The Benefits and Challenges of Clinical Work-based Surface Anatomy Learning Among Preclinical Medical Students

@#Knowledge on surface anatomy enables medical students and graduates to locate anatomical structures exteriorly, improve their clinical and procedural skills and interpret ultrasonographic and radiographic images. Hence, a standard surface anatomy knowledge is essential for attainment of clinical skill competency. Nevertheless, there is lack of attention given on surface anatomy in the medical curriculum as it is usually delivered didactically or during selfstudy by the students. Owing to limitations in cadaveric dissection in many institutions, lecture-based instruction, e-learning materials, living anatomy models, radiological imaging and anatomy software are used in teaching surface anatomy; however, none of these methods proved to be effective over the others. Furthermore, some of these teaching resources lack clinical relevancy, possibly impeding students’ appreciation on learning surface anatomy. Hence, integrating clinical input during surface anatomy teaching by involving patients in an actual clinical environment is pertinent. This article demonstrates the benefits and challenges of teaching surface anatomy in the clinical setting to medical students and highlights the need to design an evidence-based framework of work-based surface anatomy learning.

A new model in the teaching of medical microbiology in clinical medicine / 基础医学与临床

Objective To develop an appropriate new model in current framework of 8-year curriculum .Methods Totally 457 third grade students in Peking Union Medical College were enrolled in the project of learning Medical Microbiology .Anonymous questionnaires were used to investigate the subjective feeling of students for frame -work based learning ( FBL) , performance of students during FBL presentation was evaluated using concerned tables , the distribution of different topics involved in FBL self-oriented ( ORL ) learning was also analyzed .Simultaneously , students'subjective feeling and suggestion were collected .Additionally, the effects of three different teaching/learn-ing methods underlying FBL were investigated by objective tests .With that we developed a preliminary design of teaching model in Medical Microbiology .Results Scores of anonymous evaluation of FBL ranged from ( 2.54 ± 0.74)to(3.43±0.56), and scores in the evaluation of FBL presentation ranged from (4.22±0.32) to (4.77±0.22).Percentages of topics involved in non-Medical Microbiology curriculums were respectively 21.43%, 7.14%, 38.89%, 57.14%, 33.33%and 38.89%in 6 grades from 2008 to 2013 .Conclusions In the teaching of Medical Microbiology , FBL exhibited good effects for students performance in presentation and a potential populization in the learning of other medical courses in addition to Medical Microbiology .Recent studies indicated that blended teaching model including traditional methods , peer education , ORL based on FBL may have very positive impact on students ' learning .

La enseñanza clínica: el caso de la recorrida de sala / Clinical teaching: the case of bedside rounds # / Clinical teaching: the case of the ward tour / Clinical teaching: the case of bedside rounds #

Posiblemente la enseñanza al lado de la cama del paciente sea tan antigua como la medicina misma. Grandes maestros de la medicina como F. Silvio o Sir W. Osler abogaron por un uso intenso de la misma destacando sus virtudes. En la era moderna, se le reconoce a la enseñanza en las recorridas múltiples aspectos que no pueden ser enseñados en el aula, como el aprendizaje de las habilidades de la comunicación, de la exploración física, la enseñanza de los aspectos humanísticos, etc., pero también múltiples barreras que dificultan una exitosa implementación. En este artículo, se detallan las barreras que con mayor frecuencia impiden que el docente promueva un aprendizaje significativo y profundo, y una serie de propuestas prácticas que favorecen su adecuada implementación. (AU)

Possibly, bedside teaching in medicine is as old as medicine itself. Through history, well-known professors like F. Silvio and Sir W. Osler considered the strength of this teaching strategy and promoted it extensively. In the modern age, it is recognized that bedside teaching covers a variety of aspects that can not be taught in the classroom, such as learning of communication skills, physical examination, etc.; but at the same time, multiple barriers to its successful implementation have been identified. In this article, we describe the most common barriers that teachers should overcome to promote a meaningful and deep learning; as well as a series of practical proposals that are indicated to favour a proper implementation.(AU)

Educação pelo trabalho: possibilidades, limites e perspectivas da formação profissional / Work-based learning: possibilities, limits and perspectives of professional education

No presente trabalho inicialmente se discute a formação dos trabalhadores na perspectiva da educação pelo trabalho, com enfoque no campo da Saúde, apoiando-se no princípio da Integralidade. Aborda-se o principio da Integralidade em seu três sentidos: como atributo das práticas dos profissionais; como atributo das organizações dos serviços; e como respostas governamentais aos problemas de saúde. Dessa forma, a Integralidade recoloca o sentido do trabalho em Saúde na constituição da humanidade das pessoas frente às suas necessidades de Saúde. No decorrer, refere à necessidade de re-significar o sentido das competências como um constructo pedagógico e ideológico que está presente nas teorias da educação e do trabalho hoje. Finalmente aponta algumas perspectivas para a educação dos trabalhadores em saúde mediada pelo trabalho.