scholarly journals Virtual undergraduate teaching assistantships of pediatrics and social network medical education: a successful experience at an university in the south of Rio de Janeiro

2021 ◽  
Vol 13 (6) ◽  
pp. e7440
Author(s):  
Aléxia Alves Cabral ◽  
Lorena Araújo Silva Dias ◽  
Gabriele Alves dos Anjos ◽  
Silvia Souza Salvato ◽  
Marcelle Godinho Fonseca ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Rio De Janeiro ◽  
Medical Training ◽  
Undergraduate Teaching ◽  
The South ◽  
Medical Undergraduate ◽  
Teaching Assistantships ◽  
Long Term Impact ◽  
Teaching Learning

Objective: To highlight the changes and adaptations resulted from COVID-19 in Medical Undergraduate Teaching Assistantships (UTA) activities at an University in the south of Rio de Janeiro, emphasize the importance of education in health through social networks and enrich the scientific literature with the theme of virtual distance learning in Medicine. Experience report: The adaptation of the UTA to the virtual environment prevented to be interrupted the development of effective communication and teaching skills, which are important bases for medical training, promoting the continuity of teaching, albeit in a limited way. Be that as it may, being an undergraduate teaching assistant in a virtual class leads to the consolidation and detailing of knowledge, providing flexibility in the learning process, encouraging the development of teaching and digital skills, teamwork, use of different resources and collaborative performance. This fact stands out the role of the medical student in the teaching-learning process, especially at a time of new experiences and adaptations. Final considerations: It is necessary to evaluate how medical education has been harmed or benefited by the changes arising from the COVID-19 pandemic and how it will have a long-term impact on medical training.

PARADIGM SHIFT IN THE MEDICAL UNDERGRADUATE TEACHING LEARNING METHODS AND ASSESSMENT IN THE COVID 19 PANDEMIC TIME

2021 ◽  
pp. 43-45
Author(s):  
Radha Tatapudi ◽  
Indira Guntoory ◽  
Bhamidipaty Kanaka Durga Prasad ◽  
Sudha Rani Balla ◽  
Nirupam A Palakodeti
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Undergraduate Teaching ◽  
Online Class ◽  
Medical Undergraduate ◽  
To Come ◽  
Traditional Classroom Teaching ◽  
Teaching Learning

Background: Medical education has experienced a sea of change in the last decade. Covid- 19 pandemic has catalysed a drastic change in the learning experience from traditional classroom teaching to virtual education. Methods:After 4 months of online teaching at our institute, an online survey based research study was conducted on the perceptions of students and faculty of our department about online teaching. Results:Atotal of 215 students consented to participate. 63.72% felt that the clarity of presentation and audibility was good. 25.11% of students faced major problems with net connectivity. However 51.1% felt that their interaction with other students was less and 27.4% felt that their interaction with faculty was less in online classes when compared to traditional class room.34% were satised and 41.8% gave an equivocal response to satisfaction with online teaching. 12 faculty members participated in the survey. 58.33% of the faculty felt condent in meeting the technical demands of online teaching.41.66% opined that the level of student participation was less in online class. 66.66% experienced difculty in keeping their students involved in the online class. 83.33% appreciated the institutional support. 91.66% of the faculty enjoyed their new experience of teaching online. Conclusion:The students appreciated the efforts of the faculty and management in imparting education virtually as a viable option in the pandemic time. Teachers also echoed the same opinion. Blended learning could be used to enhance and complement the formal face to face teaching in medical education in the years to come.

Approaches for teaching, learning and doing research as deduced from the Qur’an and Sunnah

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Basil AS ◽  
Sulaiman B
Keyword(s):  
Medical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Phase ◽  
Learning Approaches ◽  
Good Teaching ◽  
Teaching Approaches ◽  
Approaches To Teaching ◽  
Teaching Learning ◽  
The Ideal

Approaches to teaching and learning keep on changing continuously as evidenced in the development of sub-disciplines dealing with education within the discipline, for example, medical education. This paper brings in another perspective in the search for the ideal teaching and learning approaches. Starting from the Qur’an and the Sunnah, this paper identifies about 20 different aspects of teaching and learning found in these two Islamic sources. These aspects could be grouped into four categories: pre-learning phase and setting the context; personality qualities needed for good teaching and learning relationship; teaching approaches; and lastly, approaches for enhancing the learning process. The paper demonstrates the great potential of the Qur’an and Sunnah for informing on the effective ways for teaching and learning.

The Visible Curriculum

2018 ◽  
Author(s):  
Eva-Marie Stern ◽  
Shelley Wall
Keyword(s):  
Medical Education ◽  
Visual Arts ◽  
Personal Growth ◽  
Interpersonal Skills ◽  
Medical Training ◽  
Art Making ◽  
Learning Modalities ◽  
Cognitive Work ◽  
Teaching Learning ◽  
Embodied Practice

The visible curriculum is a term for engagement with the visual arts in medical education. The purposes of having medical trainees view and respond to artworks have been framed in various ways: to sharpen technical abilities, to foster cognitive and interpersonal skills, and to promote personal growth. Art-making, as an embodied practice, activates skills essential to medical care which go beyond words and beyond cognitive work. This chapter summarizes current visual teaching/learning modalities used in medical training, considers the importance of art-making in addition to art observation, suggests differences in approach between undergraduate and residency training, and offers some practical examples of visual arts-based sessions for training and reflection.

scholarly journals Competency-Based Education in Medical Internship: Integrative Review

2020 ◽  
Vol 8 (7) ◽  
pp. 35
Author(s):  
Leonardo Campos Teixeira ◽  
Isabela Castilho Pellis ◽  
Émile Fernandes Spinassi Teixeira ◽  
Rogério Saad Vaz ◽  
Maria Rosa Machado Prado
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Learning Process ◽  
Integrative Review ◽  
Competency Based Education ◽  
Review Articles ◽  
Competency Based ◽  
Review Study ◽  
Teaching Learning

Medical education has undergone profound changes, currently, some medical courses are working competency-based education. This type of education is used in medical residences, however, at the medical internship, it is still not very used. Along with changes in teaching, assessments also had to adapt to contemplate the teaching-learning process. The present work aimed to review articles dealing with competency-based education in the medical internship since this area provides the medical student with the opportunity to experience the professional reality in practice. This is an integrative review study of published articles PubMed and BVS. After the search, the articles were filtered and a total of four publications addressing “internship”, “competency” and “medicine. It was found that competency-based education still is something new and that is gradually being structured in the medical internship, so maybe there are few studies on this topic. Another important point evaluated in the analyzed articles, is the evaluation based on the period of 2015 to 2019 bases on skill and it was realized that it is also something that requires more research on this subject. It was concluded that competency-based education and how to evaluate it is a field that requires more research.

scholarly journals Epistemological anarchism of Paul Karl Feyerabend and medical education

2013 ◽  
Vol 37 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Andréia Patrícia Gomes ◽  
Rodrigo Siqueira-Batista ◽  
Sergio Rego
Keyword(s):  
Medical Education ◽  
Science Education ◽  
Effective Teaching ◽  
20Th Century ◽  
Learning Process ◽  
Theoretical Framework ◽  
Methodological Pluralism ◽  
Multiple Methods ◽  
Single Method ◽  
Teaching Learning

The thoughts of the philosopher Paul Karl Feyerabend brought important contributions to the debate on Science in the 20th century. Most recently his views about non-existence of a single method for doing science have been employed to rethink science education and propose the use of multiple methods for effective teaching-learning process. This article employs the theoretical framework of the author expressed in the book Against Method, 1977, about the epistemological anarchism and the methodological pluralism and uses it in the contemporary discussion of medical education.

scholarly journals Peer-Assisted and Team-Based Learning: A new hybrid strategy for Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 162-170
Author(s):  
Giovanna Carvalho Pinho ◽  
Eduardo Pontes Miranda ◽  
Mariana de Araújo Barros Tavares ◽  
Débora Victor Aragão Alves ◽  
Rafael Ximenes Bandeira de Morais ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Academic Education ◽  
Hybrid Strategy ◽  
Medical Undergraduate ◽  
Team Based Learning ◽  
Materials Used ◽  
Methods Of Learning ◽  
Teaching Learning

ABSTRACT Medical education has been significantly changing in the last years, mainly due to new conceptions of the teaching-learning processes that advocate the employment of active methods of learning, such as Team-Based Learning (TBL). Peer-Assisted Learning (PAL) is a long-established strategy that has been used in several undergraduate courses. This study describes a pilot test of a new model of PAL developed with an adapted TBL strategy, that was called “PAL-TBL method”. The test occurred during Human Physiology classes with first-year Medical undergraduate students from Universidade de Pernambuco - Garanhuns Campus, Brazil. The PAL-TBL was designed as a teaching-learning methodology to improve academic education. Here, the organizational dynamics and the design of the activities carried out from 2016 to 2017 are reported. The resulting PAL-TBL methodology is characterized as the following: (i) timing I or material preparation (context/scenario) and study/analysis of the material by the participants; (ii) timing II or verification of prior knowledge (individual and team test), questioning and feedback and (iii) timing III or applying the concepts learned. It is worth mentioning that the end of timing II consisted of a moment for evaluating the team’s work and the materials used. Material production happened through the interaction between student-tutors and the (supervising) professor, aiming to share experiences as well as to elucidate the importance of using active methods during the academic development of useful competencies for medical practice. The methodology developed allowed students to reflect extensively on the problems presented in the class discussions, allowing for a richer learning experience. Further applications of PAL-TBL in advanced years of the course will be done to confirm the benefits of this hybrid strategy for medical education.

scholarly journals A STUDY ON THE EVALUATION OF SECOND YEAR UNDERGRADUATE MEDICAL STUDENT'S PERCEPTIONS AND THEIR FEEDBACK REGARDING TEACHING LEARNING METHODOLOGIES IN PHARMACOLOGY AT GOVERNMENT MEDICAL COLLEGE, SRINAGAR.

2020 ◽  
pp. 1-3
Author(s):  
Sabahat Farooq ◽  
Samina Farhat
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Undergraduate Teaching ◽  
Government Medical College ◽  
Learning Methods ◽  
Medical College ◽  
Second Year ◽  
Teaching Learning ◽  
Student's Perceptions

The Medical education has been undergoing intense reforms globally. As a result numerous Teaching-learning (T-L) methods are adopted worldwide. Therefore, reforms in undergraduate teaching are of extreme importance. Understanding of current perceptions and opinions of medical students is important for the improvement of teaching-learning methodologies in pharmacology subject. This study completed with the objective to determine the perception and feedback of teaching learning methods in pharmacology.

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