Base de dados : MEDLINE
Pesquisa : I02.158 [Categoria DeCS]
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[PMID]:29496812
[Au] Autor:Costa-Silva D; Côrtes JA; Bachinski RF; Spiegel CN; Alves GG
[Ad] Endereço:Ms. Costa-Silva is a Master's in Science and Biotechnology student, Fluminense Federal University, Niteroi, Brazil; Ms. Côrtes is a doctoral fellow in Science and Biotechnology at Fluminense Federal University, Niteroi, Brazil; Dr. Bachinski is Director of the 1RNet Institute, Rio de Janeiro, Brazil
[Ti] Título:Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.
[So] Source:J Dent Educ;82(3):322-331, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.
[Mh] Termos MeSH primário: Biologia Celular/educação
Educação em Odontologia/métodos
Ensino
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.032


  2 / 66212 MEDLINE  
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[PMID]:29496810
[Au] Autor:Shumway BS; Bernstein ML; Qian C; Kulkarni MY; Rai SN
[Ad] Endereço:Dr. Shumway is Associate Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville School of Dentistry; Dr. Bernstein is Professor of Oral and Maxillofacial Pathology, Department of Surgical and Hospital Dentistry, University of Louisville
[Ti] Título:Effect of Lecture Attendance and Prerequisite Academic Outcomes on Dental Students' Oral Pathology Performance.
[So] Source:J Dent Educ;82(3):306-312, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (p<0.001) were significant predictors of OP grade, while race, gender, and age were not. Students' grades in OP were moderately to strongly correlated with their grades in all PBS courses (p<0.001). These results suggest that lecture attendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.
[Mh] Termos MeSH primário: Escolaridade
Patologia Bucal/educação
Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Teste de Admissão Acadêmica
Currículo
Avaliação Educacional
Feminino
Seres Humanos
Masculino
Patologia Bucal/normas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.031


  3 / 66212 MEDLINE  
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[PMID]:29496809
[Au] Autor:Candamo F; Tobey M; Simon L
[Ad] Endereço:Ms. Candamo is a DMD student, Harvard School of Dental Medicine; Dr. Tobey is Instructor of Medicine, Harvard Medical School and Associate Program Director, Rural Health Leadership Fellowship, Massachusetts General Hospital; and Dr. Simon is Fellow in Oral Health and Medicine Integration, Harvard School of Dental Medicine and an MD student, Harvard Medical School.
[Ti] Título:Teaching Dental Students About Incarceration and Correctional Dentistry: Results from a National Survey.
[So] Source:J Dent Educ;82(3):299-305, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:People who are incarcerated or have a history of incarceration have high rates of dental disease, but access to dental treatment is often a challenge during and after incarceration. Dental students' exposure to this population is unknown: no data exist regarding the number of schools that provide didactic and clinical training in correctional dentistry. The aim of this study was to assess the extent of instruction in correctional dentistry and clinical opportunities at correctional facilities for dental students in the U.S. A survey was distributed to the academic deans at all 66 U.S. dental schools in 2017. Respondents were asked if their institutions had curricular content on correctional health and if they provided clinical opportunities in the correctional setting. Respondents from 30 schools completed the survey, for a response rate of 45%. Nearly two-thirds of the respondents said their institutions offered didactic instruction on the impact of incarceration on health, and eight schools offered a clinical experience at a correctional facility. The most common format was a community-based dental externship involving fourth-year dental students. Oral exams, prophylaxis, and extractions were the most common procedures performed. Respondents from schools that offered a clinical experience agreed more strongly than those that did not that exposure to correctional health care was important and that their students believed incarceration to be a social determinant of health. This study found that a substantial proportion of dental schools offered didactic education on correctional health, but a much smaller number offered student rotations in correctional facilities.
[Mh] Termos MeSH primário: Educação em Odontologia
Prisões
[Mh] Termos MeSH secundário: Currículo
Educação em Odontologia/métodos
Educação em Odontologia/estatística & dados numéricos
Seres Humanos
Prisioneiros
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.030


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[PMID]:29496807
[Au] Autor:Reinke RE; Enright T; Love R; Patel SA; Ali AO; Horvath Z
[Ad] Endereço:Dr. Reinke is Associate Professor, School of Dental Medicine, University of Nevada, Las Vegas; Ms. Enright is Director, Bachelor of Health Science in Dental Hygiene, Allen College; Dr. Love is Assistant Professor of Dental Medicine, College of Dental Medicine, Roseman University of Health Sciences;
[Ti] Título:Methods and Purposes for Conducting Students' Course Evaluations Reported by North American Dental School and Dental Hygiene Program Leaders: A Preliminary Survey Study.
[So] Source:J Dent Educ;82(3):286-290, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this preliminary survey study was to determine the perceptions of leaders of dental schools and dental hygiene programs regarding methods of and purposes for conducting students' course evaluations and their role in course improvement, curriculum design, and faculty assessment. A short electronic survey was distributed in 2016 to the academic deans of all 76 dental schools in the U.S. and Canada and a convenience sample of program directors of 232 of the total 332 accredited dental hygiene programs. Individuals from 93 institutions responded for an overall response rate of 30%: 30 of 76 dental schools (39.5% response rate) and 63 of the 232 dental hygiene programs (27% response rate). All of the respondents (100%) reported that their institutions' full-time faculty members were assessed by students in course evaluations for each course and semester they taught. However, only 78% reported that their part-time faculty members were evaluated by students. Course evaluations were mandatory in 62% (n=58) of the responding institutions, with the remaining 38% (n=35) optional. Respondents indicated course directors received the evaluation results for purposes of annual review (n=73, 78%) and instructional review (n=70, 75%). Further investigation of the use and effects of student evaluations is needed to better understand their role in faculty assessment and other aspects of the administration of dental schools and dental hygiene programs.
[Mh] Termos MeSH primário: Currículo/normas
Higiene Bucal/educação
Faculdades de Odontologia/organização & administração
[Mh] Termos MeSH secundário: Canadá
Educação em Odontologia/organização & administração
Educação em Odontologia/normas
Avaliação Educacional/métodos
Seres Humanos
Faculdades de Odontologia/normas
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.027


  5 / 66212 MEDLINE  
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[PMID]:29496804
[Au] Autor:Watkins RT; Conn LJ; Gellin RG; Gonzales TS; Hamil LM; Cayouette MJ; Schmidt MG
[Ad] Endereço:Dr. Watkins is Assistant Dean for Dental Education and Informatics, East Carolina University School of Dental Medicine; Dr. Conn is Associate Professor and Chair, Department of General Dentistry, East Carolina University School of Dental Medicine; Dr. Gellin is Professor and Chair, Department of Sto
[Ti] Título:Analyzing Dental Students' Clinic Production Using Time-Based Relative Value Units: Ten-Year Cross-Cohort Mapping.
[So] Source:J Dent Educ;82(3):260-268, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The analysis of dental students' clinical production/participation has been used to assess whether a prospective graduate is capable of unsupervised and independent practice (that is, competent to perform that practice). This method and others have inherent biases that may not accurately reflect whether the student has mastered the associated concepts and techniques required for dentistry. The aim of this study was to assess an informatics system that assigned curriculum meta-tags with time-based relative educational value units (ReVUs) to each clinical procedure performed by Medical University of South Carolina (MUSC) students. The system has been used since 1998, but for this study the complete data sets for the MUSC graduating classes of 2007 through 2016 were mapped using microcompetency codes for the dental procedures. In total, 421,494 procedures were formatted and analyzed using software developed to aggregate disparate data sets from clinical activities into a common format for evaluation. The results showed that the ten classes (cohorts) were very consistent with cohort high ReVUs averaging 7,317.1 points, cohort mean ReVUs being 5,180.2 points, and cohort low ReVUs averaging 3,381 points. A detailed analysis of student effort by dental subspecialty found that preventive activities represented 13.4%, patient assessment 32.6%, periodontology 2.8%, restorative dentistry 16.3%, prosthodontics 21.9%, endodontics 6.7%, and oral surgery 5.7% of the total points in the clinical part of the curriculum. In this system, point thresholds can be easily generated to monitor students' progress towards competence for each defined competency and thus assess their progress towards acquiring the skills required for unsupervised, independent practice.
[Mh] Termos MeSH primário: Estudantes de Odontologia/estatística & dados numéricos
[Mh] Termos MeSH secundário: Competência Clínica/normas
Competência Clínica/estatística & dados numéricos
Estudos de Coortes
Currículo/estatística & dados numéricos
Assistência Odontológica/normas
Assistência Odontológica/estatística & dados numéricos
Avaliação Educacional/métodos
Seres Humanos
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.025


  6 / 66212 MEDLINE  
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[PMID]:29496801
[Au] Autor:Sabato E; Owens J; Mauro AM; Findley P; Lamba S; Fenesy K
[Ad] Endereço:Dr. Sabato is Assistant Dean for Academic Affairs and Instructor, Rutgers School of Dental Medicine; Dr. Owens is Predoctoral Director, Department of Periodontics and Assistant Professor, Louisiana State University School of Dentistry; Dr. Mauro is Assistant Dean for Educational Research and Innovat
[Ti] Título:Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.
[So] Source:J Dent Educ;82(3):237-245, 2018 Mar.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.
[Mh] Termos MeSH primário: Educação em Odontologia
Relações Interprofissionais
Determinantes Sociais da Saúde
[Mh] Termos MeSH secundário: Currículo
Assistência Odontológica/métodos
Avaliação Educacional
Seres Humanos
Fatores Socioeconômicos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180303
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.022


  7 / 66212 MEDLINE  
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[PMID]:28463869
[Au] Autor:Wilbeck J; Roberts E; Rudy S
[Ad] Endereço:Emergency Nurse Practitioner Program, Vanderbilt University School of Nursing, Nashville, Tennessee (Drs Wilbeck and Rudy); Marcella Niehoff School of Nursing, Loyola University Chicago, Maywood, Illinois (Dr Roberts); and Vanderbilt Adult Emergency Department, Vanderbilt University Medical Center, Nashville, Tennessee (Dr Rudy).
[Ti] Título:Emergency Nurse Practitioner Core Educational Content.
[So] Source:Adv Emerg Nurs J;39(2):141-151, 2017 Apr/Jun.
[Is] ISSN:1931-4493
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Increasing numbers of patients are presenting to national emergency departments (EDs). This is occurring simultaneously with reductions in providers along with ED closures, creating a significant gap in emergency care. According to the advanced practice registered nurse consensus model, specialty-specific knowledge and practice build upon generalist nurse practitioner (NP) population foci. Although the National Organization of Nurse Practitioner Faculties provides guidelines for educational programs at the NP population level, determination of core specialty knowledge lies with specialty organizations. Emergency nurse practitioners (ENPs) require additional specialty-specific education to manage patients spanning age and acuity continuums. Although certification mechanisms are now in place to recognize NP specialty knowledge, a nationally standardized curriculum remains to be proposed. This article proposes core educational content for ENP specialty education; the utility of this content may serve as the foundation for the development of standardized ENP academic and postgraduate fellowship programs.
[Mh] Termos MeSH primário: Serviço Hospitalar de Emergência
Profissionais de Enfermagem/educação
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE
[do] DOI:10.1097/TME.0000000000000142


  8 / 66212 MEDLINE  
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[PMID]:28468575
[Au] Autor:Cannon SM; Shukla V; Vanderbilt AA
[Ad] Endereço:a College of Medicine and Life Sciences , University of Toledo , Toledo , OH , USA.
[Ti] Título:Addressing the healthcare needs of older Lesbian, Gay, Bisexual, and Transgender patients in medical school curricula: a call to action.
[So] Source:Med Educ Online;22(1):1320933, 2017.
[Is] ISSN:1087-2981
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Medical students matriculating in the coming years will be faced with treating an expansive increase in the population of older lesbian, gay, bisexual, and transgender (LGBT) patients. While these patients face healthcare concerns similar to their non-LGBT aging peers, the older LGBT community has distinct healthcare needs and faces well-documented healthcare disparities. In order to reduce these healthcare barriers, medical school curricula must prepare and educate future physicians to treat this population while providing high quality, culturally-competent care. This article addresses some of the unique healthcare needs of the aging LGBT population with an emphasis on social concerns and healthcare disparities. It provides additional curricular recommendations to aid in the progressive augmentation of medical school curricula. ABBREVIATIONS: Liaison Committee on Medical Education (LCME); LGBT: Lesbian, gay, bisexual, transgender.
[Mh] Termos MeSH primário: Educação de Graduação em Medicina/métodos
Necessidades e Demandas de Serviços de Saúde
Minorias Sexuais e de Gênero
[Mh] Termos MeSH secundário: Fatores Etários
Currículo
Disparidades em Assistência à Saúde
Seres Humanos
Estudantes de Medicina
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1080/10872981.2017.1320933


  9 / 66212 MEDLINE  
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[PMID]:28460606
[Au] Autor:Hughes BO; Moshabela M; Owen J; Gaede B
[Ad] Endereço:a Centre for Rural Health , University of KwaZulu-Natal , Durban , South Africa.
[Ti] Título:The relevance and role of homestays in medical education: a scoping study.
[So] Source:Med Educ Online;22(1):1320185, 2017.
[Is] ISSN:1087-2981
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The community-based medical education curriculum is growing in popularity as a strategy to bring universal health coverage to underserved communities by providing medical students with hands-on training in primary health care. Accommodation and immersion of medical students within the community will become increasingly important to the success of community-based curricula. In the context of tourism, homestays, where local families host guests, have shown to provide an immersive accommodation experience. OBJECTIVE: By exploring homestays in the educational context, this scoping study investigates their role in providing an immersive pedagogical experience for medical students. DESIGN: A scoping review was performed using the online databases ScienceDirect and the Duke University Library Database, which searches Academic Search Complete, JSTOR, LexisNexis Academic, Web of Science, Proquest, PubMed and WorldCat. Using the inclusion term 'homestays' and excluding the term 'tourism', 181 results were returned. AClose assessment using inclusion criteria narrowed this to 14 relevant articles. RESULTS: There is very little published research specific to the experience of medical students in community homestays, indicating a gap in the literature. However, the existing educational outcomes suggest homestays may have the potential to serve a significant role in medical education, especially as a component of decentralised or community-based programmes. The literature reveals that educational homestays influence language learning, cultural immersion, and the development of professional skills for health science careers. These outcomes relate to the level of engagement between students and hosts, including the catalytic role of community liaisons. CONCLUSIONS: Homestays offer a unique depth of experience that has the potential to enrich the education of participating students, and require further research, particularly in the context of distributed and decentralised training platforms for medical and health sciences students. Future studies should explore the potential for homestays as a pedagogical component of community-based medical curriculum. ABBREVIATIONS: CBME: Community-based medical education.
[Mh] Termos MeSH primário: Serviços de Saúde Comunitária/métodos
Assistência à Saúde/métodos
Educação de Graduação em Medicina/métodos
Atenção Primária à Saúde/métodos
Distribuição Espacial da População
Estudantes de Medicina
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE
[do] DOI:10.1080/10872981.2017.1320185


  10 / 66212 MEDLINE  
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[PMID]:28460596
[Au] Autor:Cerrone SA; Adelman P; Akbar S; Yacht AC; Fornari A
[Ad] Endereço:a Internal Medicine , Northwell Health , Manhasset , NY , USA.
[Ti] Título:Using Objective Structured Teaching Encounters (OSTEs) to prepare chief residents to be emotionally intelligent leaders.
[So] Source:Med Educ Online;22(1):1320186, 2017.
[Is] ISSN:1087-2981
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Chief Residents must lead, manage and mentor a diverse and often large group of residents, however there is a lack of formal leadership training throughout graduate medical education. OBJECTIVE: Development of a 3-part Chief Resident (CR) Program focused on leading, managing and mentoring. DESIGN: Each participant completes an Emotional Intelligence (EI) Inventory prior to the day-long event. Participants receive their EI scores at the beginning of the program, which features interactive sessions on leadership, management, and feedback skills. The program then reinforces the application of their new knowledge about EI through a four station OSTE (Observed Structured Teaching Encounter). CRs practice feedback and coaching skills in a simulated environment where they need to provide the context of formative feedback to a standardized resident. RESULTS: The aggregated mean pre-session EI score for all participants was 76.9 (an ideal score is >85). An independent-samples t-test compared the CRs' leadership and feedback performance on their first and second OSTE performance within a single afternoon session. There was a significant difference between the first OSTE performance (M = 47.92, SD = 7.8) and the second OSTE performance (M = 51.22, SD = 6.9); t (68) = 1.99, p = 0.006. These results suggest that participating in multiple OSTEs positively reinforces the core interpersonal and communication skills discussed in the didactic and practiced in the interactive portions of the program. CONCLUSION: The low mean pre-session EI score achieved by our participants supports the idea that CRs enter their new roles with a level of EI that can be enhanced. CRs had an overall positive reaction to EI and its application to the core skills addressed in the program, highlighting the fact that similar programs could be used to train early career physicians to be more skilled and comfortable with leading, managing and mentoring. ABBREVIATIONS: CR: Chief resident; EI: Emotional intelligence; GME: Graduate medical education; OSTE: Objective structured teaching encounter.
[Mh] Termos MeSH primário: Educação de Pós-Graduação em Medicina/métodos
Inteligência Emocional
Internato e Residência/métodos
Liderança
Médicos/psicologia
[Mh] Termos MeSH secundário: Competência Clínica
Currículo
Avaliação Educacional
Seres Humanos
Mentores
Ensino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170503
[St] Status:MEDLINE
[do] DOI:10.1080/10872981.2017.1320186



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