopía, sino es una herramienta complementaria. Debido a su elevada similitud con la microscopía tradicional, se puede aplicar en cualquier disciplina donde las imágenes sirven para el diagnóstico a través de la telemedicina.


Objective: To describe the implementation of a virtual microscope (VM) for viewing virtual slides (VL) related to the microscopy practices of the course of General Pathology. Methods: Google Maps application was chosen as the VM’s viewer for its easy use and wide diffusion. For generate VL, each group of photographs (taken with a microscope camera head and a 10X ocular lens), according to the objective lens used, was evaluated to determine which had a better viewing area and less image diffusion while zooming. Then, they were segmented by a script to produce an image tile for each viewing level (VL) and saved in one of the School’s servers. Results: The photographs taken with the 10X objective were chosen to get six VL (from 0 to 5), being the second, third and fourth levels equivalent to 100X, 200X and 400X respectively. 68,250 image files were produced with a total size of 1110.29 MB. Finally, they were published in the Virtual Space for Teaching of the course. Conclusions: The disposition of microphotographs with a VM was viable according to the defined approaches. Its use should not replace the common microscopy practices, but rather be a complementary tool. For its high similarity with the traditional microscopy, it could be applied in any discipline where the image serves for diagnosis via telemedicine.


Subject(s)
Education, Medical , Microscopy , Pathology/education
12.
Rev. Assoc. Med. Bras. (1992) ; 60(2): 145-150, 2014. tab, graf
Article in English | LILACS | ID: lil-710334

ABSTRACT

Objective: To investigate the number and rate of academic autopsies, general organization, educational and research in Brazilian academic services. Methods: Standardized questionnaires were sent to Brazilian medical schools (n=177) and active pathology residency programs (n=53) from March to June 2009. Data were collected for years 2003 to 2008. Results: Thirty-two academic services in 11 Brazilian states answered the survey. Twenty-one (65.6%) perform less than a hundred autopsies for natural causes and less than fifty pediatric or fetal autopsies/year. Twenty-four (75%) perform less than a hundred adult autopsies/year. Many institutions (46.9%) reported a drop in the number of autopsies in a six-year period. The total autopsy count and autopsy rate in 2008 ranged 1-632 (median = 80), and 0-66% (mean = 10.6%), respectively. A steady decrease in the total count of autopsies in a pool of 19 institutions was observed (p<0.01). Median autopsy rates have fallen from 19.3%, in 2003, to 10.6%, in 2008 (p=0.07). Significant discrepancies at autopsies led to changes in institutional healthcare practice in 37.5% of the services. The low number of autopsies was a limiting factor in undergraduate education for 25% of respondents. A minimum number of autopsies is required to complete the pathology residency program in 34.6% of the services. Conclusion: The total number and the rate of academic autopsies have decreased in Brazil between 2003 and 2008. The number of autopsies and the general organization of academic services must be enhanced to improve medical education, research, and the quality control of patient care. .


Objetivo: Investigar o número e a taxa de autópsias acadêmicas, organização geral, ensino e pesquisa em serviços acadêmicos brasileiros. Métodos: Questionários padronizados enviados para escolas médicas brasileiras (n=177) e programas de residência em patologia ativos (n=53) de março a junho de 2009. Dados coletados referentes ao período de 2003 a 2008. Resultados: Trinta e dois serviços em 11 estados responderam à pesquisa. Vinte e um (65,6%) realizam menos de cem autópsias de causas naturais e menos de cinquenta autópsias fetais ou pediátricas/ano. Vinte e quatro (75%) realizam menos de cem autópsias de adultos/ano. Muitas instituições (46,9%) relataram queda no número de autópsias em seis anos. A contagem total e a taxa de autópsias em 2008 variaram, respectivamente, de 1 a 632 (mediana=80) e de 0 a 66% (média=10,6%). Foi observada uma redução contínua no total de autópsias em um grupo de 19 instituições (p<0,01). A mediana da taxa de autópsias caiu de 19,3%, em 2003, para 10,6%, em 2008 (p=0,07). Discrepâncias significativas observadas em autópsias levaram a mudanças na prática institucional de saúde em 37,5% dos serviços. O baixo número de autópsias foi limitante no ensino de graduação para 25% dos entrevistados. Um número mínimo de autópsias é necessário para completar o programa de residência em patologia em 34,6% dos serviços. Conclusão: O número total e a taxa de autópsias acadêmicas diminuíram no Brasil entre 2003 e 2008. O número de autópsias e organização geral dos serviços acadêmicos deve ser melhorado para fortalecer a educação médica, pesquisa e controle de qualidade prestado ao paciente. .


Subject(s)
Humans , Autopsy , Internship and Residency/statistics & numerical data , Schools, Medical , Autopsy/trends , Brazil , Education, Medical, Undergraduate , Pathology/education , Quality Assurance, Health Care , Research/education , Surveys and Questionnaires , Schools, Medical/statistics & numerical data
13.
Rio de Janeiro; Guanabara Koogan; 5 ed; 2013. 463 p.
Monography in Portuguese | LILACS, ColecionaSUS | ID: biblio-941480
14.
Rio de Janeiro; Guanabara Koogan; 5 ed; 2013. 463 p.
Monography in Portuguese | LILACS | ID: lil-766467
15.
Article in English | IMSEAR | ID: sea-156298

ABSTRACT

Background. About 15% of medical students perform poorly in examinations. This study was done to ascertain the causes for low performance and the effectiveness of counselling and advice regarding study skills in improving performance in a subsequent assessment. Methods. Of the 353 students who appeared for the first internal assessment examination in pathology, 83 (23.5%) scored less than 30% marks. These 83 low-performers were given a questionnaire listing stress-inducing factors and academic problems; 81 filled the questionnaire. Of these, 73 attended sessions on study skills and counselling where they interacted on a one-to-one basis regarding their personal problems. Their performance was evaluated in an internal assessment 6 months later. Results. The low-performers included 52 boys and 29 girls, 19–20 years of age. Non-academic problems contributing to low performance included language problems, problems in adjustment to life outside home, lack of self-confidence, fear of failure and worrying about the future. Academic problems included difficulty in managing study time, lack of concentration while studying, inability to retain what is studied, anxiety before examinations and inability to write an examination. Paired t-test revealed a statistically significant improvement in the post-programme performance of the 73 students who participated in the counselling sessions (p<0.001), while that of the 10 who did not participate in the project, showed no statistically significant difference (p=0.54, Wilcoxon signed rank test). A majority of students felt that the sessions helped to improve their performance (average score 3.83/6.00), change their study behaviour (3.74/6.00) and change their attitude (3.46/6.00). The programme also improved their confidence and self-esteem. Conclusion. Low-performers can benefit from tailored remedial programmes which include counselling and training in stress-coping strategies.


Subject(s)
Anxiety/psychology , Education, Medical, Undergraduate/methods , Educational Measurement , Female , Humans , Male , Mentors , Pathology/education , Program Evaluation , Surveys and Questionnaires , Remedial Teaching/methods , Self Concept , Stress, Psychological/psychology , Students, Medical/psychology , Students, Medical/statistics & numerical data , Test Taking Skills/psychology , Test Taking Skills/statistics & numerical data , Young Adult
17.
Brasília; Ministério da Saúde; 2012. 93 p. Livro, ilus, tab.
Monography in Portuguese | LILACS | ID: lil-766716

ABSTRACT

Desde o seu surgimento, as técnicas histocitopatológicas permitiram grande avanço às ciênciasbiológicas e médicas. No entanto, nada foi tão impactante quanto o uso desses conhecimentos nadiferenciação entre tumores benignos e malignos. De lá para cá, esse conhecimento tem se difundidocom as mais diversas finalidades, para uma enormidade de áreas do conhecimento humano, tais como:medicina legal, genética, biologia molecular e em pesquisa básica com modelos experimentais e humanos.Dessas, a patologia cirúrgica é a mais significativa área.A interpretação histopatológica é crítica para estabelecer o diagnóstico de benignidade emalignidade e pode discriminar os diferentes tipos e graus de câncer, bem como determinar mecanismose percursos moleculares específicos dos tumores. No câncer, essas informações são importantes para estimar o prognóstico e a melhor escolha do tratamento a ser ministrado. As técnicas citopatológicas também são usadas para o diagnóstico de outras patologias, como: doenças infecciosas, idiopáticas e autoimunes. Nos transplantes, a histologia continua sendo o método padrão-ouro para diagnóstico das rejeições, toxicidades e disfunções em geral.Outra importante aplicação histórica dos métodos citológicos é na prevenção do câncer, sobretudo ginecológico. A possibilidade de se revelar lesões precursoras do câncer de colo uterino, que representa a segunda causa de mortalidade por neoplasia entre mulheres brasileiras, promoveu um grande impactona diminuição da morbimortalidade da população feminina...


Subject(s)
Humans , Cytodiagnosis , Cytological Techniques , Teaching , Health Education , Health Human Resource Training , Pathology/education , Clinical Laboratory Techniques , Education, Primary and Secondary , Immunohistochemistry , Neoplasms/diagnosis , Guidelines as Topic , Staining and Labeling
18.
Brasília; Ministério da Saúde; 2012. 85 p. Livro, ilus, tab.
Monography in Portuguese | LILACS | ID: lil-766717

ABSTRACT

A Secretaria de Gestão do Trabalho e da Educação na Saúde (SGTES) do Ministério da Saúde(MS), por meio da Coordenação-Geral de Ações Técnicas em Educação na Saúde do Departamento deGestão da Educação na Saúde (DEGES), desenvolve políticas e programas com o propósito finalísticode ordenar recursos humanos para a saúde, como determina o Art. 200 da Constituição Federal, e, nestaperspectiva:• Atender ao que dispõe a Lei Nº 8080/90, especificamente no seu Art. 6º;• Contribuir para a adequada formação, alocação, qualificação dos profissionais e valorização edemocratização das relações do trabalho;• Ampliar as oportunidades de formação profissional e de qualificação técnica para trabalhadoresdo nível médio, tendo como propósito a qualidade das Redes de Atenção à Saúde do SUS;• Consolidar, nos planos político, pedagógico e administrativo, as Escolas Técnicas do SUS(ETSUS).A efetividade, o atendimento oportuno e a qualidade dos serviços de saúde guardam intrínsecarelação com a formação e a qualificação profissional. Portanto, é imprescindível que os acordos erespectivos contratos de colaboração entre os entes federativos, objetivando a organização da rede deatenção à saúde, assegurem recursos para o cumprimento e efetivação dos processos de formação e dequalificação técnica para o grupo de trabalhadores. Profissionais estes que formam o maior segmento daforça de trabalho da área da saúde, os técnicos de nível médio. 2011...


Subject(s)
Humans , Teaching , Health Education , Health Human Resource Training , Pathology/education , Clinical Laboratory Techniques , Education, Primary and Secondary
20.
Indian J Pathol Microbiol ; 2011 Jul-Sept 54(3): 441-447
Article in English | IMSEAR | ID: sea-142022

ABSTRACT

There exists a wide variation in the competence of the postgraduate residents trained in pathology in different institutions across India. This results in strong disparities in the clinical diagnostic skills, teaching skills, research capabilities and the managerial skills of the graduates. The end users of this training, namely the community, clinicians and health care institutions would benefit from a more uniform and better trained pathologist. The article reviews the reasons for the variation in the quality of the training programs. The main deficiencies include, lack of well-defined criteria for recruitment of residents, training facilities, faculty resources, curriculum with well-defined learning objectives and competencies, hands-on experiences in diagnostic and research activities, diagnostic specimens and medical autopsies, exposure to molecular pathology, pathology informatics, electron microscopy, research experiences, communication skills, professional behavior and bioethics, business practices in pathology and quality assurance. There is also a lack of defined career tracks in various disciplines in laboratory medicine, standard protocols for evaluation and regional and national oversight of the programs. The steps for rectification should include defining the competencies and learning objectives, development of the curriculum including teaching methods, facilities and evaluation strategies, communication skills, professional behavior skills, teaching skills, legal aspects of practicing pathology and the various career pathways to subspecialties in pathology. The training should include defined exposure to molecular pathology, electron microscopy, quality control and assurance, laboratory accreditation, business aspects of pathology practice, review of literature, evidence-based medicine, medical autopsy and medical informatics. Efforts should be made to share human and laboratory resources between regional cooperation. The oversight and accreditation policies should be evolved and well-documented. Web-based platforms need to be developed for easy interaction among residents, faculty and administrators on a national level.


Subject(s)
Education/methods , Education/organization & administration , Education, Medical, Continuing/methods , Education, Medical, Continuing/organization & administration , Humans , India , Pathology/education , Professional Competence/standards
SELECTION OF CITATIONS
SEARCH DETAIL