Assuntos
Assistência Ambulatorial , Competência Clínica , Educação de Pós-Graduação em Medicina/organização & administração , Docentes de Medicina/organização & administração , Carga de Trabalho , Estudos Transversais , Avaliação Educacional , Feminino , Humanos , Medicina Interna/educação , Internato e Residência/organização & administração , Masculino , Admissão e Escalonamento de Pessoal , Avaliação de Programas e Projetos de Saúde , Inquéritos e QuestionáriosRESUMO
Women's preventive health issues are frequently encountered in the outpatient setting. Many general internists feel uncomfortable meeting the needs of women due to a general lack of knowledge of women's health and inadequate training in the evaluation of female-specific care. In this article, the authors summarize evidence-based guidelines for preventive health and immunizations for women.
Assuntos
Serviços Preventivos de Saúde , Serviços de Saúde da Mulher , Feminino , Humanos , Estilo de Vida , Doenças Metabólicas/diagnóstico , Neoplasias/diagnóstico , Infecções Sexualmente Transmissíveis/diagnósticoAssuntos
Guias de Prática Clínica como Assunto , Saúde da Mulher , Neoplasias da Mama/diagnóstico , Neoplasias da Mama/terapia , Feminino , Fogachos/tratamento farmacológico , Humanos , Osteoporose/diagnóstico , Osteoporose/tratamento farmacológico , Relações Médico-Paciente , Maus-Tratos Conjugais/diagnósticoRESUMO
OBJECTIVE: To address the need for women's health education by designing, implementing, and evaluating a self-study, web-based women's health curriculum. DESIGN: Cohort of students enrolled in the ambulatory portion of the medicine clerkship with comparison group of students who had not yet completed this rotation. PARTICIPANTS/SETTING: Third- and fourth-year medical students on the required medicine clerkship (115 students completed the curriculum; 158 completed patient-related logs). INTERVENTION: Following an extensive needs assessment and formulation of competencies and objectives, we developed a web-based women's health curriculum completed during the ambulatory portion of the medicine clerkship. The modules were case based and included web links, references, and immediate feedback on posttesting. We discuss technical issues with implementation and maintenance. MEASUREMENTS AND MAIN RESULTS: We evaluated this curriculum using anonymous questionnaires, open-ended narrative comments, online multiple-choice tests, and personal digital assistant (PDA) logs of patient-related discussions of women's health. Students completing the curriculum valued learning women's health, preferred this self-directed learning over lecture, scored highly on knowledge tests, and were involved in more and higher-level discussions of women's health with faculty (P<.001). CONCLUSIONS: We present a model for the systematic design of a web-based women's health curriculum as part of a medicine clerkship. The web-based instruction resolved barriers associated with limited curriculum time and faculty availability, provided an accessible and standard curriculum, and met the needs of adult learners (with their motivation to learn topics they value and apply this knowledge in their daily work). We hypothesize that our web-based curriculum spurred students to later discuss these topics with faculty. Web-based learning may be particularly suited for women's health because of its multidisciplinary nature and need for vertical integration throughout medical school curricula.
