scholarly journals Methodologies in medical education. Virtual expert panel in Honduras during the COVID-19 pandemic

2021 ◽  
Vol 10 (2) ◽  
pp. 99-108
Author(s):  
Cristina M. Thiebaud ◽  
Skarleth Paola Bock Alvarado ◽  
Mónica Fernanda Medina Guillen ◽  
Carlos A. Martínez-Martínez ◽  
Juan Daniel Alvarado Cortés ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Design ◽  
Expert Panel ◽  
Physical Space ◽  
Evaluation Process ◽  
Healthcare Sector ◽  
Self Regulated Learning ◽  
Teachers And Students ◽  
Postgraduate Studies ◽  
Virtual Expert

Introduction. The prevailing education model in Honduras is a teacher-centered one, where the main thrusts are the teacher and the lesson plans. This, along with the slow evaluation process and little improvement of the curriculum design of degrees in the healthcare sector poses a challenge in the enactment of new education methods. This article documents an expert panel which was comprised of deans from the different Medical Schools of the country where Continuing Medical Education (CME) and its educational methodologies were discussed. Presentation of experience. The Asociación de Educación Médica Hondureña carried out an expert panel through an updated approach of CME to discuss Medical Education (ME) methodologies widely used internationally: problem-based learning, reflective practice, formative assessment and self-regulated learning. Discussion. The knowledge gap between new methodologies and traditional ones in ME represents a challenge that CME can address through the use of effective pedagogical approaches in the development and execution of these types of activities. Conclusion. The use of updated methodologies in ME not only improves student training during undergraduate and postgraduate studies, but its CME. ME in Honduras is limited by economic factors, training, physical space and its acceptance by teachers and students. A sustained and systematic effort is necessary by all parties involved in teaching.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

scholarly journals Ontology-Based Context Event Representation, Reasoning, and Enhancing in Academic Environments

2021 ◽  
Vol 13 (6) ◽  
pp. 151
Author(s):  
Josué Padilla-Cuevas ◽  
José A. Reyes-Ortiz ◽  
Maricela Bravo
Keyword(s):  
Physical Space ◽  
Evaluation Process ◽  
Event Representation ◽  
Network Resources ◽  
Academic Environments ◽  
Time Space ◽  
Event Information ◽  
Event Driven ◽  
Ontological Model ◽  
Academic Events

An Ambient Intelligence responds to user requests based on several contexts. A relevant context is related to what has happened in the ambient; therefore, it focuses a primordial interest on events. These involve information about time, space, or people, which is significant for modeling the context. In this paper, we propose an event-driven approach for context representation based on an ontological model. This approach is extendable and adaptable for academic domains. Moreover, the ontological model to be proposed is used in reasoning and enrichment processes with the context event information. Our event-driven approach considers five contexts as a modular perspective in the model: Person, temporal (time), physical space (location), network (resources to acquire data from the ambient), and academic events. We carried out an evaluation process for the approach based on an ontological model focused on (a) the extensibility and adaptability of use case scenarios for events in an academic environment, (b) the level of reasoning by using competence questions related to events, (c) and the consistency and coherence in the proposed model. The evaluation process shows promising results for our event-driven approach for context representation based on the ontological model.

Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement

2013 ◽  
Vol 27 ◽  
pp. 26-34 ◽  
Author(s):  
Alena Friedrich ◽  
Kathrin Jonkmann ◽  
Benjamin Nagengast ◽  
Bernhard Schmitz ◽  
Ulrich Trautwein
Keyword(s):  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students

scholarly journals A Brazilian original pedagogical approach to the teaching of neurology

2014 ◽  
Vol 72 (10) ◽  
pp. 747-752 ◽  
Author(s):  
Lucas Vilas Bôas Magalhães ◽  
Paula Teixeira Fernandes ◽  
Daniel de Souza Ferreira Magalhães ◽  
Ricardo Rocha Bastos ◽  
Li Li Min
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Comparative Test ◽  
Case Discussion ◽  
Pedagogical Approach ◽  
Traditional Lecture ◽  
Experimental Application ◽  
Teachers And Students ◽  
Long Time ◽  
Approach Method

The two-arm Clinical Decisions/Diagnostic Workshop (CD/DW) approach to undergraduate medical education has been successfully used in Brazil. Objective Present the CD/DW approach to the teaching of stroke, with the results of its pre-experimental application and of a comparative study with the traditional lecture-case discussion approach. Method Application of two questionnaires (opinion and Knowledge-Attitudes-Perceptions-KAP) to investigate the non-inferiority of the CD/DW approach. Results The method was well accepted by teachers and students alike, the main drawback being the necessarily long time for its completion by the students, a feature that may better cater for different educational needs. The comparative test showed the CD/DW approach to lead to slightly higher cognitive acquisition as opposed to the traditional method, clearly showing its non-inferiority status. Conclusion The CD/DW approach seems to be another option for teaching neurology in undergraduate medical education, with the bonus of respecting each learner`s time.

Guided outcomes in learned efficiency model in clinical medical education: a randomized controlled trial of self-regulated learning

2014 ◽  
Vol 211 (5) ◽  
pp. 544.e1-544.e7 ◽  
Author(s):  
Avinash S. Patil ◽  
Adam C. Elnaggar ◽  
Saurabh Kumar ◽  
Frank W. Ling ◽  
Frank T. Stritter ◽  
...  
Keyword(s):  
Medical Education ◽  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Self Regulated Learning ◽  
Randomized Controlled ◽  
Regulated Learning

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals Effectiveness Of Online Learning Using Madrasah E-Learning In The Pandemic Covid-19

2021 ◽  
Vol 15 (1) ◽  
pp. 54-65
Author(s):  
Ririn Eva Hidayati
Keyword(s):  
Online Learning ◽  
Meaningful Learning ◽  
Evaluation Process ◽  
Teacher Professionalism ◽  
Open Questions ◽  
Teachers And Students ◽  
E Learning ◽  
Quantitative Descriptive ◽  
User Friendly

This research was conducted to see the effectiveness of the implementation of online learning using e-learning madrasah and to find out the inhibiting and supporting factors of using e-learning applications as a learning medium. This research is a quantitative descriptive. The data were obtained by distributing questionnaires in google form which contained closed, semi-closed, and open questions, then the data were analyzed descriptively. Respondents of this research are students and teachers of MAN 1 Kota Malang who carries out learning using e-learning applications. The results of the observation informed that 80% of respondents claimed to be able to access and use e-learning madrasah. Online learning innovations using e-learning madrasah help students undergo learning during the pandemic. The implementation of online learning using e-learning madrasah is quite effective even there is ineffectiveness in the evaluation process. Teacher professionalism is needed in online learning using e-learning madrasah in order to create fun and meaningful learning. Improving the application is also still needed to make e-learning madrasah easier to use (user-friendly). The obstacles in online learning can be overcome by the collaboration between madrasah, parents, teachers, and students.

scholarly journals IS PATIENT SAFETY AT THE HEART OF MEDICAL EDUCATION IN INDONESIA? REFLECTION ON THE IMPACT OF THE NATIONAL EXAMINATION

2019 ◽  
Vol 8 (3) ◽  
pp. 153
Author(s):  
Rachmadya Nur Hidayah
Keyword(s):  
Medical Education ◽  
Quality Assurance ◽  
Patient Safety ◽  
Focus Groups ◽  
Patient Care ◽  
Medical Schools ◽  
Theory Approach ◽  
High Stakes ◽  
Teachers And Students ◽  
The Impact

ABSTRACT Background: National examinations in Indonesia (UKMPPD) has been implemented since 2007 as a quality assurance method for medical graduates and medical schools. The impact of UKMPPD has been studied since then, where one of the consequences were related to how it affected medical education and curricula. This study explored the consequences of UKMPPD, focusing on how the students, teachers, and medical schools’ leaders relate the examination with patient care. This study aimed to explore the impact of UKMPPD on medical education, which focusing on the issue of patient safety. Methods: This study was part of a doctoral project, using a qualitative method with a modified grounded theory approach. The perspectives of multiple stakeholders on the impact of the UKMPPD were explored using interview and focus groups. Interviews were conducted with medical schools’ representatives (vice deans/ programme directors), while focus groups were conducted with teachers and students. A sampling framework was used by considering the characteristics of Indonesian medical schools based on region, accreditation status, and ownership (public/ private). Data was analysed using open coding and thematic framework as part of the iterative process. Results: The UKMPPD affected how the stakeholders viewed this high-stakes examination and the education delivered in their medical schools. One of the consequences revealed how stakeholders viewed the UKMPPD and its impact on patient care. Participants viewed the UKMPPD as a method of preparation for graduates’ real clinical practice. The lack of reference for patient safety as the impact of the UKMPPD in this study showed that there were missing links in how stakeholders perceived the examination as part of quality assurance in health care. Conclusion: The UKMPPD as a high-stakes examination has a powerful impact in changing educational policy and programmes in Indonesia. However, in Indonesia, the examination brought in the reflection on how the “patient” element was lacking from medical education. This research offers an insight on the concept of patient safety in Indonesia and how the stakeholders could approach the issue. Keywords: UKMPPD, national licensing examination, impact, competence, patient safety, curriculum 

scholarly journals Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7998
Author(s):  
Emilia Corina Corbu ◽  
Eduard Edelhauser
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Evaluation System ◽  
Online Courses ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Educational Process ◽  
Study Objective ◽  
Teachers And Students ◽  
The Evaluation System

The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.

An Assessment Study of Quality Model for Medical Schools in Mexico

2021 ◽  
pp. 460-495
Author(s):  
Silvia Lizett Olivares Olivares ◽  
Alejandra Garza Cruz ◽  
Mildred Vanessa López Cabrera ◽  
Alex Iván Suárez Regalado ◽  
Jorge Eugenio Valdez García
Keyword(s):  
Medical Education ◽  
Healthcare Delivery ◽  
Evaluation Process ◽  
Medical Schools ◽  
Quality Model ◽  
Assessment Study ◽  
Strategic Processes ◽  
Descriptive Approach ◽  
Quality Issues

Excellence in healthcare delivery is only possible by addressing the quality issues in medical education. The authors in this paper assess the development of medical schools in Mexico considering a proposed Quality Model for Medical Schools (QMMS) having five levels of the Incremental Quality Model (IQM). An exploratory descriptive approach was applied in this study wherein 46 authorities from medical schools self-assessed their processes (strategic, core, support and evaluation) included on the QMMS to determine their development in the five levels of the IQM i.e. Start, Development, Standardization, Innovation and Sustainability. The results of the study show the average were: 3.09 strategic processes, 2.96 core processes, 3.19 support processes and 3.00 in evaluation process. The overall mean obtained was 3.07 which correspond to Standardization level. The authors consider that the proposed quality model may serve as a guide to improve their performance to advance to innovation and sustainability.

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