Programa de curso optativo sobre atención estomatológica integral en pacientes con trastornos de la coagulación / Elective course program on comprehensive dental care in patients with bleeding disorders

RESUMEN Introducción : Los trastornos de la coagulación surgen como consecuencia de un grupo de alteraciones que se desencadenan durante el proceso de coagulación, de ahí la necesidad que se impone en la capacitación profesional del estomatólogo para establecer una adecuada atención a los pacientes que comprenden este grupo poblacional. Objetivo : Elaborar un programa de curso optativo sobre atención estomatológica integral en pacientes con trastornos de la coagulación. Material y Métodos : Se realizó un estudio cualitativo y descriptivo, en la Facultad de Ciencias Médicas de Morón, Ciego de Ávila, Cuba, durante los meses de marzo a abril del 2021. Se utilizaron métodos teóricos y empíricos, efectuándose un análisis de los documentos de los planes de estudio de la especialidad de Estomatología para la elaboración del programa. Resultados : El curso propuesto quedó estructurado en 60 horas, durante siete semanas, presencial y distribuido en cinco temas, posibilitando la formación general de los alumnos del pregrado de Estomatología, mediante el desarrollo de habilidades teóricas y asistenciales. Conclusiones : se elaboró un programa de curso optativo que favorece al potenciamiento de las acciones curriculares, contribuyendo al desarrollo docente-asistencial en los estudiantes del pregrado de Estomatología.

ABSTRACT Introduction : Coagulation disorders arise as a consequence of a group of alterations that are triggered during the coagulation process, hence the need imposed on the professional training of the dentist to establish adequate care for patients who comprise this population group. Objective : to develop an elective course program on comprehensive dental care in patients with coagulation disorders. Material and Methods : A qualitative and descriptive study was carried out at the Faculty of Medical Sciences of Moron, Ciego de Avila, Cuba, during the months of March to April 2021. Theoretical and empirical methods were used, carrying out an analysis of the documents of the study plans of the Stomatology specialty for the elaboration of the program. Results : the proposed course was structured in 60 hours, for seven weeks, face-to-face and divided into five topics, enabling the general training of Stomatology undergraduate students, through the development of theoretical and care skills. Conclusions : an elective course program was developed that favors the enhancement of curricular actions, contributing to the teaching-care development of Stomatology undergraduate students.

Practice of online clinical clerkship teaching mode based on "3P" model / 中华医学教育探索杂志

In order to construct the online teaching mode of clinical clerkship course and improve the online clerkship teaching system of clinical medicine in China, based on the "3P" model, a complete set of online clinical clerkship mode has been constructed from three links of teaching, pre-class preparation, classroom teaching and after-class evaluation, and applied to clinical teaching practice of Internal Medicine. The practice suggests that students are highly satisfied and the teaching effect is good, which provides a new idea for the reform of online clerkship teaching of clinical medicine.

A HUMANIZAÇÃO NO ESCOPO DA FORMAÇÃO ACADÊMICA DOS GRADUANDOS EM ODONTOLOGIA, ENFERMAGEM E MEDICINA À LUZ DOS PROJETOS POLÍTICO-PEDAGÓGICOS / HUMANIZATION IN THE SCOPE OF ACADEMIC TRAINING OF UNDERGRADUATE STUDENTS IN DENTISTRY, NURSING AND MEDICINE IN THE LIGHT OF PEDAGOGICAL POLITICAL PROJECTS

Um dos maiores desafios na formação acadêmica do profissional de saúde é a conscientização da importância da humanização no atendimento, que, além de valorizar o cuidado em suas dimensões técnicas e científicas, reconhece também o direito dos pacientes, sua subje-tividade, individualidade e autonomia. Este trabalho objetivou identificar e analisar, por meio de uma pesquisa documental, a pre - sença do termo humanização nos Projetos Político-Pedagógicos e Diretrizes Curriculares dos cursos de: Odontologia, Enfermagem e Medicina da Universidade Federal Fluminense em Niterói, no estado do Rio de Janeiro. Foi realizada uma pesquisa exploratória descritiva, com abordagem qualitativa. A análise documental dos currículos evi- denciou uma aproximação com o tema nos três cursos estudados, porém com variações importantes no que se refere ao método de aplicação dos conteúdos teórico-práticos, ao longo do processo de formação. Nessa perspectiva, o curso de Medicina apresentou uma distribuição mais homogênea dos conteúdos relacionados ao termo humanização encontrado nas suas disciplinas obrigatórias. Foi pos- sível, também, perceber o empenho dos cursos em contemplar as Novas Diretrizes Curriculares tendo a humanização como elemento prioritário no que se refere à construção de novas relações entre alunos, docentes, usuários dos serviços e a rede do Sistema Único de Saúde (SUS) local. Conclui-se que os três cursos estudados apresen- tam uma aproximação com o tema, esforçam-se em incorporar os pressupostos da humanização, tais como: ética, respeito, acolhimento, e procuram uma maior aproximação entre os sujeitos envolvidos na construção de novas relações entre alunos, docentes e usuários dos serviços e a rede SUS local.

One of the greatest challenges in the health professional training is to be aware of the importance of humanization in care, in which, in addition to valuing care in its technical and scientific dimensions, they also recognize patients' rights, their subjectivity, individuality and autonomy. This work aimed to identify and analyze, through documentary research, the presence of the term humanization in the Political Pedagogical Projects and Curricular Guidelines of the Medicine, Dentistry and Nursing courses of the Federal Fluminense University. A descriptive exploratory research was carried out with a qualitative approach. The documentary analysis showed an approximation with the theme in the three courses studied, but with important variations regarding the method of application of the theoretical-practical content, throughout the training process. In this perspective, the Medicine course presented a more homogeneous distribution of the contents related to the term humanization found in its obligatory subjects. It was also possible to perceive the commitment of the courses to contemplate the New Curricular Guidelines, with humanization as a priority element in the construction of new relationships among students, teachers, users of the services and the local Public Health System (Sistema Único de Saúde - SUS). It is concluded that the three courses studied present an approxima-tion with the theme, strive to incorporate the presuppositions of humanization, such as: ethics, respect, acceptance, and seek a closer approximation between the subjects involved in the construction of new relations among students, teachers and users of the services and the local SUS.

Current status and improvement of English teaching of Traditional Chinese Medicine in overseas students from Western Medicine universities / 中华医学教育探索杂志

Teaching objects included in this study were overseas students from different countries, whose main courses were western medicine, but also with Traditional Chinese Medicine as their compulsory course. In addition, their study levels were quite different. The theory of Traditional Chinese Medicine, especially the five elements and yin-yang theory, is the key and difficult point of teaching. During teaching, teachers should pay attention to explain the profound meaning in simple language and use different ways to explain, which can be better accepted. Most teachers are clinicians, therefore, the measures to improve their teaching levels should be taken. Last but not least, teaching methods focusing on students and reasonable teaching tools should be adopted, so as to improve the quality of Traditional Chinese Medicine learning of overseas students.

Current status and improvement of English teaching of Traditional Chinese Medicine in overseas students from Western Medicine universities / 中华医学教育探索杂志

Teaching objects included in this study were overseas students from different countries,whose main courses were western medicine, but also with Traditional Chinese Medicine as their compulsory course. In addition, their study levels were quite different. The theory of Traditional Chinese Medicine, especially the five elements and yin-yang theory, is the key and difficult point of teaching. During teaching,teachers should pay attention to explain the profound meaning in simple language and use different ways to explain, which can be better accepted. Most teachers are clinicians, therefore, the measures to improve their teaching levels should be taken. Last but not least, teaching methods focusing on students and reasonable teaching tools should be adopted, so as to improve the quality of Traditional Chinese Medicine learning of overseas students.

Construction of hidden curriculum in the academic experience inheritance of distinguished TCM veteran doctors / 中国针灸

To discuss the advantages and necessity of hidden curriculum construction in the academic experience inheritance of distinguished TCM veteran doctors by analyzing the characteristics of the hidden curriculum and the academic experience inheritance of distinguished TCM veteran doctors, and put forward viewpoints and pathways of promoting academic experience inheritance of distinguished TCM veteran doctors through the construction of hidden curriculum，such as optimal design of teaching environment，reasonable planning of teaching content and development of teaching information model，to effectively improve student cultivation quality and achieve the TCM talent cultivation goal which clinical diagnosis and treatment skills and clinical innovation ability are the core.

Exploration of the teaching mode in critical clinical diagnosis and treatment / 基础医学与临床

Objective The clinical diagnosis and treatment remain unstandardized , and the teaching mode of critical clinical diagnosis and treatment in remote area was investigated and summarized .Methods The Critical Care County Working Group had summarized seven protocols of critical clinical diagnosis and treatment , which have been taught in the hospital located in the remote areas .The teaching mode included the theory , case discussions , and simulated practice .The examination was used to assess the effect of the teaching mode .Results A total of 573 ICU doctors from 15 provinces participated in the teaching courses .The accuracy rate of the examination was 49%at the baseline , then raised to 61%after the teaching course .Conclusions The critical diagnostic thinkings was poor in the remote area hospital ,and the education should be further strengthened .The teaching mode of "medical theory-case discussion-simulated practice" may improve the training of critical clinical diagnosis and treatment in the ICU doctors .

Pathway of Pharmacy Talents Training under the Cooperation of "Medicine, Teaching and Research" : Taking Zhejiang Pharmaceutical College as An Example / 中国药房

OBJECTIVE:To provide reference for improving the quality of pharmaceutical talents training.METHODS:The requirements and equipment status of pharmaceutical talents in China,the status quo of its pharmacy and the status quo of pharmaceutical higher education were analyzed.The pathway of pharmaceutical talents training under the cooperative vision of "medicine,education and research" was explored.RESULTS:Through the integration of industry,our school had constructed a platform of collaborative education of "politics,production,medicine,teaching and research";paid attention to quality,the cultivation path was constructed by establishing "management,teachers,practice and evaluation" guarantee mechanism from the implementation of two-level management,strengthening the construction of teaching staff,strengthening the construction of practical conditions and strengthening the quality evaluation system.CONCLUSIONS:Our college constructs a replicable innovation model for pharmacy talents training.The quality of pharmaceutical talents training is constantly improving,which provides the necessary guarantee for the implementation of "healthy China" strategy.

Fortalecimiento del proceso de enseñanza aprendizaje de la Medicina Familiar y Comunitaria en Iberoamérica / Strengthening the teaching-learning process of Family and Community Medicine in Iberoamerica / Fortalecimento do processo de ensino-aprendizagem da Medicina de Família e Comunitária em Ibero-américa

El proceso de enseñanza aprendizaje en Medicina Familiar y Comunitaria es analizado desde la perspectiva de las etapas del ciclo profesional: la formación de grado universitario, la especialización en el posgrado y por ultimo la educación permanente en servicio. Para cada una de estas etapas se analizan las dimensiones de los contenidos y compentencias clínicas que se deben desarrollar, los escenarios del proceso enseñanza aprendizaje y las competencias de los docentes para cada una de las mismas. Este análisis permite orientar al fortalecimiento global de los especialistas en medicina familiar y comunitaria con una practica clínica de alta calidad, centrada en la persona, orientada en la familia y basada en la comunidad.

The teaching-learning process in Family and Community Medicine is analyzed from the perspective of the professional cycle stages: the formation of university degree, specialization in graduate school and finally the permanent education service. For each of these stages the dimensions of the content and clinical abilities to be developed, the stage of the teaching-learning process and skills of teachers for each of them are analyzed. This analysis allows to guide the overall strengthening of specialists in family and community medicine with clinical practice of high quality, person-centered, family-oriented and community-based.

O processo de ensino-aprendizagem em Medicina de Família e Comunidade é analisado a partir da perspectiva das fases do ciclo profissional: a formação de graduação, especialização em pós-graduação e, finalmente, a educação permanente em serviço. Para cada uma destas etapas se analisam as dimensões do conteúdo e competências clínicas a serem desenvolvidas, os cenários do processo ensino-aprendizagem e as competências dos professores para cada um das mesmas. Esta análise permite orientar o fortalecimento global dos especialistas em medicina de família e comunidade com uma prática clínica de alta qualidade, centrada na pessoa, orientada na família e baseada na comunidade.

Role of evidence-based medicine in the cultivation of clinical medicine undergraduates' scientific research ability / 中华医学教育探索杂志

The paper described the concept of evidence-based medicine and its guiding role in clini-cal practice and scientific research. It emphasized the importance of teaching evidence-based medicine in clinical medicine teaching of medical college students, and put forward some suggestions on how to carry out evidence-based medicine teaching among undergraduate students. In the course of undergraduate study, students should have preliminary grasp of how to apply the theory of clinical epidemiology to evaluate the evidence of clinical research so that they could evaluate the authenticity, importance and applicability of the research evidence . Besides , they could correctly understand and apply the evidence of evidence-based medicine in clinical practice in the future, and at the same time cultivate their scientific research thinking and innovative ability.

Application of MOOCs in internal medicine teaching / 中华医学教育探索杂志

The application of MOOCs (massive open online courses) in internal medicine education is feasible with the construction of MOOCs in internal medicine, internet and mobile terminal availability, and the improvement of college student quality. We reviewed the progress of MOOCs in the medical teach-ing. The chapter of coronary heart disease was exemplified to illustrate how to apply MOOCs in internal medicine teaching. The MOOCs was carried out with the following steps: the share of MOOCs courses, self-guided learning, online question and answer section, in-class teaching and exams post MOOCs, which achieved good teaching effect, enhanced students' subjectivity, and promoted the sharing of high-quality medi-cal teaching resources. At the same time, in view of the limited nature of MOOCs in internal medicine, we need to overcome it in the development of teaching practice.

Application of Role Reversal Teaching in Clinical Course of Rehabilitation Medicine / 中国康复理论与实践

@#Objective To discuss the application of role reversal teaching in the clinical course of rehabilitation medicine. Methods 64 students of a vocational college under clinical practice were divided into traditional teaching group (n=30) and role reversal teaching group (n=34). The achievement of knowledge and practice tests were compared after course. Results There was no significant difference in the score of knowledge test between the groups before clinical practice (P>0.05), however, the scores of both knowledge and practice tests were higher in the role reversal teaching group than in the traditional teaching group (P<0.001). Conclusion The role reversal teaching may improve the achievement of students for clinical course of rehabilitation medicine.

Aplicación de métodos activos de enseñanza en el aprendizaje de habilidades clínicas / Active methods application in the learning of clinical skills

Introducción: en los métodos activos de enseñanza, el profesor propicia que el educando asuma protagonismo en su aprendizaje mediante su participación responsable, la reflexión en la solución de problemas en condiciones reales y simuladas, la actividad creativa y el trabajo en grupo. Objetivo: explorar la utilización de métodos activos para el aprendizaje de habilidades clínicas en las diferentes formas de organización de la enseñanza. Método: se aplicó una encuesta creada por los autores a 20 estudiantes de diferentes estancias en asignaturas del ciclo clínico. El análisis estadístico descriptivo se limitó al cálculo del valor promedio, tras llevar la Escala Likert nominal a valores numéricos. Se calculó el índice Alfa de Cronbach para estimar consistencia interna, y el test de comparación de medias de muestras independientes, para puntajes promediados de varias asignaturas. Resultados: se obtuvieron índices de Cronbach sobre 0,7, lo que sugiere alta consistencia interna del instrumento y estabilidad en los resultados. Hubo diferencias significativas entre distintas estancias en la utilización de casos clínicos en los seminarios; la utilización del libro de texto para confeccionar el examen y el uso de preguntas reproductivas en exámenes escritos. Los educandos refirieron baja frecuencia en algunas estancias de la observación y corrección de la ejecución del examen físico, realización de discusiones diagnósticas colectivas y la revisión con retroalimentación de discusiones diagnósticas escritas. Conclusiones: la percepción de los estudiantes sugiere variabilidad en la utilización de métodos de enseñanza activos para el aprendizaje de habilidades clínicas.

Introduction: professors in the active learning methods encourage the students to assume a leading role in his responsible learning participation, reflection in the solution of problems in real and simulated conditions, and the creative activity and the work in group. Objective: explore the utilization of active methods for learning of clinical skills, in the different forms of teaching organization, and his interaction with other components of the teaching _ learning process. Material and Methods: a survey created by authors was applied to 20 students of different study´s subjects in the clinical cycle. The descriptive statistical analysis included the mean calculation after numeric values were converted in the Likert nominal scale. Cronbach's alfa index was calculated to estimate internal consistency, and the test of comparison means to independent samples, to average score in some of study´s subjects. Results: it was obtained a Cronbach index above 0.7, suggesting high internal consistency of the instrument used and stability in the results. There were significant differences between different subjects in the handle of clinical cases during seminaries; the utilization of the textbook to make up test and the use of reproductive questions in written tests. The student referred low hours frequency for some observational subjects and correction the performance of the physical examination, do a group diagnostic case discussion and the reviewing and feedback discussion in the diagnostic written case. Conclusions: the students' perception suggests variability in the utilization of active teaching methods for the learning clinical skills.

Exploration on the application of standardized patients and implementation of agency resident system in digestion medical clinical practice / 中华医学教育探索杂志

Objective To study the application of standardized patients practice and agent physician system in digestion medical clinical practice. Methods One hundred and fifty five-year-clinical medical students who began digestion medical clinical practice from 2008 to 2009 were selected and randomly divided into teaching reform group and control group, each group containing 75 people. According to teaching reform group students' willingness and through the selection, 69 were identified as agent physician. Standardized patients and agent physician simulation clinical training were applied in the teaching reform group while conventional teaching methods were used in the control group. Sta-tistical analysis of the experimental data was conducted using SPSS 11.0 statistical package. Measure-ment data use independent-samples t test and rank sum test was used for heterogeneity of variance. Results Teaching reform group students' inquiry contents and skills scores for each project were higher than those of control group and the score difference was statistically significant (P<0.05) in chronological order, the transition language, interrogation schedule, repeated questions, summary records, citing verification, instrumentation courtesy, friendly behavior, praise and encouragement, eliciting the patient's views, concerns about the effects of disease, care and support and assistance aspects. After the end of the third internship, two groups were compared in operation results, reform history collection, physical examination skills group score and the excellent and good rate being higher (P=0.002, 0.001). After three times' practice, teaching group students' scoring pass rate in medical ethics demeanor, interrogation techniques and physical examination skills, case analysis is higher than that of the control group students, and the difference was statistically significant(P<0.05). Conclusion Application of standardized patients and implementing agency resident simulation clinical training in the guide teaching of digestion department of internal medicine has achieved good effect.

Reform of Teaching in Rehabilitation Medicine / 中国康复理论与实践

@# The reform of teaching of physical therapy, including increasing the participation of students and practice, encouraging the divergent thinking, can improve their perceptual knowledge, interesting, and understanding of rehabilitation.

Sessão de narrativas / Sesión de narrativas / Session of narratives

O 14º Congresso da SOBRAMFA foi introduzido por uma sessão de narrativas, a qual ocorreu antes mesmo de sua abertura oficial. Esta atividade representou uma oportunidade para que os participantes – médicos e estudantes de Medicina – pudessem compartilhar histórias emergentes do ensino e da prática da Medicina. Narrativas comoventes ou ilustrativas foram apresentadas e ficou demonstrado que o contador de histórias que existe no interior de cada ser humano não morreu. A prática da Medicina em sua total magnitude, ou seja, como Ciência e Arte, não ignora as histórias vividas e contadas por médicos, pacientes, estudantes e professores. Este evento informal nos ajudou a compreender o motivo pelo qual as narrativas, cada vez mais, têm sido utilizadas como instrumento terapêutico, paliativo e didático.

The 14th Congress of SOBRAMFA began with a session of narratives, which took place before the official opening. This activity was an opportunity for participants – doctors and medical students – to share emergent histories of teaching and the practice of Medicine. Moving or illustrative narratives were presented and it was demonstrated that the storyteller that exists inside each human being has not died. The practice of Medicine in its full magnitude, in other words, as Science and Art, does not ignore the stories experienced in life and told by doctors, patients, students and teachers. This informal event helped understanding the reason why narratives are being increasingly used as a therapeutic, palliative and educational instrument.

El 14º Congreso de SOBRAMFA comenzó con una sesión de narrativas, que ocurrieron antes de la apertura oficial. Esa actividad fue una oportunidad para participantes – doctores y estudiantes médicos – compartir historias emergentes de la enseñanza y la práctica de la Medicina. Se presentaran narrativas emocionantes e ilustrativas y se demostraran que el cuentista que existe dentro de cada ser humano no se ha muerto. La práctica de la Medicina en su llena magnitud, en otras palabras, como Ciencia y Arte, no ignora las historias experimentadas en la vida y narradas por doctores, pacientes, estudiantes y profesores. Este acontecimiento informal ayudó al entendimiento de la razón por qué las narrativas están siendo cada vez más usadas como un instrumento terapéutico, paliativo y educativo.

Problems of traditional Chinese medicine teaching in general medical university and their reforming strategies / 国际中医中药杂志

Traditional Chinese medicine teaching in general medical university was unsatisfied under the influence of many problems such as indefinite purpose,few class hours but many teaching contents,the different theoretical system between traditional Chinese medicine and western medicine,and theory divorced from practice etc.Therefore,the author suggested several measures that may help increasing teaching quality such as making definite course purpose and stimulating students' learning interest,enhancing training of imagery thinking,carefully electing teaching contents,integrating theory with practice and increasing clinical practice etc.

Application of Varied Teaching Methods in Rehabilitation Medical Education / 中国康复理论与实践

@#Rehabilitation medicine is a comprehensive multi-discipline. It is important to use varied Methods , modern and traditional, rationally in teaching rehabilitation medicine to improve the quality and efficiency. Some of these Methods were discussed.

Application and Evaluation of OTD Method in Teaching of Rehabilitation Medicine / 中国康复理论与实践

@#Objective To evaluate the effect of OTD(observation-teaching-discussion) method in teaching of kinesiology of rehabilitation medicine.Methods 110 students majoring in rehabilitation medicine were divided into two groups,routine teaching group(56 students) and OTD teaching group(54 students),and the teaching effect was evaluated by exam score and questionnaire.Results There were obvious difference in the exam score and questionnaire between two groups(P<0.01).Conclusion In the teaching of medical rehabilitation,OTD method is more advantageous than routine method in bring up students' study interest,the initiative spirit,and the ability of self-study and analyzing.

A Preliminary Analysis of Teaching Strategy in Clinical Research Introduction of Rehabilitation / 中国康复理论与实践

@# The top priority to develop rehabilitation medicine in our country is rehabilitation professional training. The important way of rehabilitation professtional training is undergraduate course education of rehabilitation treatment. Great attention of clinical science research should be paid in rehabilitation professtional training. Teaching strategy of clinical science research introduction should include: arousing the interest of learning and developing quality of science research, mastering basic steps of science research, encouraging learning of new konwledge, paying attention to evidence-based rehabilitation medicine, reforming examination form and valuing the ability of training.