Educacion Medica最新文献

Introduction

Immersive reality refers to digital experiences that immerse users in simulated environments, creating a sense of presence and active participation. It is an interesting tool for health sciences education. Since it is little incorporated into educational units, the opportunity for implementation arises.

Objective

Describe the process of implementing immersive reality within the UC Dentistry academic unit.

Method

The implementation was developed in four stages: a) structured review of educational projects with the use of immersive reality b) conversion of analogue models to digital c) selection of immersive reality technological platform; d) integration with learning management system. A structured review was carried out to collect evidence on the topic according to the PRISMA recommendation. At the same time, plaster models of dental arches were selected and digitized to be integrated into a learning management system.

Results

Thirty articles were selected which provided eight criteria for selecting immersive platforms. Twenty models were digitized and incorporated into Sketchfab, making them available for teaching.

Conclusions

As a result of the implementation, a repository of digital models with immersive reality is created that meets the criteria recommended by the publications. The review of the literature indicates that this technology provides benefits for the training of students.

Background: The Emotional Intelligence theory has evolved from the respective definitions of intelligence and emotion. Emotional Intelligence is a fundamental competence for Nursing professionals because it allows developing effective therapeutic relationships, facilitates interaction with other professionals, acts as a significant predictor of conflict management, and is related to a reduction in stress due to overload and work schedules or avoidance behaviours that can affect Nursing care quality but their training is not sufficiently integrated into the training curricula of health professions son the study’s aim is to evaluate the change in Nursing students' perception regarding Emotional Intelligence after carrying out clinical practices in different care services.

Materials and methods: A longitudinal and observational study was carried out at differents Spain's universities. 149 students were included in the study, recruited through a accidental sampling in four Spanish universities. The study investigates the emotional change produced by clinical practices through the TMMS-24 questionnaire. Other sociodemographic and academic variables were collected and the Nursing students' stressors in clinical practices by KEZKAK questionnaire and the Nursing students' perceptions of the instructor's care by S-NSPIC, because they have demonstrated their influence in the process.

Results: The sample consisted of 88.5% were women (n = 131) and 11.5% men (n = 17) with a mean age of 23.36 ± 4.69 years old. The perception of Emotional Intelligence obtained adequate ranges and it increases after clinical practices (p < 0.001), a statistically significant change (p = 0.031) is observed in Emotional Intelligence according to the type of service in which they carry out the practices. Highlighting the Operating Room as the unit in which the greatest change occurs (12.67 ± 3.79) when compared to the special care units, where it is lower (0.50 ± 7.44). Differences are also observed according to duration of the clinical practices, increasing when the periods of practices are longer.

Conclusions: Acquisition of Emotional Intelligence depends on the clinical service in which the students carry out their internships, their duration and the relationships they develop with the tutors. These criteria must be taken into account for the creation of study plans that favour both the increase in knowledge and social and emotional skills, guaranteeing the students' incorporation into the labour market with all possible tools.

The article refers to the design and validation of a methodology focused on visualization and problematization to contribute to the solving problem skills in Medical Embryology subject. The methodology was designed following theoretical assumptions of general didactic about scientific results in educational research, from which the demand to be met were determined, coming from didactic that tends to development. Finally, the methodology was validated as relevant according to the experts’ criteria for its application and evaluation in educational practice.

Introduction

Evidence-based medicine (EBM) training for pharmacists has been shown to improve information search and analysis skills.

Methods

We developed a virtual course-workshop for community pharmacists (CPs) and used an online questionnaire to assess self-perceived of knowledge and clinical practices related to EBM.

Results

Twenty-three participants completed the course-workshop. There was an increase in the adequate formulation of the PICO strategy at the end of the course-workshop (52.17%, n = 12 vs 8.70%, n = 2; p < .0019). While, in self-reported clinical practice, there was an increase in consultation of specialized databases (86.5%, n = 45 vs 57.69%, n = 30; p < .001).

Discussion

The tele-education program was successful in improving self-perceived knowledge on the formulation of a PICO question and clinical practice related to EBM in pharmaceutical care.

Family and community medicine brings together many of the elements and values that characterize the medical practice. This means that it can provide solid, useful and lasting foundations to the medical student, whatever specialty they choose in the future. It is necessary to train professionals capable of seeing the patient from a holistic point of view in their personal and social context, as well as understanding the determining factors of individual and community health. And also understanding the patient and their suffering, and that they empathize, to accompany them during their illness process. We are also faced with the challenge of placing Primary Care at the center of the health system and facing a growing demand for doctors specializing in Family and Community Medicine.

To achieve these objectives, it is strictly necessary to integrate Primary Care into the university curricula, with the intervention of family doctors in different subjects, providing a more transversal and holistic vision in the approach to different pathologies and with more presence in teaching activities and practices.

The model proposed by the Pompeu Fabra University is inspired by the mentoring methodology in which the student will be assigned a family doctor as a mentor throughout their undergraduate training, and this will accompany them during their stays at the Primary Care center and in activities related to different subjects and will ensure compliance with the training objectives. They will also participate in evaluation at the end of each course. This model aims to improve the quality of activities linked to clinical care and practices, and will facilitate knowledge of Primary Care and the profession of physician with an early and maintained contact with Primary Care.

Introduction

The mental health of healthcare professionals is a constant concern. Studies show high rates of anxiety, linked to factors such as workload and psychosocial environment.

Materials and methods

A cross-sectional study was conducted among residents of the Alcorcón Foundation University Hospital (HUFA). An anonymous and voluntary form containing epidemiological data, the State-Trait Anxiety Inventory (STAI), the Psychosocial Risks Assessment Questionnaire at Work, and the Coping Strategies Inventory (CSI) was sent through institutional email. The objective was to assess the anxiety levels among residents and their coping strategies, comparing them based on gender, specialty, year of residency and perceived psychosocial risk.

Results

Sixty residents (65.93%) completed the form. STAI scores were higher in women, those who dedicated more free time to work (p = 0.02), and those with an unfavorable score on the psychosocial risk scale (p = 0.007). There was more selfcriticism among women (p = 0.013), more social support in younger residents (p = 0.045), more self-criticism in those with higher psychosocial risk (p = 0.017), and among residents who dedicate more free time to work (p = 0.025).

Conclusion

Anxiety rates are high among residents with identifiable risk factors for employing maladaptive coping strategies. We propose psychological interventions and support programs for trainees.

Emergency Medicine (EM) in Latin America and other Spanish-speaking regions is in a stage of development, especially in Latin America and other Spanish speaker populations. Among challenges for further consolidation are the development of specialized scientific societies, research in the area and training of specialists according to local needs, aligned with international standards. In Chile, there are 14 EM training programmes that follow guidelines based on national and international documents, but there is no clear consensus regarding the minimum competencies that specialists in this discipline should achieve during their training programme.

Objective

This study seeks to reach a consensus, through a panel of experts, on the minimum competencies that should be included in an EM curriculum in Chile.

Method

A modified Delphi technique was used, selecting a panel of experts who were sent an online questionnaire on a list of minimum competences organized into 7 roles, based on international standards.

Results

2 rounds of questionnaires were carried out, with a response rate of 45.2% and 34.5% respectively, obtaining consensus on 197 out of 204 competencies.

Conclusions

This consensus can serve as a basis for the development of training programmes in the country and can be adapted for other Spanish-speaking countries, serving as an impulse for the academic development of the EM in these regions.

Introduction

The systematic review critically evaluates the evidence available in the literature on a given topic. It is extremely useful in the practice of evidence-based medicine. When it comes to teaching medical sciences, based on a guiding question, a structured literature review can be used to identify, compile, and analyze the available evidence, helping the teaching–learning process in healthcare. In this context, the medical schools in the Brazilian Amazon have been undergoing changes in the way their pedagogical policy projects are constructed, as a result of the need to respond to the health demands of the local community, allowing them to open up to teaching–learning methodologies that are more focused on the student. Therefore, this study aimed to verify the impact of using systematic literature research to support problem-based learning (PBL) and the teaching of clinical professional skills (CPS) in the healthcare axis of the medical course at a university in the Brazilian Amazon.

Materials and methods

Eight groups from different semesters of the medical course took part in the study. The students were instructed on the guidelines for systematic literature research according to preferred reporting items for systematic reviews and meta-analyses of studies.

Results

The systematic literature review proved to be an excellent tool for articulating the different medical sciences, since the students were able to construct their own learning using a relational approach of the knowledge acquired actively through PBL and CPS with the evidence from the scientific literature versus the regional reality of the health-disease process. The results of the different literature reviews within the healthcare axis were published in the form of scientific articles.

Conclusion

The systematic literature review showed the applicability of evidence-based medicine by students at a public university in the Brazilian Amazon region, who became more motivated and aware of the teaching–learning process applied to healthcare focused on the reality of the region in which they live.

Introduction

We evaluated whether an eminently theoretical undergraduate teaching of neurology includes adequate training to perform neurological differential diagnoses.

Methods

In 2023, 165 students received theoretical and practical hospital classes. They had the option of continuous evaluation, and as part of it, the final exercise, conducted after the theoretical exam, involved creating a list of differential diagnoses for a patient presenting with dysphagia + dysarthria + diplopia. The responses were evaluated by comparing them with a "gold-standard” (the result of the same exercise performed by 5 experienced neurologists), and these results were compared with the theoretical grade.

Results

61 students participated. To analyze the relationship between the exercise grade and the theoretical exam, we used the Pearson correlation coefficient, which yielded a result of 0.052 (p = .690).

Conclusion

Our data suggest that an eminently theoretical undergraduate education may not be adequate for acquiring skills in neurological differential diagnosis.