Adaptações e repercussões nas vivências em escola de ensino híbrido durante a pandemia por Sars-CoV-2

Abstract: Introduction: The pandemic caused by the SARS-CoV-2 virus has accelerated an educational revolution, with implications for health care and medical education, generating some insecurities and uncertainties. The article reports the experience of Centro Universitário Christus (Unichristus) about the changes that occurred in the practical scenarios of clinical experiences during the first semester of 2020, marked by social distancing. Experience Report: The services at Clínica Escola de Saúde (CES) were suspended and the associated hospitals stopped receiving students, making the experience of real-life scenarios unfeasible, resulting in the beginning of a project characterized by care of patients with coronavirus infection through telemedicine. The face-to-face nursing team’s participation occurred concomitantly, while students attending the eighth semester of the medical course were present at the consultation through screen sharing using the Google Meet ® program. After the consultation was concluded, there was a discussion about the case and other relevant aspects, similarly to what would happen with a face-to-face experience. In parallel with the project, students also attended lectures that addressed aspects of the disease from primary to tertiary level of health care. Discussion: Patients received care and students were taught through a flexible, innovative, accessible and safe media, following a worldwide trend, generating opportunities for professional development and innovations in medical education. The experience with telemedicine can be complemented by e-learning, allowing the development of a new hybrid teaching model. Conclusion: The current circumstances may result in some educational loss, such as the impossibility to perform physical examinations and to interact better with the health care team and patients; however the technological resources can result in opportunities for changes, improvement and development of teaching methodologies, in line with the current generation of digital natives.

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The Longitudinal Study Of Medical And Health Care Students’ Experiences And Attitudes Towards Interprofessional Learning In First Semester Course

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n15p23 ◽

2016 ◽

Vol 12 (15) ◽

pp. 23 ◽

Cited By ~ 1

Author(s):

Tiina Tervaskanto-Maentausta ◽

Tanja Nordstrom ◽

Essi Varkki ◽

Anja Taanila

Keyword(s):

Health Care ◽

Learning Outcomes ◽

Interprofessional Collaboration ◽

Interprofessional Learning ◽

Health Care Students ◽

First Semester ◽

Big Picture ◽

E Learning ◽

The Difference ◽

In The Beginning

Interprofessional course “Public health and interprofessional collaboration” was planned for the first semester medical and health care students by two universities of Oulu, Finland. The course architecture was built on blended methods including lectures, video based workshops, interactive e-learning phase based on family cases with everyday health and wellbeing problems of the family members. The course ended with student conference. All together 1681 students from ten different degree programs participated in the course during the years 2007-2013. In this paper we describe the students’ readiness and attitudes towards interprofessional learning (IPL) with RIPLS (Readiness towards interprofessional learning scale) in the beginning of the course and students’ feedback and learning experiences at the end of the course using the web based inquiry. The attitudes and readiness towards IPL were evaluated quite positive. The highest RIPLS scores were evaluated in Teamwork and collaboration. The different development of the attitudes between the groups was seen in Roles and responsibilities. In the longitudinal perspective the medical students evaluated all of the subscales lower than the health care students. The scoring stayed in the same level during the years. The difference between the groups was significant. The learning outcomes correlated linearly with students’ own activity. Those students, who took actively part in web and group discussions learned most. Family cases helped them to get the big picture of the service system. Based on students feedback participative methods gradually replaced the traditionally methods like lectures during the years. The learning outcomes were evaluated relatively good.

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An innovative continuing medical education approach of general practitioners on vaccination: ForMéVac

European Journal of Public Health ◽

10.1093/eurpub/ckz185.632 ◽

2019 ◽

Vol 29 (Supplement_4) ◽

Author(s):

C Guagliardo ◽

S Cortaredona ◽

M C Banide ◽

E Burlot ◽

J Bouvenot ◽

...

Keyword(s):

Medical Education ◽

General Practitioners ◽

Continuing Medical Education ◽

Seasonal Influenza ◽

Control Group ◽

Insurance Fund ◽

Face To Face ◽

The Face ◽

E Learning ◽

The Impact

Abstract Background General practitioners (GPs) play a central role in vaccinating the population in France. In a context of mistrust regarding vaccination, and because patients increasingly question their GP about vaccines, we designed the continuing medical education (CME) module in order to 1) reinforce GPs knowledge about vaccination 2) help GPs answer questions most frequently asked by their patients and 3) evaluate the impact of this module on their vaccine prescriptions. Methods The CME module lasted 3 hours and focused on MMR, meningitis C and seasonal influenza vaccines; GPs were given confidential feedback information on percentages of their patients vaccinated. We included GPs practicing in Southeastern France and with less than 60% of their child patients (aged between 10 and 34 months) with 2 reimbursements of MMR vaccines (data obtained from the Health Insurance Fund). Eligible GPs were then randomly assigned to three groups: those offered either a face-to-face or e-learning CME module and a control group without CME. We used vaccine reimbursement rates for MMR 2-doses, Meningitis C, seasonal influenza as proxies for vaccine prescription rates, and a difference in differences approach to compare reimbursement rates in the year before the CME session and in the 24 months post-intervention. Results Compared to the control group, vaccine reimbursement rates for 2-dose MMR and meningitis C increased by 6% and 4% respectively (p < 0.05) among patients of GPs who participated in the face-to-face CME session (52 GPs, with 1 842 children). For seasonal influenza vaccine, we found a 12% increase in the face-to-face group (p < 0.01). We found no statistically significant increase in the e-learning group (19 GPs, with 674 children) whatever the vaccine. Conclusions We found a modest impact of face-to-face CME session with feedback on GPs practices for childhood vaccines and a stronger one for seasonal influenza. Key messages The very positive feedback from face-to-face training highlights the fact that this type of training, which bring knowledge on vaccination in general and specific vaccines to GPs, is necessary. We found weak evidence for efficiency of CME sessions associated with audit/feedback to modify GPs practices regarding MMR and meningitis C vaccines.

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On Being a Physician

10.2310/neuro.1221 ◽

2015 ◽

Author(s):

Elizabeth G Nabel

Keyword(s):

Health Care ◽

Medical Education ◽

Lifelong Learning ◽

Communication Skills ◽

Medical Practice ◽

Medical Knowledge ◽

Health Care Team ◽

Medical Professionalism ◽

Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This chapter contains 6 references and 5 MCQs.

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Infectious safety during primary specialized accreditation in the COVID-19 pandemic

Virtual Technologies in Medicine ◽

10.46594/2687-0037_2021_1_1288 ◽

2021 ◽

pp. 14-20

Author(s):

Evgeny Germanovich Ripp ◽

A. R. Fattakhov ◽

T. M. Ripp ◽

R. A. Postanogov ◽

N. M. Iminov ◽

...

Keyword(s):

Medical Education ◽

Medical Research ◽

Research Centre ◽

Face To Face ◽

Technological Processes ◽

Specialized Accreditation ◽

National Medical ◽

Technical Personnel ◽

The Face ◽

Simulation Center

This article is devoted to the organization of the work of the Accreditation and Simulation Center of the Institute of Medical Education of the Almazov National Medical Research Centre during the primary specialized accreditation in the COVID-19 pandemic. Organizational solutions, technological processes and routing of accredited (308 people), support and technical personnel (98 people) and employees of the Accreditation and Simulation Center (14 people) and members of accreditation commissions (67 people) are presented to ensure infectious safety and the effectiveness of the face-to-face practice-oriented stage of accreditation.

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Electronic Medical Education Effect on Learner Application of Health Care Knowledge in Iran

Advances in Research ◽

10.9734/air/2019/v18i630106 ◽

2019 ◽

pp. 1-5

Author(s):

Shima Tabatabai

Keyword(s):

Health Care ◽

Medical Education ◽

Clinical Reasoning ◽

Controlled Trial ◽

Basic Knowledge ◽

Medical Education Program ◽

Significant Difference ◽

E Learning ◽

Level Of Knowledge ◽

Scientific Meetings

Background: Like most of countries, medical education in Iran consists of undergraduate, postgraduate, and continuing medical education (CME). The use of Internet technologies, have been integrated into all three level of medical education. The effect of Electronic medical education on application of health care knowledge in compare with traditional medical education could show the effectiveness of program. Aims: The aim of this study is to examine the effect of E-Learning on application level of knowledge &clinical reasoning issues as compared to lecture-based learning in a medical education program. Study Design and Methodology: This randomized controlled trial was conducted in scientific meetings for 68 Physicians. Knowledge assessment tests were performed before and immediately after E-Learning and lecture-based educational session. Results: A significant improvement at the application level of knowledge & clinical reasoning was found in both groups (P < 0.01). There was no significant difference between the E-Learning & traditional educational approaches. Course completers had significant improvements in application level of health care knowledge. Conclusion: The effect of E-Learning in medical education and on learner basic knowledge, application of health care knowledge in response to clinical vignettes is comparable to a lecture-based approach. Therefore, E-Learning can be effective in all levels of Medical Education, and it will enable Physicians to have a self-directed learning with choosing the place and time of their lifelong learning process.

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On Being a Physician

10.2310/im.1221 ◽

2013 ◽

Author(s):

Elizabeth G Nabel

Keyword(s):

Health Care ◽

Medical Education ◽

Lifelong Learning ◽

Communication Skills ◽

Medical Practice ◽

Medical Knowledge ◽

Health Care Team ◽

Medical Professionalism ◽

Standards Of Accreditation

The role of a physician as healer has grown more complex, and emphasis will increasingly be on patient and family-centric care. Physicians must provide compassionate, appropriate, and effective patient care by demonstrating competence in the attributes that are essential to successful medical practice. Beyond simply gaining medical knowledge, modern physicians embrace lifelong learning and need effective interpersonal and communication skills. Medical professionalism encompasses multiple attributes, and physicians are increasingly becoming part of a larger health care team. To ensure that physicians are trained in an environment that fosters innovation and alleviates administrative burdens, the Accreditation Council for Graduate Medical Education has recently revamped the standards of accreditation for today’s more than 130 specialties and subspecialties. This review contains six references.

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A Hybrid Style of E-Learning in MBA Education across Borders

Regional Development ◽

10.4018/978-1-4666-0882-5.ch811 ◽

2012 ◽

pp. 1604-1620

Author(s):

Caroline Benton ◽

Rémy Magnier-Watanabe ◽

Harald Herrig ◽

Olivier Aba

Keyword(s):

Real Life ◽

Management Program ◽

Cross Cultural ◽

Cultural Learning ◽

Face To Face ◽

Asynchronous Instruction ◽

Student Profiles ◽

Working Together ◽

E Learning ◽

Face To Face Instruction

This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.

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An Overview of Telemedicine Technologies for Healthcare Applications

Wearable Technologies ◽

10.4018/978-1-5225-5484-4.ch031 ◽

2018 ◽

pp. 732-759 ◽

Cited By ~ 1

Author(s):

P. S. Pandian

Keyword(s):

Health Care ◽

Health Professionals ◽

Physiological Monitoring ◽

Improve Quality ◽

Healthcare Applications ◽

Allied Health Professionals ◽

Face To Face ◽

Communications Technologies ◽

The Face

Medical care generally relies on the face-to-face encounter between patients and doctors. In places where face-to-face encounters are not possible, telemedicine technologies are relied upon to link patients to specialist doctors for consultation and to obtain opinion. The telemedicine technologies provide improved health care to the underprivileged in inaccessible areas at reduced cost. Telemedicine also improve quality of health care and more importantly reduce the isolation of specialists, nurses and allied health professionals. This review papers discusses the telemedicine technologies and its history, the communications technologies that are being used. The paper also covers the advantages and benefits of telemedicine. Also the recent advances that are going on in telemedicine in the areas of m-health, Wearable Physiological Monitoring System (WPMS), Wireless Body Area Networks (WBAN). Finally, the paper concludes with some of the drawbacks or issues of telemedicine technologies.

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Physiological synchrony is associated with cooperative success in real-life interactions

Scientific Reports ◽

10.1038/s41598-020-76539-8 ◽

2020 ◽

Vol 10 (1) ◽

Author(s):

F. Behrens ◽

J. A. Snijdewint ◽

R. G. Moulder ◽

E. Prochazkova ◽

E. E. Sjak-Shie ◽

...

Keyword(s):

Skin Conductance ◽

Skin Conductance Level ◽

Real Life ◽

Strong Relationship ◽

Dyadic Interaction ◽

Physiological Mechanisms ◽

Face To Face ◽

Physiological Synchrony ◽

Skin Conductance Levels ◽

The Face

AbstractCooperation is pivotal for society to flourish. To foster cooperation, humans express and read intentions via explicit signals and subtle reflections of arousal visible in the face. Evidence is accumulating that humans synchronize these nonverbal expressions and the physiological mechanisms underlying them, potentially influencing cooperation. The current study is designed to verify this putative linkage between synchrony and cooperation. To that end, 152 participants played the Prisoner’s Dilemma game in a dyadic interaction setting, sometimes facing each other and sometimes not. Results showed that synchrony in both heart rate and skin conductance level emerged during face-to-face contact. However, only synchrony in skin conductance levels predicted cooperative success of dyads. Crucially, this positive linkage was strengthened when participants could see each other. These findings show the strong relationship between our bodily responses and social behavior, and emphasize the importance of studying social processes between rather than within individuals in real-life interactions.

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