The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice

Abstract: Introduction: University extension projects with socially excluded populations can be a strategy for the training of professionals in the cultural and social diversity of the Brazilian population. The practice of Popular Health Education (PHE) through university extension is one of the possibilities to foster dialogic interactions between teaching and the community and has been a space for the development of health education with social commitment. The Îandé Gûatá Extension Project was created in Paraíba in 2013, based on the principles of PHE and Popular Extension, focusing on the meeting between Potiguara indigenous people and Medical students. This study aimed to evaluate the learning built by this project students’ for their medical education. Method: Therefore, a qualitative approach research was developed through the analysis of discursive practices, using the talking circle technique at the end of the project cycle. To analyze the material, linguistic repertoires were identified from the subjects’ speech and three sets of meanings were built: extension university as a counter-hegemonic space of medical education; building skills for the future doctor; relations between health and culture in care. The linguistic repertoires were discussed based on theoretical references, such as popular health education, indigenous health and competences in medical education. Results: According to the students, this project allowed them gains in the attributes of: knowledge, as it allowed reflections, identification of gaps and greater understanding about the health-disease process in the context of the indigenous population; allowed gains in the ability of making and receiving criticism, teamwork and dialogue between different cultures; and allowed gains in attitudes, broadening the attitude of professionalism, the comprehension and performance on ethical issues and the construction of social commitment. Conclusion: Therefore, they highlight both the development of general competences for the future doctor, but also more specific ones, such as cultural competence. Moreover, the challenge of dialoguing in the polarity: aiming to reduce the distances within the same institutional space; cultural conflicts; and understanding and acting in an emancipatory education. This group of students wished, with the indigenous community, that these distances would be lessened, in a collective commitment aimed at producing change and social transformation.

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PROFESSIONAL PSYCHOLOGICAL TRAINING OF A DOCTOR IN INSTITUTIONS OF HIGHER MEDICAL EDUCATION

PARADIGM OF KNOWLEDGE ◽

10.26886/2520-7474.5(43)2020.6 ◽

2020 ◽

Vol 5 (43) ◽

Author(s):

O. Lazurenko ◽

N. Smila

Keyword(s):

Medical Education ◽

Professional Training ◽

Emotional Competence ◽

Educational Institution ◽

Professional Competencies ◽

Psychological Training ◽

The Future ◽

Key Competencies ◽

Higher Medical Education ◽

Future Doctor

The work is devoted to the problem of formation doctor professional psychological competence. The article presents the psychological and pedagogical principles of development professional competencies of the future doctor in the field emotions in the conditions modern training in a higher medical educational institution. The content of the key competencies of the doctor, which contribute to the formation of the personality of the specialist, the formation of his professionalism, is revealed. It is shown that the development of emotional features of students is one of the factors in the process of forming emotional competence. The stages of formation of emotional competence in the process of professional training are analyzed. The components of the development of professional competencies in the field of emotions are highlighted. Conclusions are made, prospects of further researches are presented. The need to develop a special program for the development of professional competencies of future physicians has been identified.Key words: professional competences, emotional competence, components of emotional competence, formation of emotional competence, development of competences in the field of emotions, personality of the future doctor, professional training, modern medical education.

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Estudantes de Medicina em Roda: os Diálogos da Extensão Popular com os Indígenas Potiguara

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v44.3-20190343 ◽

2020 ◽

Vol 44 (3) ◽

Author(s):

Willian Fernandes Luna ◽

Aline Barreto de Almeida Nordi ◽

Karolina Saad Rached ◽

Marcella Barros Alencar Correia ◽

Alice Ribeiro Viana de Carvalho ◽

...

Keyword(s):

Medical Education ◽

Health Education ◽

Social Transformation ◽

Ethical Issues ◽

Indigenous Health ◽

Disease Process ◽

Social Commitment ◽

Cultural Conflicts ◽

The Future ◽

Future Doctor

Abstract: Introduction: University extension projects with socially excluded populations can be a strategy for the training of professionals in the cultural and social diversity of the Brazilian population. The practice of Popular Health Education (PHE) through university extension is one of the possibilities to foster dialogic interactions between teaching and the community and has been a space for the development of health education with social commitment. The Îandé Gûatá Extension Project was created in Paraíba in 2013, based on the principles of PHE and Popular Extension, focusing on the meeting between Potiguara indigenous people and Medical students. This study aimed to evaluate the learning built by this project students’ for their medical education. Method: Therefore, a qualitative approach research was developed through the analysis of discursive practices, using the talking circle technique at the end of the project cycle. To analyze the material, linguistic repertoires were identified from the subjects’ speech and three sets of meanings were built: extension university as a counter-hegemonic space of medical education; building skills for the future doctor; relations between health and culture in care. The linguistic repertoires were discussed based on theoretical references, such as popular health education, indigenous health and competences in medical education. Results: According to the students, this project allowed them gains in the attributes of: knowledge, as it allowed reflections, identification of gaps and greater understanding about the health-disease process in the context of the indigenous population; allowed gains in the ability of making and receiving criticism, teamwork and dialogue between different cultures; and allowed gains in attitudes, broadening the attitude of professionalism, the comprehension and performance on ethical issues and the construction of social commitment. Conclusion: Therefore, they highlight both the development of general competences for the future doctor, but also more specific ones, such as cultural competence. Moreover, the challenge of dialoguing in the polarity: aiming to reduce the distances within the same institutional space; cultural conflicts; and understanding and acting in an emancipatory education. This group of students wished, with the indigenous community, that these distances would be lessened, in a collective commitment aimed at producing change and social transformation.

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Medical education at the crossroads. How to step into the future of medicine and medicine of the future?

Genes and Cells ◽

10.23868/201707035 ◽

2018 ◽

Vol XII (4) ◽

pp. 91-96

Author(s):

A.P. Kiyasov ◽

R.V. Deev ◽

E.V. Kiyasova ◽

A.A. Gumerova

Keyword(s):

Medical Education ◽

The Future

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INTEGRATED-SYNERGETIC PARADIGM IN FORMATION OF CONTENT OF NATURAL SCIENCE AND PROFESSIONAL-PRACTICAL PREPARATION OF THE FUTURE DOCTOR

Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems ◽

10.31652/2412-1142-2018-52-42-46 ◽

2018 ◽

Vol 465 (52) ◽

pp. 42-46

Author(s):

Paykush Marianna ◽

Keyword(s):

Natural Science ◽

The Future ◽

Future Doctor

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Patient consent to medical students in general practice

British Journal of General Practice ◽

10.3399/bjgp18x697229 ◽

2018 ◽

Vol 68 (suppl 1) ◽

pp. bjgp18X697229

Author(s):

Matthew Webb ◽

Sarah Thirlwall ◽

Bob McKinley

Keyword(s):

Medical Education ◽

General Practice ◽

Medical Students ◽

Medical School ◽

Undergraduate Students ◽

Teaching Quality ◽

School Students ◽

Patient Journey ◽

Patient Consent ◽

High Level

BackgroundInformed consent is required for active participation of patients in medical education. At Keele Medical School, we require practices to advertise that they teach undergraduate students and to obtain appropriate patient consent at various stages of the patient journey.AimThe study aimed to explore patients’ experience of consent to involvement in undergraduate medical education in general practice.MethodDuring the final year at Keele University Medical School, students undertake a patient satisfaction survey. A questionnaire was attached to the reverse of this survey during the academic year 2016–2017. The questionnaire explored the stage of the patient journey consent was obtained, whether they were offered an alternative appointment and how comfortable they were with medical students being involved in their care.ResultsA total of 489 questionnaires were completed covering 62 GP practices. 97% of patients reported that consent was obtained at least once during their encounter and the majority reported that this occurred at booking. 98% of patients were comfortable or very comfortable with a medical student leading their consultation. However, 28% of those surveyed stated that they were either not given the option of not seeing the student or there was no other alternative appointment available.ConclusionThe results indicate that in the vast majority of cases patient consent is obtained at least once during their attendance. Patients expressed a high level of satisfaction with medical students’ involvement in their care. Further work is required to evaluate the role of the data as a marker of individual practice teaching quality.

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