scholarly journals Desenvolvimento de habilidades em ambientes controlados e simulação para segurança dos usuários SUS na graduação

2020 ◽  
Vol 4 (1) ◽  
pp. 45
Author(s):  
João Carlos Da Silva Bizario ◽  
Gabriela Furst Vaccarezza ◽  
Carolina Felipe Soares Brandão
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Deliberate Practice ◽  
First Semester ◽  
Clinical Simulation ◽  
Academic Activities ◽  
Health Care Network ◽  
Controlled Environments ◽  
Different Levels

INTRODUCTION: The insertion of Medical Students since the beginning of Medical School in applied professional reality practices provides a potential and necessary opportunity for performance and competence development driven by the National Curricular Guidelines from 2014. The familiarity of students with professional practices in controlled environments contributes to reality comprehension, guaranteeing the development of skills, which contributes and maintain the patients’ safety. OBJECTIVE: Describing the insertion of the curriculum performed of the professional skills and Clinical Simulation as a controlled learning environment, concurring with developed activities in different levels of health care attention, such as non-controlled environments. METHODOLOGY: Experience report of the academic activities of Medical Course at Universidade Municipal de São Caetano do Sul from its conception. RESULTS: Skills and simulations throughout the semesters contain several activities with Simulated Patient Actors, Task Trainers, Hybrid Simulation, Rapid Cycle Deliberate Practice (RCDP), and Standardized Simulation as a path to the development of medical competences since the first semester of the course. CONCLUSION: Medical Students’ insertion in health care network (RAS) since the beginning of Medical School linked to Clinical Simulation, have played an important role and complement the curricula, preserving the main objective of promoting better practices aiming the patients’ safety.

Morning in refugee health: an introduction for medical students

2015 ◽  
Vol 11 (2) ◽  
pp. 86-94 ◽  
Author(s):  
Pauline S. Duke ◽  
Fern Brunger ◽  
Elizabeth Ohle
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Clinical Education ◽  
Clinical Skills ◽  
Refugee Health ◽  
Community Context ◽  
Successful Implementation ◽  
Health Providers ◽  
Content Type

Purpose – Migration is increasing worldwide. health care practitioners must provide care to migrants in a culturally competent manner that is sensitive to cultural, political and economic contexts shaping health and illness. Many studies have provided strong evidence that health providers benefit from training in cross-cultural care. Cultural competence education of medical students during their early learning can begin to address attitudes and responsiveness toward refugees. At Memorial University in Canada, the authors designed “Morning in Refugee Health”, an innovative program in cultural competency training for first year medical students in the Clinical Skills and Ethics course. The purpose of this paper is to discuss these issues. Design/methodology/approach – Here the authors introduce the curriculum and provide the rationale for the specific pedagogical techniques employed, emphasizing the consideration of culture in its relation to political and economic contexts. The authors describe the innovation of training standardized patients (SPs) who are themselves immigrants or refugees. The authors explain how and why the collaboration of community agencies and medical school administration is key to the successful implementation of such a curriculum. Findings – Medical students benefit from early pre-clinical education in refugee health. Specific attention to community context, SP training, small group format, linkages between clinical skills and medical ethics, medical school administrative and community agency support are essential to development and delivery of this curriculum. As a result of the Morning in Refugee Health, students initiated a community medical outreach project for newly arriving refugees. Originality/value – The approach is unique in three ways: integration of training in clinical skills and ethics; training of SPs who are themselves immigrants or refugees; and reflection on the political, economic and cultural contexts shaping health and health care.

Medical Students’ Commitment during the SARS-CoV-2 Pandemic: Preparedness, Motivation, and Impact on Students’ Skills

2020 ◽  
Author(s):  
Lukas Müller ◽  
Markus Heymanns ◽  
Laura Harder ◽  
Julia Winter ◽  
Stephan Gehring ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Medical Curriculum ◽  
Medical Center ◽  
Care Staff ◽  
Health Care Staff ◽  
Web Based ◽  
The University ◽  
The Impact

Abstract Background: During the SARS-CoV-2 pandemic, many authors have suggested a commitment of medical students to support overworked health care staff. However, whether the students are prepared for such an occupation remains unclear. Therefore, the aim of this study was to evaluate medical students’ preparedness for a commitment in the pandemic and to assess the impact on their skills and attitudes.Methods: In April 2020, the CoronaPreventMainz (CPM) study was initiated to test 3300 employees with direct patient contact at the University Medical Center Mainz. To accomplish the huge logistic effort, medical students were recruited as support staff.Using a web-based questionnaire, the participating students were asked 27 questions covering six different topics.Results: Of the 75 recruited students, 63 (84.0%) participated in this survey. The median age was 24 years, and 66.6% (n = 42) were female. The vast majority agreed that students should be used as voluntary helpers during this crisis (87.3%) and had the feeling of contributing in the fight against the pandemic (90.5%). Most of the students (80.6%) even reported an improvement in their practical skills. Fear of self-infection was low (7.9%), and overextending situations occurred for just 3.2%. However, less than one-fifth (19.4%) of the students felt prepared for the SARS-CoV-2 pandemic by medical school, and two-thirds (67.7%) demanded special preparation. Conclusion: Through their commitment, the medical students felt that they were taking part in the fight against the pandemic. However, only a few felt well-prepared by medical school and the students’ need for special preparation courses is huge. Therefore, single-center initiatives can only be the beginning. Dedicated courses on how to support health care staff in natural disasters should be integrated into the medical curriculum to better prepare medical students for the next crisis.

Teaching Clinical Skills During Pandemic Times

2022 ◽  
pp. 249-273
Author(s):  
Maria Fernanda Chaparro ◽  
José Alberto Herrera ◽  
Miriam Lizzeth Turrubiates ◽  
Silvia Lizett Olivares Olivares
Keyword(s):  
Medical Students ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Online Resources ◽  
Clinical Simulation ◽  
Healthcare Simulation ◽  
Controlled Environments ◽  
Facilitated Learning

Clinical simulation is a teaching strategy that replicates medical situations in controlled environments. The COVID-19 pandemic created disruptions for healthcare simulation centers. As a response, the Universidad Anáhuac designed online clinical simulation practices and assessments. The pre-intervention survey showed skeptical medical students (59.15%) to continue this learning format. The intervention included neurology, cardiology, and gynecology topics supported by five faculty members and staff. Instruments were examination checklists to evaluate the clinical competence based on a 100 score and the Debriefing Assessment for Simulation in Healthcare (DASH) with a 1 (extremely ineffective) to 7 (extremely effective) score. Students received individual training by Zoom, including simulation practices, debriefing, and assessment. Even though it seemed impossible to address clinical skills by distance, simulation practices continued with online resources. Collaborative participation between faculty, students, and staff facilitated learning during the COVID-19 conditions.

scholarly journals Medical students’ and public obstetric health care workers’ knowledge of the Saving Mothers campaign

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Almereau Prollius ◽  
Gina Joubert ◽  
Adelien Du Toit ◽  
Susan Joubert ◽  
Tarina Lourens ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Maternal Mortality ◽  
Big Five ◽  
Health Care Workers ◽  
Median Score ◽  
Related Factors ◽  
Obstetric Haemorrhage ◽  
Care Workers ◽  
Different Levels

Maternal mortality in South Africa has been receiving attention since it became notifiable in 1997. The ’big five’ causes of maternal mortality are non-pregnancy-related infections (mainly HIV), complications of hypertension during pregnancy, obstetric haemorrhage, pregnancyrelated sepsis and pre-existing medical conditions. In many cases in which women die during pregnancy or childbirth, avoidable health worker-related factors can be identified. This study assessed the knowledge of different levels of medical students and health care workers at public health obstetric facilities in Bloemfontein concerning the Saving Mothers campaign.The self-administered, test-like questionnaire was completed by senior medical students,interns and obstetric personnel (nurses or midwives). Interns obtained the highest median score (48%) for the questionnaire, while nurses obtained a median score of 31%. The results strongly suggest that training specific to the Saving Mothers campaign is urgently required across all levels of health care personnel.

An Evaluation of a Community Oriented Primary Care Programme for Medical Students

1988 ◽  
Vol 2 (4) ◽  
pp. 252-257
Author(s):  
G Smilkstein
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Future Research ◽  
Care Programme ◽  
Evaluation Strategy ◽  
Curriculum Changes ◽  
Medical Educators ◽  
The University

Community Oriented Primary Care (COPC) has been demonstated to be a worthwhile approach to health care. Medical educators, however, have been slow to respond with curriculum changes that will facilitate the entry of medical school graduates into COPC. This paper describes a programme at the University of Washington that has a COPC focus with emphasis on care to the medically unders-erved. Analysis of this study's evaluation strategy suggests improvements to be incorporated into future research.1

scholarly journals Impact of a Discussion Series on Race on Medical Student Perceptions of Bias in Health Care

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
H. Reeve Bright ◽  
Keith Nokes
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Racial Bias ◽  
Response Rate ◽  
Comfort Level ◽  
First Year ◽  
Race And Racism ◽  
First Year Medical Students ◽  
The Impact

Background and Objectives: Racial bias in health care is increasingly recognized as a factor in health inequities, yet there is limited research regarding medical school education around race and racism and its impact on medical students. The purpose of this study was to understand attitudes of medical students on race and racism in health care and to study the impact of participation in a voluntary structured program on race and racism. Methods: First-year medical students had the opportunity to participate in a series of discussions (10 hours total) on race and racism. A 10-question survey addressing comfort, knowledge, and the adequacy of education on race and racism was sent to all first-year medical students (n=61/180, response rate 34%), and was administered to series participants (n=23/25, response rate 92%) in a pre/post format. Results: Participant and nonparticipant attitudes were similar at baseline, with the exception that participants were less likely to feel that the medical school curriculum provided adequate education on race and racism, and reported higher levels of knowledge around these issues. Following the discussion series, participants showed significant changes regarding knowledge and awareness, as well as comfort level discussing race and racism. Conclusions: Participants were more likely than nonparticipants to think that the curriculum should include more discussion on race and racism. Postparticipation analysis demonstrated significant increases in comfort level, knowledge, and awareness in discussion of race and racism.

scholarly journals New generation of medical students: what they are looking for?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E Dobretsova ◽  
I Arshukova ◽  
T Dugina
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Medical School ◽  
Rural Areas ◽  
Medical Graduates ◽  
Self Confidence ◽  
The Future ◽  
Medical School Graduation ◽  
School Graduation ◽  
Future Work

Abstract Background Changes in technologies and standards of life leads to the fact that each generation is very different from the previous one. Modification of generations affects the quality and the development of medicine. Current medical students are our future doctors. And changes in health care will be made by them soon. So, their views will influence the development of health care system in the future. Therefore, it is important for us to understand how today's graduates see their future work and what is important for them. Methods The opinions of 720 final year medical students were investigated using an anonymous questionnaire in Krasnoyarsk, Russia. Data were analyzed using SPSS 22 program by the following methods (p < 0.05): descriptive statistics, decision trees analysis, χ2-test. Results Medicine have to change rapidly in accordance with the demands of new generations. Only in such case, current graduates of medical schools would like to work in practice medicine in the future. In this work, factors that are important for the work of modern students were investigated. Such posers were examined: the opportunities to work in rural areas and the basis for such decisions, the choice of future doctors' specialty, the young doctors' self-confidence and how much time they need experienced doctors' support as mentors. To avoid further staff shortages, we have to take into account the needs and priorities of today's graduates. Conclusions Practically all of the graduates are not ready to work alone immediately after medical school graduation - 97.0% of them report that they need a mentor. In addition, the majority of them prefer to work with mentor for a year or more (80.5%). Practically half of the students are ready to work in rural areas (49.5%); the most important factors that influence their decision are salary, free housing and clinic's equipment (important for 53.4%, 35.9% and 26.5% of the graduates, respectively). Key messages The majority of the graduates are not ready to work alone immediately after medical school graduation and need a mentor for a year or more. Increased salary, free housing and good clinic’s equipment may attract the medical graduates to work in rural areas.

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