Educacion Medica最新文献

Introduction

Materials and methods

Results

Conclusion

This article is part of a series of three that detail the relationship that exists between the competency domains of patient safety, clinical communication with specialized health training; as well as pointing out the synergies and the enhancing effect that exists between them through their topical aspects: the clinical error, the difficult patient and the critical incident. This article focuses on medical error, pointing out its motivating effect on the resident and how to use it formatively in real situations when things do not go well in the consultation. Because medical error is a very broad topic, this article focuses on content related to the training and motivation of residents.

Humanities are seen as both valuable and, at the same time, as soft, vague or prone to confusion disciplines. This paper exposes a broad view of how medical humanities education can be approached searching rigor. It aims to present a text that can be useful in this type of teaching. To this purpose, key elements from the biomedical literature are presented and, in addition, the Humanities Training Program of the Faculty of Medicine of the Universidad Francisco de Vitoria is shown. The first part included the organizational context, the expected learning outcomes and the curricular contents. In this second part, the learning and teaching experiences, the forms of student assessment and those of the continuous quality improvement process are presented.

Neurological diseases are highly prevalent, with a high burden of morbidity, mortality and quality of life compromised. Physicians with neurology training are required. Medical education is confronted with the challenge of neurophobia, characterized by non-neurologist doctors who are afraid to care for the neurological pathology, to the point of not attempting to make a diagnostic approach, omitting the neurological examination or initiating early referral to the neurologist. There are questionnaires to identify neurophobia, which is present in up to half of medical students. Neurophobia constitutes an urgent call for medical education.

Introduction

The scope of medical education (ME) as an autonomous field of study is still under debate. The present study aimed to identify publications addressing the topic of ME, published in international medical journals, by Portuguese authors, alone or in collaboration with foreign colleagues.

Methods

Publications were retrieved from Scopus and Web of Science, between 2013 and 2022. Each publication was identified by title, name, and affiliation of the corresponding author. Affiliation of all authors was also taken into consideration to detect networks. Titles were used to identify subjects, complemented by keywords and abstract. Journal Citation Reports and Scimago Journal Rank indexed journals in the education category were identified and from these ME journals were selected.

We chose 29 journals from which 17 had publications from Portuguese’s authors in a total of 80 publications.

Results

The top journals in terms of productivity were BMC Medical Education, Medical Teacher, and Advances in Health Sciences Education. The Portuguese international cooperation involved Europe (United Kingdom, Spain, the Netherlands, and Ireland), North America (USA and Canada) and Oceania (Australia). Outside the Northen Hemisphere, cooperation involved mostly Brazil. Nationally, the dominant networks involved the Universities of Porto and Minho.

Five core areas were identified namely “medical education”, “medical student”, “health care personnel”, “medical school”, and “undergraduate medical education”.

Conclusion

Despite the limitations of this study because the search was only focused on ME journals it showed a trend towards internationalisation of some Portuguese authors, particularly those who were also involved in established national networks.

Introduction

The objective of the study was to verify the progress of implementation of the pedagogical model oriented to postgraduate competencies of a medical school, since it implemented a new curricular framework since 2016, achieving a first cohort of graduates, who will seek to consolidate their training in subspecialties offered by the academic unit.

Methods

Qualitative study with a hermeneutic, interpretive approach with teachers and final year residents of selected postgraduate courses. The data were obtained through semi-structured interviews and focus groups. The training programs were analyzed. The pedagogical model oriented to postgraduate competencies was the main category that guided the questions, the following dimensions being analyzed: academic management, teaching practice, professional student learning and curricular structure. Data collection concluded once theoretical saturation was obtained.

Results

Analyzing 22 interviews with teachers and focus groups with 16 final-year postgraduate residents, it was identified that the pedagogical model currently implemented is mostly content-based, with insufficiently developed innovations. Teachers with heterogeneous training and involvement in higher education and implementation of the new model. Residents of specialties perceived as spectators, not involved in the training process that should have been integrated into the postgraduate degree to ensure the necessary competencies indicated.

Conclusion

In the postgraduate field, the pedagogical model by content prevails, without the orientation by competencies having had continuity, verifying the need for interventions in teacher training, student involvement, improvement of infrastructure and assurance of educational quality, to saturate the objectives of the plan institutional strategic.

Introduction

Clinical reasoning is essential for effective clinical practice. Clinical reasoning helps medical students for clinical decision-making. However, development of clinical reasoning is challenging. The purpose of this study was to explore clinical reasoning perspectives among final year medical students.

Methods

Exploratory descriptive qualitative research design was employed. The study was approved by the Institutional Review Board and Ethics Committee. Data were collected through focused group discussion from 2 medical colleges in English language. A semi-structured guide was used for data collection. Manual content analysis was applied for data analysis. The data were summarized in categories, subcategories that were presented with their pertinent direct quotes.

Results

Six categories namely mentoring support and guidance, learning challenges, teaching and learning methods, assessment and feedback, systematic thinking, and being a life-long learning were developed. The categories represented appreciating and devaluating expressions of medical students for the development of clinical reasoning. Medical students expressed the need for mentoring, bridging theory-practice gap, clinical resources, thinking systematically and role of life-long learning. Whereas, curriculum overload, decontextualized curriculum, practice inconsistencies, and cultural issues hinder development of clinical reasoning. Challenges can be alleviated with effective clinical strategies, role modeling, being and becoming life-long learner and evidence-based medical practices.

Conclusion

Medical students were aware about the significance of clinical reasoning. However, development of clinical reasoning was hinder by number of learning challenges. Alleviation of learning challenges is imperative for the development of clinical reasoning.

Introduction-aim

Several studies show a high prevalence of burnout among medical students, with the learning environment being suggested as one of the potential contributing factors. The present analysis aims to describe burnout in medical students and its relationship with the educational climate.

We have investigated the relationship between burnout and academic climate. Previously, we found a correlation between a poor perception of academic climate with increased depression, anxiety, and other psychopathological symptoms.

Material and methods

The study was carried out in 2022 in all 44 medical schools in Spain and analyses the academic climate (Dundee Ready Education Environment Measure) and its relationship with the perception of burnout (Maslach Burnout Inventory) among medical students (n = 4374).

Results

The global academic climate and the burnout subscales present an inverse correlation with exhaustion and depersonalization, and a direct correlation with efficacy. Students in public schools presented greater values for exhaustion and depersonalization than those from private centers. The levels of burnout increase during the stay in the school in these 3 subscales.

Conclusion

Our study suggests a high correlation between a higher level of burnout and a worse assessment of the academic climate. The level of burnout varies according to gender, course, and type of medical school.