Matriz de competência relacionada à Covid-19: contribuições de estudantes e residentes

Abstract: Introduction: Competency-based education has been discussed under the new perspective of the COVID-19 pandemic. The need for social distancing had effects on student activities and educational institutions needed to reflect and redesign the teaching-learning process. It was necessary to incorporate contents related to COVID-19 into the medical training programs and to adapt the teaching tools. Therefore, it is necessary that training be mediated by a collective construction of the competency matrix with the participation of the subjects involved in the process. Objective: This project aims to present the reconstruction of the curriculum in cardiology by observing the collaboration of the students and residents. Method: Exploratory study, involving 13 undergraduate medical students and eight medical residents from the institution’s cardiology program, who comprised the “Students and residents’ panel”. Consensus was reached among the panelists through the Delphi methodology. The first version of the matrix was prepared by the research team and sent, together with the FICF, containing 16 items aimed at COVID-19 content to be achieved at the cardiology internship and residency. The participants attributed their degree of agreement for each proposed item and after returning them, the data were tabulated, stored in an Excel spreadsheet and percentages for each item were calculated and presented in a descriptive manner. Result: The panel consisted of 19 participants. Of the 21 invited, 02 participants did not answer the online questionnaire and were excluded. The initial version of the matrix reached a consensus in the first round, with the lowest agreement rate being 71% in the internship matrix and 89.5% in the residency matrix. Both matrices showed high levels of agreement. There were no disagreements or suggestions for new items for the matrix. Conclusion: The students and residents’ engagement in the pedagogical process may contribute to a better understanding of the competencies for their training and bring sustainable changes to the curriculum.

Download Full-text

Competency matrix related to Covid-19: contributions from students and residents

Revista Brasileira de Educação Médica ◽

10.1590/1981-5271v45.2-20200441.ing ◽

2021 ◽

Vol 45 (2) ◽

Author(s):

Cristiane Guedes Pita ◽

Karla Kalene Fernandes Melo ◽

Maryane Chagas Barboza Brasilino ◽

Rosiane Viana Zuza Diniz

Keyword(s):

Medical Training ◽

Internship And Residency ◽

Undergraduate Medical Students ◽

Online Questionnaire ◽

Student Activities ◽

The Matrix ◽

Competency Based ◽

New Perspective ◽

Teaching Learning ◽

Collective Construction

Download Full-text

Implicit gender-career bias in postgraduate medical training still exists, mainly in residents and in females

BMC Medical Education ◽

10.1186/s12909-021-02694-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Maud Kramer ◽

Ide C. Heyligers ◽

Karen D. Könings

Keyword(s):

Gender Bias ◽

Medical Training ◽

Leadership Positions ◽

Medical Field ◽

Online Questionnaire ◽

Surgical Specialty ◽

Postgraduate Medical Training ◽

Career Ambition ◽

The Mean ◽

Attending Physicians

Abstract Background More and more female residents enter postgraduate medical training (PGMT). Meanwhile, women are still underrepresented in academic medicine, in leadership positions and in most surgical specialties. This suggests that female residents’ career development may still be negatively impacted by subtle, often unconscious stereotype associations regarding gender and career-ambition, called implicit gender-career bias. This study explored the existence and strength of implicit gender-career bias in doctors who currently work in PGMT, i.e. in attending physicians who act as clinical trainers and in their residents. Methods We tested implicit gender-career bias in doctors working in PGMT by means of an online questionnaire and an online Implicit Association Test (IAT). We used standard IAT analysis to calculate participants’ IAT D scores, which indicate the direction and strength of bias. Linear regression analyses were used to test whether the strength of bias was related to gender, position (resident or clinical trainer) or specialty (non-surgical or surgical specialty). Results The mean IAT D score among 403 participants significantly differed from zero (D-score = 0.36 (SD = 0.39), indicating bias associating male with career and female with family. Stronger gender-career bias was found in women (βfemale =0 .11; CI 0.02; 0.19; p = 0.01) and in residents (βresident 0.12; CI 0.01; 0.23; p = 0.03). Conclusions This study may provide a solid basis for explicitly addressing implicit gender-career bias in PGMT. The general understanding in the medical field is that gender bias is strongest among male doctors’ in male-dominated surgical specialties. Contrary to this view, this study demonstrated that the strongest bias is held by females themselves and by residents, independently of their specialty. Apparently, the influx of female doctors in the medical field has not yet reduced implicit gender-career bias in the next generation of doctors, i.e. in today’s residents, and in females.

Download Full-text

Specialty-Training Program During COVID-19 Pandemic: A Single Center Survey on over 300 Trainees and Trainers (Preprint)

10.2196/preprints.32390 ◽

2021 ◽

Author(s):

Ipek Kivilcim Oguzulgen ◽

Ayşe Kalkancı ◽

Mehmet Suhan Ayhan ◽

Ulver Derici ◽

Alpaslan Senkoylu ◽

...

Keyword(s):

Training Program ◽

University Hospital ◽

Computer Assisted ◽

Multiple Choice Questions ◽

Online Questionnaire ◽

Elective Surgical Procedures ◽

Institutional Review ◽

Speciality Training ◽

Learning Platforms ◽

New Perspective

BACKGROUND COVID-19 pandemic caused significant modifications such as limiting the number of residents in the clinics, cancelling elective surgical procedures, stopping face to face practical education, and transforming theoretical education into distance learning platforms resulted in alterations in the curriculum. OBJECTIVE We addressed to assess the situation of trainees’ education using an online questionnaire from the trainees’ and directors’ perspective during the pandemic. METHODS The survey platform SurveyMonkey® was used to distribute the survey and to collect responses. We generated a list of multiple-choice questions about how social distancing affected the delivery of medical education, potential compromise in core training and difficulties in conducting clinical research for the thesis. RESULTS A total of 364 trainees among 552 (65.9%) under training at our university hospital and 90% of the directors (37 of 41) responded the survey. Almost 78 percent of the trainees claimed that they have been negatively affected during the pandemic. Although majority of the trainees (60,3%) reported that extension of their education program is not necessary, most of the program directors were in tendency of extending the duration of the speciality training period. The participants predominantly considered that online training would keep on being a part of the training program after the pandemic. CONCLUSIONS Education programs are negatively affected during pandemics. However, authorities should manage this deficiency by a new perspective since present trainees are familiar to use technology-driven virtual sources for their education. After the pandemic, computer-assisted online learning and web-based programs should be integrated into educational curriculum. CLINICALTRIAL The study was approved from the institutional review board of Gazi University Ethics Committee (Approval Number: 2021-276).

Download Full-text

Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3679 ◽

2016 ◽

Vol 10 (7-8) ◽

pp. 281

Author(s):

Kristen McAlpine ◽

Stephen Steele

Keyword(s):

Medical Students ◽

Clinical Training ◽

Clinical Skills ◽

Medical Schools ◽

Clinical Settings ◽

Undergraduate Medical Students ◽

Canadian Medical School ◽

Competency Based ◽

English Speaking ◽

And Training

Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

Download Full-text

EFL Teachers as Designers of Ubiquitous Learning Experiences

10.31235/osf.io/xekbs ◽

2019 ◽

Author(s):

Nadjat Khenioui

Keyword(s):

Web 2.0 ◽

Language Learning ◽

Digital Technology ◽

Learning Experiences ◽

Innovative Technology ◽

Net Generation ◽

Ubiquitous Learning ◽

Materials Development ◽

New Perspective ◽

Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

Download Full-text

La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

ENERO-JUNIO 2021 - Revista Innovaciones de Negocios ◽

10.29105/rinn8.16-4 ◽

2017 ◽

Vol 8 (16) ◽

Author(s):

Valeria Paola González Duéñez ◽

Joel Mendoza Gómez

Keyword(s):

Social Interaction ◽

Educational Program ◽

Job Skills ◽

Phase Iii ◽

Study Phase ◽

Generic Competencies ◽

Effect Model ◽

Aeronautical Industry ◽

Competency Based ◽

Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process, such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students usingPhase I, II and III as field study. Phase I is an assessment of students, Phase II is an evaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

Download Full-text

‘Learning ENT’ by YouTube videos: perceptions of third professional MBBS students

International Journal of Otorhinolaryngology and Head and Neck Surgery ◽

10.18203/issn.2454-5929.ijohns20202211 ◽

2020 ◽

Vol 6 (6) ◽

pp. 1120

Author(s):

Ajeet Kumar Khilnani ◽

Rekha Thaddanee ◽

Gurudas Khilnani

Keyword(s):

Teaching And Learning ◽

Smart Phones ◽

Online Questionnaire ◽

Perceptions Of Students ◽

Subject Specific ◽

The Subject ◽

Youtube Videos ◽

Teaching Learning ◽

A Prospective Study ◽

Academic Year

Background: Advancement in technology has revolutionized the concept of teaching and learning medicine. YouTube is a popular and easily accessible tool to teach medical subjects. This study was done to evaluate the students’ perception of YouTube learning in ENT.Methods: This was a prospective study where a subject specific YouTube channel, ‘Learning ENT’, created by 1st author, was used to upload videos on selected topics in ENT for third professional MBBS part-1 students (n=145). Students were instructed to access the said videos from time to time throughout the year. At the end of the academic year the perceptions of students were taken and analyzed. Results: 124 students responded to the online questionnaire. 123 (99.2%) watched YouTube videos on their smart phones. 70 students (56.5%) accessed the YouTube videos for ENT topics very often. 122 (98.4%) students felt that these videos made them understand the topics better. Similarly, 115 (92.7%) students felt that these videos enhanced their interest in the subject. 114 (91.9%) students felt that these videos were more beneficial for practical topics in ENT. 61 students (49.2%) perceived that the duration of videos should be 5-10 minutes. Almost equal number (47.6%) students felt that 10-15 minutes duration is appropriate. 79 students (63.7%) perceived that watching videos made the topic easy to understand and also interesting. 71 students (57.2 %) felt that there were no limitations of the said channel.Conclusions: When integrated with other teaching learning methods, YouTube can be an effective tool to facilitate ENT learning.

Download Full-text

From Frequency to Meaning: Vector Space Models of Semantics

Journal of Artificial Intelligence Research ◽

10.1613/jair.2934 ◽

2010 ◽

Vol 37 ◽

pp. 141-188 ◽

Cited By ~ 785

Author(s):

P. D. Turney ◽

P. Pantel

Keyword(s):

Vector Space ◽

Open Source ◽

Semantic Processing ◽

Human Language ◽

Open Source Project ◽

Word Context ◽

The Matrix ◽

Vector Space Models ◽

New Perspective

Computers understand very little of the meaning of human language. This profoundly limits our ability to give instructions to computers, the ability of computers to explain their actions to us, and the ability of computers to analyse and process text. Vector space models (VSMs) of semantics are beginning to address these limits. This paper surveys the use of VSMs for semantic processing of text. We organize the literature on VSMs according to the structure of the matrix in a VSM. There are currently three broad classes of VSMs, based on term-document, word-context, and pair-pattern matrices, yielding three classes of applications. We survey a broad range of applications in these three categories and we take a detailed look at a specific open source project in each category. Our goal in this survey is to show the breadth of applications of VSMs for semantics, to provide a new perspective on VSMs for those who are already familiar with the area, and to provide pointers into the literature for those who are less familiar with the field.

Download Full-text

An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

Arab World English Journal ◽

10.24093/awej/vol12no3.32 ◽

2021 ◽

Vol 12 (3) ◽

pp. 464-485

Author(s):

Ahmad Qadi

Keyword(s):

English Language ◽

Online Questionnaire ◽

Response Options ◽

University Teachers ◽

Conceptions Of Assessment ◽

Efl Teachers ◽

Beliefs About Teaching ◽

Strongly Agree ◽

Teaching Learning ◽

Level Of Agreement

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

Download Full-text

Quality improvement supervision comparison between training and non training posts

BJPsych Open ◽

10.1192/bjo.2021.527 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S196-S196

Author(s):

Qutub Jamali ◽

Tarun Khanna ◽

Gareth Thomas

Keyword(s):

Patient Care ◽

Quantitative Data ◽

Qualitative Data ◽

Medical Training ◽

Junior Doctors ◽

List Type ◽

Online Questionnaire ◽

Qualitative And Quantitative ◽

Training Post ◽

Method Approach

AimsTo explore the level of supervision between training and non-training posts at LSCFT.Background•Supervision is defined as ‘provision of guidance and feedback on matters of personal, professional and educational development in the context of a trainees' experience of providing safe and appropriate patient care’.•Along with the trainees, doctors working in non-training posts such as staff grade, specialty doctors, trust grade doctors (TJD)and MTI (Medical training initiative) doctors form an integral part of patient care in the NHS.Method•A mixed method approach was adopted with both qualitative and quantitative data collected simultaneously in the form of an online questionnaire.•An anonymous online questionnaire was sent to junior doctors currently in training and non-training posts at LSCFT in 2019 using Meridian software.Result1- Quantitative Data: - Participants included were doctors in training post such as Foundation Doctors (5), Psychiatry Core Trainees (6), GP STs (2) and doctors in non-training post such as TJD (4), Specialty Doctors (2) and MTI doctors (4). Based on the Meridian score, 84% of doctors were satisfied with the supervision. It was found that 72% of doctors received weekly supervisions, 10% monthly (1 TJD, 1 Foundation trainee) and16% bi-monthly (1 MTI, 1 SAS, 2 CTs). The data suggested that there was no difference in the frequency of supervisions between training and non-training posts at LSCFT.2- Qualitative Data: - The feedback was common as there was no major difference between training and non-training doctors. •Positives – WPBAs, discussion on reflections, management of complex cases and medication, personal issues affecting work.•Negatives – Limited discussion on QI, Audit, Research and Psychotherapy.- More specific help, need more support at times.Conclusion1.To prepare a checklist of contents to be discussed during supervision.2.To prepare a timeline chart of supervision.3.Preparing a ‘menu’ of QI projects that junior doctors can sign up to at the start of each post.4.To formulate training packages available to support junior doctors with QI/Audits.

Download Full-text