scholarly journals responsabilidad social de la Facultad de Medicina y Ciencias Biomédicas y, su relación con la visión, misión y formación médica

2021 ◽  
Vol 39 (2) ◽  
pp. 553-570
Author(s):  
Laura Artemisa Baeza Franco ◽  
Haydeé Parra-Acosta
Keyword(s):  
Medical Education ◽  
Social Responsibility ◽  
Medical Training ◽  
Cross Sectional ◽  
Head Teachers ◽  
Significant Relationships ◽  
Innovación Educativa ◽  
Politica Educativa ◽  
Academic Personnel ◽  
De Medicina

La responsabilidad social universitaria (RSU) es una política educativa de consciencia de los impactos académicos de los universitarios en la sociedad, los cuales son indispensables para la innovación de la educación y el fortalecimiento de las estructuras sociales. El objetivo de este estudio fue valorar la percepción que tienen los estudiantes, personal académico, directivos y jefes de enseñanza, respecto a la responsabilidad social y determinar su relación con la visión, misión y formación médica. Se realizó un estudio transversal tipo correlacional mediante la aplicación de un cuestionario. Se determinaron los aspectos de la responsabilidad social más valorados por estudiantes, personal académico, directivos y jefes de enseñanza, se establecieron diferencias significativas de la responsabilidad social en estos cuatro grupos con un nivel de significancia de .005 y se observaron relaciones significativas con los aspectos de la visión, misión y formación médica. En este estudio se resaltó, que los aspectos más percibidos de la responsabilidad social permiten valorarla desde un enfoque socio formativo que incide en la innovación educativa con la implementación de unidades de aprendizaje y programas de responsabilidad social. Esta investigación aporta al estado del conocimiento sobre la responsabilidad social al demostrar que la percepción que tienen los estudiantes y el personal académico sobre la responsabilidad social incide en la formación médica, la misión y visión de la facultad. University social responsibility is an educational policy of awareness of the academic impacts of university students in society, which are essential for the growth of education and the reinforcement of social structures. The objective of this study was assessing the perception that students, academic personnel, directive, and head teachers have regarding social responsibility and determine its relationship with the vision, mission and medical education. A cross-sectional correlational study was carried out by applying a questionnaire. The aspects of social responsibility most perceived by students, academic academic personnel, directive, and head teachers were determined, significant differences in social responsibility were established in these four groups and significant relationships were observed with the aspects of vision, mission and most perceived medical education. Despite the fact that none of the investigations is capable of objectively measuring social responsibility, the measurement of the most perceived aspects of it allows assessing the direction that is taken in knowledge, in order to influence educational reforms, implementation of subjects and social responsibility programs. This research contributes to the state of knowledge about social responsibility and its relationship with the vision, mission and medical training by demonstrating that the perception of social responsibility affects the concept of medical education regarding the mission and vision of the faculty.

scholarly journals Exploring the global impact of the COVID-19 pandemic on medical education: an international cross-sectional study of medical learners

2021 ◽  
Author(s):  
Allison Brown ◽  
Aliya Kassam ◽  
Mike Paget ◽  
Kenneth Blades ◽  
Megan Mercia ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Well Being ◽  
World Health ◽  
Future Research ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The World ◽  
Geographic Regions ◽  
The Impact

Background: The evidence surrounding the impact of COVID-19 on medical learners remains anecdotal and highly speculative despite the anticipated impact and potential consequences of the current pandemic on medical training. The purpose of this study was to explore the extent that COVID-19 initially impacted medical learners around the world and examine global trends and patterns across geographic regions and levels of training. Methods: A cross-sectional survey of medical learners was conducted between March 25–June 14, 2020, shortly after the World Health Organization declared COVID-19 a pandemic. Results: 6492 learners completed the survey from 140 countries. Most medical schools removed learners from the clinical environment and adopted online learning, but students reported concerns about the quality of their learning, training progression, and milestone fulfillment. Residents reported they could be better utilized and expressed concerns about their career timeline. Trainees generally felt under-utilized and wanted to be engaged clinically in meaningful ways; however, some felt that contributing to healthcare during a pandemic was beyond the scope of a learner. Significant differences were detected between levels of training and geographic regions for satisfaction with organizational responses as well as the impact of COVID-19 learner wellness and state-trait anxiety. Conclusions: The disruption to the status quo of medical education is perceived by learners across all levels and geographic regions to have negatively affected their training and well-being, particularly amongst postgraduate trainees. These results provide initial empirical insights into the areas that warrant future research as well as consideration for current and future policy planning.

scholarly journals Impact of the COVID-19 pandemic on the clinical training of last year medical students in Mexico: a cross-sectional nationwide study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Maximiliano Servin-Rojas ◽  
Antonio Olivas-Martinez ◽  
Michelle Dithurbide-Hernandez ◽  
Julio Chavez-Vela ◽  
Vera L. Petricevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Medical Students ◽  
Private Schools ◽  
Clinical Training ◽  
Online Survey ◽  
Medical Training ◽  
Clinical Instruction ◽  
Cross Sectional ◽  
The Impact

Abstract Background The COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico. Methods This was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools. Results A total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training. Conclusions The impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

scholarly journals Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda

2020 ◽  
Vol 7 ◽  
pp. 238212052097321
Author(s):  
Ronald Olum ◽  
Linda Atulinda ◽  
Edwin Kigozi ◽  
Dianah Rhoda Nassozi ◽  
Alzan Mulekwa ◽  
...  
Keyword(s):  
Medical Education ◽  
Nursing Students ◽  
Medical Training ◽  
Internet Access ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
Makerere University ◽  
E Learning ◽  
Learning Platforms

Given the dearth need for healthcare workers in the control of the ongoing COVID-19 pandemic, e-learning has been adopted in many settings to hasten the continuation of medical training. However, there is a paucity of data in low resource settings on the plausibility of online learning platforms to support medical education. We aimed to assess the awareness, attitudes, preferences, and challenges to e-learning among Bachelor of Medicine and Bachelor of Surgery (MBChB) and Bachelor of Nursing (B.NUR) students at Makerere University, Uganda. An online cross-sectional study was conducted between July and August 2020. Current MBChB and B.NUR students aged 18 years or older constituted the study population. Using Google forms, a web-based questionnaire was administered through the Makerere University mailing list and WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 221 participants responded (response rate = 61%). Of the 214 valid responses, 195 (92.1%) were Ugandans, 123 (57.5% were male, and 165 (77.1%) were pursuing the MB ChB program. The median age was 23 (18 to 40) years. Ownership of computers, smartphones, and email addresses were at 131 (61.2%), 203 (94.9%), and 208 (97.2%), respectively. However, only 57 (26.6%) respondents had access to high or very high quality internet access. Awareness and self-reported usage of e-learning (MUELE) platforms were high among 206 (96.3%) and 177 (82.7%) respondents, respectively. However, over 50% lacked skills in using the Makerere University e-learning (MUELE) platform. About half (n = 104, 49%) of the students believed that e-learning reduces the quality of knowledge attained and is not an efficient method of teaching. Monthly income ( P = .006), internet connectivity quality ( P < .001), computer ownership ( P = .015) and frequency of usage of academic websites or applications ( P = .006) significantly affected attitudes towards e-learning. Moreover, internet costs and poor internet connectivity were the most important barriers to e-learning reported by 199 (93%) and 179 (84%) students, respectively. Sensitization and training of students and faculty on e-learning and use of existing learning platforms are important to improve the attitude and use of e-learning. Blended online and use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.

An Exploratory Study on the Adequacy of Internship Program Duration in Medical Colleges of Bangladesh

2021 ◽  
Vol 12 (1) ◽  
pp. 32-39
Author(s):  
Farhana Noman ◽  
ASM Shamsul Arefin ◽  
Shamima Rahman ◽  
Sabbir Ahmed Chowdhury ◽  
AKM Asaduzzaman
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Healthcare Sector ◽  
Cross Sectional ◽  
Policy Makers ◽  
Medical Practitioners ◽  
Postgraduate Medical Training ◽  
One Year ◽  
Current Duration ◽  
Medical Colleges

The internship period provides the first level of postgraduate medical training and serves as one of the fundamental strides in every doctor’s career. An inadequate internship program in terms of duration, skills and quality may pose serious concerns on the overall healthcare sector. Hence, the aim of this study was to explore the adequacy of the duration of internship program in medical colleges of Bangladesh. Till date, any significant study has not been reported to address the issue. A cross-sectional descriptive study with pre-tested self-administered questionnaires was performed. The study was carried out in 8 medical colleges (4 public and 4 non-government; 4 inside Dhaka and 4 outside). 300 completed questionnaires (250 interns, 50 supervisors) were statistically analyzed with SPSSv20 software. Majority of the interns and teachers voiced that the current duration of One-year Internship Program was inadequate and they further suggested that the duration can be revised to at least a year and half. Further opinions were put forward to modify the community placement duration period from two weeks to at least three weeks as the current duration was also deficient. These findings thus can help the policy makers, medical practitioners and academicians to review the current structure and duration of the internship program in medical colleges of Bangladesh for the betterment of the undergraduate medical education as well as the overall healthcare system. Bangladesh Journal of Medical Education Vol.12(1) 2021: 32-39

scholarly journals Chinese medical students’ disposition for critical thinking: a mixed methods exploration

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lei Huang ◽  
Angela Pei-Chen Fan ◽  
Na Su ◽  
Jessica Thai ◽  
Russell Olive Kosik ◽  
...  
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical Training ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
One Year ◽  
The Impact

Abstract Background Critical thinking (CT) is an essential competency for medical students. This study’s aim was to evaluate Chinese medical students’ disposition for CT and to explore the impact of current trends in medical education on students’ CT development. Methods We used multistage stratified cluster sampling to recruit a total of 1241 medical students among five different years of training and from three medical institutions in China. The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) and self-reported information were used to collect cross-sectional data. Based on the data from the CTDI-CV, 112 medical students in clinical course training from a single institution continued one-year follow-up. Their one-year CTDI-CV score changes were collected regarding various medical education variables. Results The mean CTDI-CV score of the 1241 medical students was 287.04 with 729 (58.7%) students receiving a score of 280 or higher. There were statistically significant differences in schools attended(F = 3.84, P < 0.05), year of school attended(F = 10.32, P < 0.001), GPA(F = 6.32, P < 0.01), weekly time spent learning after class(F = 14.14, P < 0.001), attitude toward medicine(F = 28.93, P < 0.001), desire to be a doctor after graduation(t = − 3.35, P < 0.001), familiarity with CT(F = 20.40, P < 0.001), and perception of importance of CT(F = 22.25, P < 0.001). The participants scored the highest on the CTDI-CV subscales of “inquisitiveness” and the lowest on “truth seeking.” The 112 students in the longitudinal study had significantly lower total CT scores after one academic year follow-up. Conclusions Chinese medical students generally exhibited positive CT dispositions. The cross-sectional survey and one-year longitudinal study indicated that students’ CT disposition diminished as they progressed through traditional medical training. Our study contributes to understanding the status of Chinese medical education of and influential factors on medical students’ CT disposition.

scholarly journals Conhecimento sobre Cuidados Paliativos em Estudantes de Medicina da Universidade de Coimbra

2020 ◽  
Vol 33 (13) ◽  
Author(s):  
Sofia Oliveira ◽  
Luiz Miguel Santiago ◽  
Marília Dourado
Keyword(s):  
Palliative Care ◽  
Medical Students ◽  
Informal Caregiver ◽  
Medical Training ◽  
Cross Sectional Study ◽  
Bad News ◽  
Cross Sectional ◽  
Number Of Patients ◽  
The University ◽  
De Medicina

Introduction: The need for palliative care is increasing. Future doctors must be prepared for this, so it is essential to develop skills during their undergraduate studies. The aim of this study was to evaluate the knowledge of medical students at the Faculty of Medicine of the University of Coimbra regarding palliative care.Material and Methods: An observational and cross-sectional study was performed through the application of a questionnaire answered by fifth year medical students. The collected data were analyzed using IBM® SPSS® Statistics, version 20 for Windows®.Results: All 186 students surveyed were aware of what palliative care is and recognized its importance. From the total, 52.7% of students reported they knew what an informal caregiver is and 96.8% disagreed that palliative care is only provided at the end of life; 88.2% have never had any training on how to deal with palliative care patients. Only 57.5% of students reported that they had been trained to communicate ‘bad news’, but 70.4% assumed that they were not able to communicate such bad news. On the other hand, 89.8% reported their inability to take care of palliative patients and 98.4% admitted that they needed more training in this area.Discussion: With the increasing number of patients who require palliative care, there is the need to investigate whether medical students are being adequately prepared to care for these patients and assess their knowledge level in this context.Conclusion: Fifth-year medical students know what palliative care is and consider it important. However, they do not feel adequately trained and ready to take care of patients who need palliative care. It is essential to reflect on how physicians should be trained and to reconsider the medical syllabus, given the present lack of undergraduate medical training in palliative care.

scholarly journals ANAMNESE SISTÊMICA NA FORMAÇÃO MÉDICA CONTEMPORÂNEA: EM ATENÇÃO AO ADOLESCENTE

2019 ◽  
Vol 8 (1) ◽  
pp. 195-204
Author(s):  
Marina Patrício Arruda ◽  
Tania Maria Sbeghen Oliveira ◽  
Tania Maria Sbeghen Oliveira
Keyword(s):  
Medical Education ◽  
Medical Care ◽  
Medical Training ◽  
Social Aspects ◽  
New Learning ◽  
Bioecological Theory ◽  
Care Health ◽  
De Medicina ◽  
Methodological Strategy

Essa pesquisa teve por objetivo conhecer as percepções de acadêmicos de medicina sobre a anamnese sistêmica na formação médica contemporânea tendo em vista o atendimento médico de adolescentes. Considera-se que pensamento sistêmico no atendimento médico de adolescentes pode indicar possibilidades de discussão para melhoria da qualidade da formação médica contemporânea. Tratou-se de um estudo qualitativo realizado por meio de uma roda de conversa, estratégia metodológica que estimula a construção da autonomia dos sujeitos por meio da problematização e troca de informações para novas aprendizagens. Nesse estudo, a anamnese sistêmica teve como base de discussão a perspectiva da Teoria Bioecológica de Bronfenbrenner e do pensamento complexo de Edgar Morin para a compreensão integral do atendimento ao adolescente. A saúde é um fenômeno multidimensional, que envolve aspectos físicos, psicológicos e sociais, todos relacionados e interdependentes. O estudo concluiu provisoriamente que o maior desafio do terceiro milênio está em reformar o pensamento para agir e ligar dois sistemas de pensamento: o linear e o sistêmico. Assim, poderemos pensar numa anamnese sistêmica para a formação médica contemporânea.Palavras-chave: Formação médica contemporânea. Anamnese sistêmica. Atendimento médico de adolescentes. SYSTEMIC ANAMNESIS IN CONTEMPORARY MEDICAL TRAINING: IN ADOLESCENT ATTENTIONABSTRACT: The purpose of this research was to understand the perceptions of medical students about systemic anamnesis in contemporary medical education in view of the medical care of adolescents. It is considered that systemic thinking in the medical care of adolescents may indicate possibilities for discussion to improve the quality of contemporary medical education. It was a qualitative study carried out through a conversation wheel, methodological strategy that stimulates the construction of the autonomy of the subjects through the problematization and exchange of information for new learning. In this study, the systemic anamnesis was based on the perspective of Bronfenbrenner's Bioecological Theory and the complex thinking of Edgar Morin for the comprehension understanding of adolescent care. Health is a multidimensional phenomenon, involving physical, psychological and social aspects, all related and interdependent. The study tentatively concluded that the greatest challenge of the third millennium lies in reforming thinking to act and connect two systems of thought: linear and systemic. Thus, we can think of a systemic anamnesis for contemporary medical education.Keywords: Contemporary medical training. Systemic anamnesis. Medical care of adolescents.

scholarly journals Medical Students’ Empathy Level Differences by Medical Year, Gender, and Specialty Interest in Akdeniz University

2020 ◽  
Vol 7 ◽  
pp. 238212052094065
Author(s):  
Özge Akgün ◽  
Melahat Akdeniz ◽  
Ethem Kavukcu ◽  
Hasan Hüseyin Avcı
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Training ◽  
Clinical Care ◽  
Pearson Correlation ◽  
Cross Sectional ◽  
Clinical Empathy ◽  
The Difference ◽  
Collection Form ◽  
Physician Empathy

Background: As an important feature in patient-physician communication for both primary and clinical care, empathy is one of the basic competencies that physicians should possess. The primary aim of this study was to evaluate the level of empathy among medical students in all years of medical training using two different instruments: the Jefferson Scale of Physician Empathy (for clinical empathy level) and the Toronto Empathy Questionnaire (for general empathy level). Materials and Methods: This study is a cross-sectional descriptive study conducted in 2017-2018 academic year with students studying at Akdeniz University Faculty of Medicine. Data collection form, Toronto Empathy Questionnaire (TEQ) and Jefferson Scale of Physician Empathy (JSPE) was applied to the students by the researchers. The statistical analysis was carried out by using IBM-SPSS version 23 for Mac OS. T-test, ANOVA test, Spearman and Pearson correlation analysis were used for comparisons. Results: The mean TEQ score of the students was 52.8/65 and the JSPE-S score was 80.3/100. TEQ scores of students increased up to 4th year and then decreased, but the difference between the years was not statistically significant. The third year students’ JSPE-S scores were significantly higher than that of the sixth year students. Conclusion: While the clinical empathy levels of medical students decreased significantly after 3rd year, the general empathy levels decreased less. This result shows us that we should review our medical education curriculum and educational environment, and should initiate initiatives, and devote more time to empathy education in order to prevent the decrease in empathy level and increase empathy during medical education.

scholarly journals Nutritional Education: a Gap in Medical Training

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Denise Bitar Vasconcelos Villacorta ◽  
Charles Alberto Villacorta de Barros ◽  
Bernardo Felipe Santana de Macedo ◽  
Milena Coelho Fernandes Caldato
Keyword(s):  
Medical Education ◽  
Nutrition Education ◽  
Medical Training ◽  
Medical Schools ◽  
The United States ◽  
Medical Subject Headings ◽  
Cross Sectional ◽  
Sequential Screening ◽  
History Of

Abstract: Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

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