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1.
Am J Obstet Gynecol ; 199(5): 563.e1-9, 2008 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-18533118

RESUMO

OBJECTIVE: This study was undertaken to describe the process used to identify, externally validate, and establish the priority learning objectives for medical students on the obstetrics and gynecology clerkship. STUDY DESIGN: We conducted a review of the APGO Medical Student Objectives in Obstetrics and Gynecology to establish which of these objectives should be given first priority. We used recommendations from external references to assess the validity of these selected objectives. We compared the distribution of objectives with levels of expected competency from Miller's pyramid. RESULTS: From a list of 267 unique learning objectives we identified 134 (50.2%) Priority 1 objectives students must master by the end of the clerkship. The recommendations from 17 external references were compared with this set of objectives, which demonstrated a significant correlation between the 2 (P < or = .001). Priority 1 objectives were associated with advanced levels of competency. CONCLUSION: External sources validated and helped prioritize the learning objectives.


Assuntos
Estágio Clínico , Ginecologia/educação , Obstetrícia/educação , Currículo , Estados Unidos
2.
Am J Obstet Gynecol ; 196(6): 508-13, 2007 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-17547874

RESUMO

Formative feedback is an essential component of effective teaching and learning. Without it, the learner flounders. Furthermore, the Liaison Committee on Medical Education requires formative feedback within the clerkship and specifies that students must have the time and ability to remediate deficiencies before completing the clerkship. Few articles in the medical literature address how to give effective feedback. However, the themes within these articles are consistent. Formative feedback should be an interactive activity between the teacher and learner. Feedback must be approached with mutual respect and should be provided in a safe environment. Quality feedback is timely, specific to the situation, constructive, based on direct observation and nonjudgmental. With effective feedback, learners (and teachers) can discover what to improve, as well as which behaviors and skills to reinforce and augment. Learners appreciate and request specific feedback. In addition, learners tend to rate teachers who provide feedback more highly than they rate teachers who do not provide feedback. This article in the "To the Point" series will focus on the components of effective feedback and provide a practical and effective approach to giving feedback.


Assuntos
Estágio Clínico , Retroalimentação , Docentes de Medicina , Ginecologia/educação , Humanos , Obstetrícia/educação , Estudantes de Medicina
3.
Am J Obstet Gynecol ; 194(4): 1064-9, 2006 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-16580297

RESUMO

Computer technology is rapidly changing the way educators can interact with their students. This article reviews the research regarding the integration of online computer-assisted instructional materials into medical education.


Assuntos
Instrução por Computador , Educação Médica/métodos , Ginecologia/educação , Internet , Obstetrícia/educação , Editoração/estatística & dados numéricos , Materiais de Ensino , Sistemas On-Line
4.
Am J Obstet Gynecol ; 193(6): 1915-22, 2005 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-16325592

RESUMO

Learners with cognitive and behavioral difficulties are particularly challenging in the clinical setting. Cognitive difficulties in the clinical realm may relate to knowledge deficits and/or weak problem solving skills. Behavioral difficulties resulting from attitudinal or motivational problems may manifest themselves as specific unprofessional acts either committed or omitted in the course of caring for patients as well as in unprofessional behavior. A disproportionate amount of time and energy can be expended addressing the needs of such students. This paper reviews several types of difficulties encountered by educators and suggests strategies for preventing, assessing, and working effectively with challenging students in the clinical setting. Specific attention is directed to impaired students.


Assuntos
Deficiências da Aprendizagem , Estudantes de Medicina , Adulto , Terapia Comportamental , Estágio Clínico , Docentes de Medicina , Humanos , Deficiências da Aprendizagem/diagnóstico , Deficiências da Aprendizagem/terapia , Inabilitação do Médico , Estudantes de Medicina/psicologia , Transtornos Relacionados ao Uso de Substâncias
5.
Am J Obstet Gynecol ; 193(5): 1773-9, 2005 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-16260232

RESUMO

OBJECTIVE: The objective of this study was to investigate whether the essential elements of the Association of Professors of Gynecology and Obstetrics (APGO) Medical Student Educational Objectives were adequately represented on the National Board of Medical Examiners (NBME) obstetrics and gynecology subject examination, and that the topics questioned on that examination were covered by the APGO objectives. STUDY DESIGN: The Undergraduate Medical Education Committee of APGO and the NBME staff separately reviewed the same 2 NBME obstetrics and gynecology subject examinations. The questions were mapped to the 15 essential elements of the APGO educational objectives and comparisons were made to check how well they matched. RESULTS: All the essential elements of the educational objectives were covered by the NBME subject examination. Of the questions on the examination, 99% were deemed appropriate for medical students with 70% of the questions mapping to "Priority 1" objectives. CONCLUSION: The NBME examination provides an appropriate assessment of mastery of what a medical student should learn, as represented by the APGO Medical Student Educational Objectives.


Assuntos
Educação de Graduação em Medicina/normas , Ginecologia/educação , Obstetrícia/educação , Avaliação Educacional , Docentes , Sociedades Médicas , Conselhos de Especialidade Profissional , Estados Unidos
6.
Am J Obstet Gynecol ; 192(1): 34-7, 2005 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-15671999

RESUMO

Learners, teachers, and programs need to be evaluated. This article reviews the purpose and the current methods for evaluating all 3. Clinical impressions of the learner are yielding increasingly to direct observation and skill assessment. The Reporter, Interpreter, Manager, and Educator (RIME) method offers a unique way of assessing and providing formative feedback to the learner. Learning portfolios help document achievements and provide a collection for self-assessment and growth. Teachers benefit from feedback especially if followed up with consultation. Programs need both quantitative and qualitative data to document performance. National data gathered locally from exit surveys now exist that facilitate comparison of programs (eg, clerkships) within and across institutions. The emphasis on institutional accountability makes it critical to directly evaluate learners and their educational programs.


Assuntos
Educação Médica/normas , Ginecologia/educação , Obstetrícia/educação , Avaliação de Programas e Projetos de Saúde , Feminino , Humanos , Gravidez , Estados Unidos
7.
Am J Obstet Gynecol ; 191(2): 408-11, 2004 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-15343214

RESUMO

Medical educators are faced with the difficult dilemma of decreased time available for teaching as a result of increased demands for clinical time. Yet few physicians have formal training in teaching methods. Educational research is reviewed to assist educators to select the best teaching technique to meet the learning objectives.


Assuntos
Educação Médica , Aprendizagem , Ensino/métodos , Humanos , Aprendizagem Baseada em Problemas , Desempenho de Papéis
8.
Am J Obstet Gynecol ; 187(5): 1405-12, 2002 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-12439539

RESUMO

OBJECTIVE: The purpose of this study was to assess the progress that has been made toward meeting the educational challenges in obstetrics and gynecology that were made at an Association of Professors of Obstetrics and Gynecology special forum in 1986. STUDY DESIGN: We placed the five major issues and specific problems that were identified within the context of developments that have occurred in medical education, the Association of Professors of Obstetrics and Gynecology, and the specialty over the last 15 years. We used the medical education literature and the accomplishments of the members of the Association of Professors of Obstetrics and Gynecology to measure progress. RESULTS: Many of the challenges that were raised at the original forum remain. Significant progress, much of it spearheaded by the Association of Professors of Obstetrics and Gynecology, has been made in the areas of teaching methods and skills, evaluation techniques, faculty development, computer usage, teaching recognition, counseling for the fourth-year student, and an integrated curriculum in women's health. CONCLUSION: Progress has occurred within the context and demands of a changing health care system that constricts the time and funding that are available for medical education.


Assuntos
Educação de Pós-Graduação em Medicina , Ginecologia/educação , Obstetrícia/educação , Currículo , Docentes de Medicina , Feminino , Humanos , Estados Unidos
9.
Am J Obstet Gynecol ; 187(3 Suppl): S25-7, 2002 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-12235435

RESUMO

"Women's Health Care Competencies for Medical Students" lists the competencies undifferentiated medical students should be able to demonstrate before graduation. The Association of Professors of Gynecology and Obstetrics (APGO) was among the groups asked to convert specified competencies into educational objectives. Working individually, APGO's Undergraduate Medical Education Committee members used APGO's Medical Student Educational Objectives, Seventh Edition, to construct objectives appropriate to preassigned competencies. Referring to the work of Miller, members determined the level of professional competence medical students should reach for each objective. Members also selected evaluation tools appropriate for the skill and its competency level from the Toolbox of Assessment Methods created by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties. The group collectively revised the work of its members using a standard format to generate the final product.


Assuntos
Competência Clínica , Educação Baseada em Competências/normas , Educação de Graduação em Medicina/normas , Objetivos Organizacionais , Saúde da Mulher , Feminino , Ginecologia/educação , Humanos , Obstetrícia/educação , Estados Unidos
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