A postgraduate training programme in child and adolescent mental health in a lower-middle-income country: a partnership model from Nigeria.

This paper describes a postgraduate training programme in child and adolescent mental health (CAMH) in Nigeria. It explains the background, curriculum development, teaching, evaluation and outcomes. By its 10th year the programme had trained 166 CAMH professionals from 14 African countries. Many of the graduates are running clinical CAMH services in their countries, mostly pioneered by them. They are also conducting CAMH training, including as faculty on the programme, and some are in international CAMH leadership roles. Key success elements of the programme that can be replicated in other low- and middle-income countries include international partnership, adopting a train-the-trainer approach, using a curriculum that covers clinical aspects of CAMH while also developing leadership and research skills, use of free-access training resources, and access to seed funding.

Student-centered case-based teaching and online-offline case discussion in postgraduate courses of computer science.

This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online-offline hybrid teaching method, which adopts student-centered case-based teaching and online-offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online-offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom's taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online-offline case discussion have achieved better teaching effect.

Critical Self-Appraisal Towards the Better Use of a Webinar Series as an Online Tool for Postgraduate Teaching.

INTRODUCTION: The current coronavirus disease 2019 (COVID-19) pandemic adversely affected the conventional teaching mode, resulting in an exponential rise in online modalities such as webinars. Simultaneously, the lockdown provided substantial time to pursue potential academic content on the web. It is known that newly admitted postgraduate students of Physiology require a structured program that can guide them to conduct research for the completion of the course. METHODS: Gauging the opportunity, a webinar series was conducted on basic research methodology and thesis writing in Physiology. The series comprised hourly lectures delivered between 4:00 and 5:00 pm for seven consecutive days. Suggestions for future topics for webinars were sought through open-ended questions. Additionally, feedback for increment in students' knowledge at the end of the webinar was also inquired on a Likert scale. Open-ended answers were pooled into fields, and Likert scale scores were evaluated. RESULTS: There were 364 (35.8%) postgraduate students who registered for the webinar. The remaining were faculty (51.6%), research scholars (8.8%), and senior residents (3.8%). Among the postgraduate students who submitted the feedback, a majority (98.4%) of them agreed that their knowledge was enhanced at the end of the series. Most of the postgraduate students (31%) chose Biostatistics for future webinars. CONCLUSION: Webinars are a useful tool for postgraduate teaching. They should be constructed with engaging infrastructure and relevant examples. The availability of recorded content on the online forum is beneficial for asynchronous learners. Having an idea about students' choice for essential topics helps in the advanced planning of a demanding webinar.

Critical appraisal of journal article by psychiatry PG residents using a new module: Impact analysis.

BACKGROUND: A gap exists from evidence-based medicine (EBM) to clinical practice and there is a felt need to bridge this. Critical appraisal of scientific articles during Journal club by postgraduate (PG) residents will help them to understand and apply the scientific evidence into best clinical practice. Hence, a new module of critical appraisal of journal articles was used for Psychiatry Residents in a Medical College and its impact was assessed. MATERIALS AND METHODS: Nine psychiatry PG residents from three academic batches participated in the study after informed consent and Institutional ethical committee clearance. They were trained in the Colorado Psychiatry EBM Examination Test module. Subsequently, three consecutive journal article presentations of them were assessed under seven Subtests of the module. RESULTS: There was gradual increase in the assessment scores of all PG residents with each journal article presentation. They also expressed satisfaction of the assessment method and felt confident of applying the principles of critical appraisal in their clinical practice in future. CONCLUSION: This study evaluated the impact of a new module of critical appraisal of journal article by psychiatry PG residents. It was found to be acceptable by residents and improved their competency to apply literature-based EBM into their clinical practice. It is recommended for further multicentric evaluation on a larger sample.

Regularidades del trabajo metodológico en el proceso docente-educativo de la especialización en Medicina General Integral / Methodological regularities in the educative - teaching process associated to the specialty of Comprehensive General Medicine / Regularidades do trabalho metodológico no processo ensino-pedagógico da especialização em Medicina Geral Integral

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

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

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

Student perceptions on synchronous virtual versus face-to-face teaching for leader-centered and participant-centered postgraduate activities during COVID-19.

Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the effectiveness of virtual and face-to-face modes as perceived by postgraduate students in terms of facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered activities. To assess the same, we designed and administered a comprehensive, structured, and validated feedback questionnaire. Postgraduate students (n = 29) rated virtual sessions significantly more convenient, but less attentive and comprehensible, and reported better audiovisual experience during face-to-face sessions. Students rated flexibility to attend, self-paced learning, ability to revise, lookup for information in real time, and accessibility to distant expertise as important features of virtual sessions and instant feedback, eye-to-eye contact, and ability to interact in the group for face-to-face sessions. Virtual and face-to-face sessions were perceived as equally effective in facilitating their overall learning for the conduct of leader-centered seminars and symposia. However, face-to-face sessions were considered more effective for the conduct of participant-centered group discussions and journal clubs. During the pandemic, students perceive the synchronous virtual mode as an equally effective alternative for the conduct of leader-centered academic activities, but face-to-face teaching is still preferred for the conduct of participant-centered academic activities.

Exploration on postgraduate teaching ability cultivation in the "dual practice" ophthalmology clinical clerkship model / 中华医学教育探索杂志

This study combines the ophthalmological postgraduate teaching practice with undergraduate clinical clerkship practice, which is called as "dual practice model". In the clinical clerkship teaching of ophthalmology, the postgraduates serve as teaching assistants and cooperate with senior doctors to carry out clinical teaching activities, implementing the "dual practice" ophthalmology clinical clerkship model. In order to improve both the quality of clinical clerkship teaching and the teaching ability for the postgraduates, we have made preparation before clerkship, planning during clerkship, and feedback after clerkship to improve the teaching.

Evolución histórica de la docencia de posgrado de la especialidad Imagenología en Sancti Spíritus / Historical evolution of the postgrad Imaging specialty teaching in Sancti Spíritus

RESUMEN Fundamento: En la provincia Sancti Spíritus se constató la ausencia de publicaciones sobre la historia de la docencia de posgrado en la especialidad Imagenología, por lo que se hizo necesaria una investigación que aportara información al patrimonio científico cubano en ciencias de la salud y a la formación del potencial humano actual y futuro. Objetivo: Describir la evolución histórica de la docencia de posgrado de la especialidad Imagenología en la provincia Sancti Spíritus. Desarrollo: Se realizó una investigación cualitativa con el uso de métodos teóricos: histórico-lógico, analítico-sintético y empíricos: entrevista y análisis documental, en el período comprendido desde 1976 hasta 2020. Resultados: Desde el surgimiento de Sancti Spíritus como provincia ya existían algunos médicos radiólogos, pero no fue hasta 1982 que comenzó oficialmente el estudio de la especialidad en el territorio, como filial de Villa Clara. Con la fundación de la Facultad de Ciencias Médicas en 1986 inició un nuevo capítulo de formación de especialistas en Radiología. Con el advenimiento de nuevas técnicas, en 2006 se cambió el nombre de la especialidad por Imagenología. En la actualidad se mantiene la formación regular de especialistas, incluidos residentes autofinanciados. Conclusiones: La Imagenología como especialidad de posgrado en la provincia Sancti Spíritus ha tenido un desarrollo histórico progresivo, gracias al fortalecimiento del claustro de profesores, la formación continua de recursos humanos para la atención a la población del territorio y los resultados científico-técnicos que avalan el progreso actual de la especialidad. La descripción de su evolución histórica permite perfeccionar la formación de las futuras generaciones, asimismo generar pautas para otras investigaciones.

ABSTRACT Background: In Sancti Spíritus province, the absence of publications on the history of Imaging postgraduate teaching was verified, thus, it was necessary an investigation that would provide information to the Cuban-health sciences-scientific heritage and also to the formation of the current and future human potential. Objective: To describe the historical evolution of Imaging postgraduate teaching in Sancti Spíritus province. Development: A qualitative research was carried out with the use of theoretical methods: historical-logical, analytical-synthetic and empirical: interview and documentary analysis, from 1976 to 2020. Results: Since the emergence of Sancti Spíritus as province, there were already some radiologists, but it was not until 1982 that the study of the specialty in the territory officially began as a Villa Clara´s subsidiary. In 1986, with the founding of the Faculty of Medical Sciences, a new chapter of training to Radiology specialists began. In 2006, with the advent of new techniques, the name of the specialty was changed to Imaging. At present, the regular training of specialists is maintained, including self-financed residents. Conclusions: Imaging as a postgraduate specialty in Sancti Spíritus province has had a progressive historical development, thanks to the strengthening of the teaching staff, the continuous training of human resources for the care of the population in the territory, also the scientific-technical results that support the current progress of the specialty. The description of its historical evolution allows to improve the training of future generations, as well as to generate guidelines for other investigations.

EAGEN and UEG: A Long-Term Partnership with a Focus on Education.

EAGEN is one of the 7 founding sisters and an ordinary member society of UEG. EAGEN members have contributed significantly to the development of UEG in leading positions within UEG. The significant impact of UEG board members on science, education, and organization of European gastroenterology is demonstrated by the remarkable list of EAGEN board members who have received major UEG awards or prizes. The focus of EAGEN within UEG has been on postgraduate education. In this function, EAGEN has developed educational formats which after their establishment were handed over to UEG. EAGEN has established itself as an important provider of education in gastroenterology including pancreatic-biliary diseases, GI oncology, endoscopic procedures, nutrition, and intestinal microbiology. EAGEN has the goal to identify educational needs, fill existing gaps in medical education, and advance the quality of education. To fulfill these tasks, EAGEN is in close cooperation with the UEG education committee and UEG member societies. EAGEN puts a focus on reduction of pan-European health inequalities, provision of equal opportunity, promotion of young talent, and improvement of clinical standards and guidelines.

"That's a child, it's not a diagnosis." What can paediatricians learn from medical humanities?: a mixed methods study.

This article was migrated. The article was marked as recommended. Objective:The aim of this study was to evaluate UK paediatric specialist trainees' perceptions of a medical humanities teaching session on their communication and empathy skills. Methods: A medical humanities session was incorporated into a teaching programme for 19 doctors in their first three years of paediatric training. Using set questions, participants discussed themes of communication, empathy, ethical issues and language. A qualitative methodology was adopted for the evaluation. All doctors who undertook the session were invited to join in a digitally recorded focus group and nine participated. Thematic analysis of the transcript was undertaken by two researchers to identify and code key themes. Six months post-course all participants were invited to complete an online survey looking at the longer-term impact of the session and five responded. Results:Coding of the transcript identified two key themes that participants felt the session added to their usual teaching: i) communication and ii) reflection. Conclusion:Literature-based teaching for junior paediatric doctors was well received and valued by participants and adds to standard teaching. It provides a platform for consideration of the parental perspective and communication (in particular the use of language) as well as providing structured time for reflection on clinical experiences.

Tú y yo: la psicopatología emerge entre nosotros / You and i: psychopathology emerges between us

Background: The formation of a professional to become competent in a discipline requires performing those distinctions by which objects of knowledge typical of a profession emerge. For Psychiatry these objects are the psychiatric symptoms that arise and are distinguished during mental examination. The purpose of this paper is to explore practical training in mental examination and to analyze how the experiences of interviewing a patient become organized and significant events for students through teaching practices. Material and Methods: During an academic year different teaching practices were observed in a University Department of Psychiatry, including lectures, notes, canonical books, and video recording and analysis of different training activities. Results: Excerpts from transcripts of individual interviews with teachers and students are presented, and teacher-student sequences from different training activities. Discussion: During mental examination professors require explicitly "to describe" and not "to interpret" but then they require "interpret" without clarifying when to do one thing or another. However, what teachers actually do implicitly is: 1) to let students experience the interaction with the patient; 2) to help students get an affective distance from and to observe their own experience; 3) to call the experience with a specific word (psychiatric symptom) and 4) to deny all the aforementioned process, whereby a psychiatric symptom arises as if it were an object in a space of sensory perception. This process is actively denied and is partially out of awareness of teachers and students.

Introducción: La formación de un profesional para ser competente en una disciplina requiere realizar aquellas distinciones por las que surgen los objetos de conocimiento propios de una profesión. En Psiquiatría estos objetos son los síntomas psiquiátricos que se distinguen durante el examen mental. Elpropósito de este trabajo es explorar la práctica de entrenamiento en examen mental y analizar cómo la experiencia de entrevistar a un paciente se transforma en eventos organizados y significativos para los alumnos a través de las prácticas de enseñanza. Material y Métodos: Se observaron durante un año diversas prácticas de enseñanza en un Departamento universitario de Psiquiatría, incluyendo clases expositivas, apuntes, libros canónicos, registro en video y análisis de prácticas docentes. Resultados: Se presentan extractos de transcripciones de entrevistas individuales con profesores y alumnos, y de secuencias profesor-alumno durante diversas actividades prácticas. Discusión: Durante el examen mental los profesores explícitamente exigen "describir" sin "interpretar", pero luego exigen "interpretar", sin aclarar cuándo se debe hacer una u otra cosa. Sin embargo, lo que los profesores hacen en forma implícita es: 1) permitir que los alumnos experimenten la interacción con el paciente; 2) ayudar a los alumnos a tomar distancia afectiva y observar su propia experiencia; 3) denominar la experiencia con una palabra específica (síntoma psiquiátrico) y 4) negar todo el proceso anterior, con lo cual surge un síntoma psiquiátrico tal como si fuera un objeto en un espacio de percepción sensorial. Este proceso es activamente negado y está parcialmente fuera de la conciencia de profesores y alumnos.

Survival rates and complication types for single implants provided at the Melbourne Dental School.

BACKGROUND: Single implants and implant-supported single crowns (ISSCs) have become popular treatment modalities for single tooth replacement. Studies have identified high implant survival rates, but also many complications. The aim of this five-year retrospective study was to assess the survival rates, complication types and occurrences for single implants and ISSCs at the Melbourne Dental School (MDS) in Victoria, Australia. METHODS: A search of the Royal Dental Hospital of Melbourne (RDHM) database was conducted for data on all implant treatment and reported complications during the period between 1 January 2005 and 31 December 2009. Complications were categorized into surgical, biological and restorative types. RESULTS: A total of 622 implant fixtures and 444 ISSCs were inserted into 406 patients. Seventeen implants failed during the mean follow-up time of 2.18 years, yielding a 2.7% failure rate and an estimated one- and five-year survival rate of 98.8% and 93.9%, respectively. The cumulative surgical, biological and restorative complication incidences were 11.9%, 17.6% and 14.1%, respectively. CONCLUSIONS: This study confirmed that single tooth replacement using implant therapy within a teaching environment had a high survival rate. However, complications frequently occurred. This article only provides a descriptive analysis. Correlation analysis between variables would provide greater insight into the causes of complications.

New training model for clinical medical postgraduates with scientific degree / 中华医学教育探索杂志

Postgraduate education is the highest leveled education in the national education hierarchy and bears the historic task of providing top-notch innovative personnel for the country and conducting independent innovation. At present,the medical degree is divided into two types: clinical scientific degree and clinical professional degree. Clinical scientific degree is different from clinical professional degree due to its importance and peculiarities. Therefore,education for postgraduates with clinical scientific degree faces many problems in enrollment,research and clinical capacity develop-ment and evaluation system. Through reforming enrollment plan,strengthening capacity building and establishing sound clinical education evaluation system can further improve training quality for post-graduates with clinical scientific degree.

La enseñanza postgraduada: garantía para aprender idioma inglés con propósitos específicos en enfermeros / Postgraduate teaching: a guarantee in the English language learning with specific purpose for nurses

En la Facultad de Enfermería de la Universidad de Ciencias Médicas de Villa Clara se realizó una investigación de desarrollo de corte transversal durante el período de septiembre 2009 a noviembre de 2010 para contribuir al aprendizaje acelerado del idioma inglés con propósitos específicos en enfermeros. Se utilizó la metodología de la investigación cualitativa, con diferentes métodos, tanto teóricos como empíricos. El estudio arrojó un insuficiente desarrollo de las habilidades comunicativas en este rubro, por lo que se tuvo en cuenta la identificación de las necesidades de aprendizaje de estos profesionales en la enseñanza postgraduada y la carencia de propuestas de superación profesional en esta temática. Se elaboró un curso con los elementos antes determinados, este producto final fue valorado por especialistas seleccionados, ellos recomendaron su puesta en marcha.

At the Nursing Faculty in the University of Medical Sciences in Villa Clara, under the qualitative approach, a development study was carried out, to contribute to the accelerated learning of the English language with specific purposes in nurses. Different techniques were applied, for instance, questionnaires, interviews, etc. The results were contrasted. It was concluded that these professionals have not an appropriate level of development about the communicative competences in English. That is why, it was taken into account the identification of these professionals' learning necessities in the up-graded learning process and the lack of any other proposals. It was elaborated a course with the previous elements, accompanied by a material aid, and the methodological orientations. The final product was validated by selected specialists, they recommended its implementation at the University of Medical Sciences in Villa Clara.

Teaching Experiences of Molecular Biology for Postgraduate in Medical School / 中华医学教育探索杂志

Molecular biology is an important course for the postgraduate in medical school which includes both theoretic class and experimental class.This article described the setting and organization of molecular biology course of postgraduate in Nantong University,and some thoughts and experiences about the training of the research competence of students were introduced as well.