Journal of Postgraduate Medicine, Education and Research

BACKGROUND Preclinical training on manikins is a key component of dental medicine education. Preclinical practice on traditional manikins and real clinical practice shows massive differences. Specifically, preclinical training on traditional manikins is inefficient. OBJECTIVE The aim of this study is to describe a manikin with a multimedia system and evaluate its effectiveness in preclinical dentistry training. METHODS A total of 159 students participated in this study. Amongst these students, 80 used traditional manikins (Group TM) for preclinical practices, including cavity preparation and full-crown preparation, and 79 used a manikin with a multimedia system (Group MM). The cavity preparation scores and full-crown preparation grades of the two groups were compared. The students and teachers completed a final questionnaire survey to evaluate their experience of preclinical practices using the manikin with a multimedia system. RESULTS Group MM performed better than Group TM in the preclinical practices of cavity preparation and full-crown preparation. The final questionnaire results indicated that students in Group MM were satisfied with the clarity, simulation, helpfulness in mastering operation points quickly and improvement in operation proficiency provided by the manikin with a multimedia system. The teachers were satisfied with the teaching effect of the manikin with a multimedia system and had a high opinion of the students’ mastery. CONCLUSIONS The results of this study indicated that manikins with a multimedia system are a good alternative traditional manikins in preclinical dentistry training.

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Inclusion of Children with Disabilities in Disaster Management

Children ◽

10.3390/children8070581 ◽

2021 ◽

Vol 8 (7) ◽

pp. 581

Author(s):

Jeong-Hun Jang ◽

Kyoo-Man Ha

Keyword(s):

Disaster Management ◽

International Organizations ◽

Children With Disabilities ◽

Qualitative Content Analysis ◽

Disaster Medicine ◽

Implementation Stages ◽

The Individual ◽

Comprehensive Framework ◽

Developed Nations ◽

Medicine Education

Disability inclusion of children in disaster management means to identify and then eliminate the challenges faced by children with disabilities during disaster occurrence. The present research aimed to explore how the challenges of children with disabilities can be resolved in disaster management. Qualitative content analysis was used to compare individual-stakeholder-based disaster management with all-stakeholder disaster management considering three stakeholders: developed nations, developing nations, and international organizations. A key finding is that these stakeholders must shift from the individual-stakeholder-based approach to the all-stakeholders approach while enhancing disaster medicine, education, monitoring, and implementation stages. A comprehensive framework of disability inclusion is proposed to reflect effective disaster management for these children.

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Wilderness Medicine Education

Advances in Archaeological Practice ◽

10.1017/aap.2020.48 ◽

2021 ◽

Vol 9 (1) ◽

pp. 49-55

Author(s):

Seth C. Hawkins ◽

Corey Winstead

Keyword(s):

Continuing Education ◽

First Aid ◽

Program Director ◽

End User ◽

First Responder ◽

Remote Areas ◽

History Of ◽

Single Use ◽

Field Schools ◽

Medicine Education

AbstractWilderness medicine classes are widely available to archaeologists and field scientists, but because wilderness medicine is an unregulated field, knowing what the various courses and products mean can be difficult. Based on the education chapter in the recently published textbook Wilderness EMS, this article—written by same two authors as the book—explores a number of topics relevant for the field scientist, program director, or administrator seeking to obtain wilderness medicine training for archaeologists. The article first explores the history of wilderness medicine products and certificates available to interested parties. It then differentiates between the various products available today along with their benefits and limitations for the end user. Products and trainings described include certifications (including Wilderness First Aid [WFA], Wilderness Advanced First Aid [WAFA], Advanced Wilderness First Aid [AWFA], and Wilderness First Responder [WFR]), as well as single use or continuing education trainings (including Stop the Bleed, CPR, conference courses, and field schools). Particular attention is paid to the specific and actionable needs of a field scientist in remote areas.

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SOBRAMFA has promoted family medicine education in Brazil since 1992

Medical Education ◽

10.1111/j.1365-2923.2007.02929.x ◽

2007 ◽

Vol 42 (1) ◽

pp. 115-115 ◽

Cited By ~ 1

Author(s):

Pablo González Blasco ◽

Adriana F T Roncoletta ◽

Graziela Moreto ◽

Maria A C de Benedetto ◽

Marcelo Levites ◽

...

Keyword(s):

Family Medicine ◽

Education In Brazil ◽

Medicine Education

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Hæmatology: Tutorials in Postgraduate Medicine, Volume 2.

The Medical Journal of Australia ◽

10.5694/j.1326-5377.1973.tb111029.x ◽

1973 ◽

Vol 1 (24) ◽

pp. 1201-1201

Keyword(s):

Postgraduate Medicine

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Complementary and alternative medicine education for medical profession: a systematic review

European Journal of Integrative Medicine ◽

10.1016/j.eujim.2012.07.674 ◽

2012 ◽

Vol 4 ◽

pp. 86

Author(s):

Chung Vincent

Keyword(s):

Systematic Review ◽

Alternative Medicine ◽

Complementary And Alternative Medicine ◽

Medical Profession ◽

Medicine Education ◽

Complementary And Alternative

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Family Medicine Education at a Rural Hospital in Japan: Impact on Institution and Trainees

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18116122 ◽

2021 ◽

Vol 18 (11) ◽

pp. 6122

Author(s):

Ryuichi Ohta ◽

Yoshinori Ryu ◽

Chiaki Sano

Keyword(s):

Family Medicine ◽

Rural Areas ◽

Clinical Performance ◽

Rural Hospital ◽

Scope Of Practice ◽

Quantitative Aspect ◽

Educational Systems ◽

Theory Approach ◽

Community Hospitals ◽

Medicine Education

Family medicine is vital in Japan as its society ages, especially in rural areas. However, the implementation of family medicine educational systems has an impact on medical institutions and requires effective communication with stakeholders. This research—based on a mixed-method study—clarifies the changes in a rural hospital and its medical trainees achieved by implementing the family medicine educational curriculum. The quantitative aspect measured the scope of practice and the change in the clinical performance of family medicine trainees through their experience of cases—categorized according to the 10th revision of the International Statistical Classification of Disease and Related Health Problems. During the one-year training program, the trainees’ scope of practice expanded significantly in both outpatient and inpatient departments. The qualitative aspect used the grounded theory approach—observations, a focus group, and one-on-one interviews. Three themes emerged during the analysis—conflicts with the past, driving unlearning, and organizational change. Implementing family medicine education in rural community hospitals can improve trainees’ experiences as family physicians. To ensure the continuity of family medicine education, and to overcome conflicts caused by system and culture changes, methods for the moderation of conflicts and effective unlearning should be promoted in community hospitals.

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