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[PMID]:29226441
[Au] Autor:Emanuel EJ
[Ti] Título:Reforming American Medical Education.
[So] Source:Milbank Q;95(4):692-697, 2017 Dec.
[Is] ISSN:1468-0009
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Assistência à Saúde/tendências
Educação Médica
[Mh] Termos MeSH secundário: Educação Médica/métodos
Educação Médica/normas
Educação Médica/tendências
Educação Pré-Médica/normas
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180202
[Lr] Data última revisão:
180202
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171212
[St] Status:MEDLINE
[do] DOI:10.1111/1468-0009.12291


  2 / 713 MEDLINE  
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[PMID]:28546459
[Au] Autor:Sharma A
[Ad] Endereço:Cardiff University School of Medicine, University Hospital Wales Main Building, Heath Park, Cardiff CF14 4XN, UK.
[Ti] Título:Preparation courses for medical school are isolating and demotivating.
[So] Source:BMJ;357:j2548, 2017 05 25.
[Is] ISSN:1756-1833
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação Pré-Médica
Faculdades de Medicina
[Mh] Termos MeSH secundário: Currículo
Educação de Graduação em Medicina
Seres Humanos
Critérios de Admissão Escolar
[Pt] Tipo de publicação:LETTER; COMMENT
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171113
[Lr] Data última revisão:
171113
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170527
[St] Status:MEDLINE
[do] DOI:10.1136/bmj.j2548


  3 / 713 MEDLINE  
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[PMID]:28497518
[Au] Autor:Ho JQ; Breiburg A; Kuschner WG
[Ad] Endereço:Pulmonary Section, US Department of Veterans Affairs, Palo Alto, California, USA.
[Ti] Título:An innovative programme for premedical students.
[So] Source:Clin Teach;14(3):228, 2017 06.
[Is] ISSN:1743-498X
[Cp] País de publicação:England
[La] Idioma:eng
[Mh] Termos MeSH primário: Educação Pré-Médica
Estudantes Pré-Médicos
[Mh] Termos MeSH secundário: Seres Humanos
Inquéritos e Questionários
[Pt] Tipo de publicação:LETTER; COMMENT
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170829
[Lr] Data última revisão:
170829
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170513
[St] Status:MEDLINE
[do] DOI:10.1111/tct.12637


  4 / 713 MEDLINE  
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[PMID]:28192872
[Au] Autor:Kondrashov P; McDaniel DJ; Jordan RM
[Ad] Endereço:Department of Anatomy, Kirksville College of Osteopathic Medicine, A.T. Still University, Kirksville, Missouri.
[Ti] Título:Premedical anatomy experience and student performance in medical gross anatomy.
[So] Source:Clin Anat;30(3):303-311, 2017 Apr.
[Is] ISSN:1098-2353
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Gross anatomy is considered one of the most important basic science courses in medical education, yet few medical schools require its completion prior to matriculation. The effect of taking anatomy courses before entering medical school on performance in medical gross anatomy has been previously studied with inconsistent results. The effect of premedical anatomy coursework on performance in medical gross anatomy, overall medical school grade point average (GPA), and Comprehensive Osteopathic Medical Licensing Examination Level 1 (COMLEX 1) score was evaluated in 456 first-year osteopathic medical students along with a survey on its perceived benefits on success in medical gross anatomy course. No significant differences were found in gross anatomy grade, GPA, or COMLEX 1 score between students with premedical anatomy coursework and those without. However, significant differences and higher scores were observed in students who had taken three or more undergraduate anatomy courses including at least one with cadaveric laboratory. There was significantly lower perceived benefit for academic success in the medical gross anatomy course (P<.001) from those students who had taken premedical anatomy courses (5.9 of 10) compared with those who had not (8.2 of 10). Results suggest that requiring any anatomy course as a prerequisite for medical school would not have significant effect on student performance in the medical gross anatomy course. However, requiring more specific anatomy coursework including taking three or more undergraduate anatomy courses, one with cadaveric laboratory component, may result in higher medical gross anatomy grades, medical school GPA, and COMLEX 1 scores. Clin. Anat. 30:303-311, 2017. © 2017 Wiley Periodicals, Inc.
[Mh] Termos MeSH primário: Anatomia/educação
Educação de Graduação em Medicina/métodos
Educação Pré-Médica/métodos
Avaliação Educacional/estatística & dados numéricos
[Mh] Termos MeSH secundário: Logro
Análise de Variância
Currículo
Educação de Graduação em Medicina/estatística & dados numéricos
Educação Pré-Médica/estatística & dados numéricos
Feminino
Seres Humanos
Modelos Lineares
Masculino
Médicos Osteopáticos/educação
Critérios de Admissão Escolar
Estudantes de Medicina
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170717
[Lr] Data última revisão:
170717
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170214
[St] Status:MEDLINE
[do] DOI:10.1002/ca.22846


  5 / 713 MEDLINE  
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[PMID]:28178909
[Au] Autor:Clark CD
[Ad] Endereço:a The Department of Behavioral Science , University of Kentucky College of Medicine , Lexington , KY , USA.
[Ti] Título:Doctoring Undercover: updating the educational tradition of shadowing.
[So] Source:Med Educ Online;22(1):1265848, 2017.
[Is] ISSN:1087-2981
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Premedical students are educated in basic biological and health sciences. As a complement to traditional premedical coursework, medical school applicants are encouraged to shadow practitioners, with the hope that observation will introduce students to the culture and practice of healthcare. Yet the shadowing experience varies widely across practitioners and institutions; resources that guide students' critical reflection and structure the experience are scarce. DEVELOPMENT: A pilot experiential learning course, Doctoring Undercover: Shadowing and the Culture of Medicine, was developed to fill this gap. The course consisted of three parts: an introduction to medical culture through the disciplines of medical sociology, history, anthropology, and bioethics; a site placement in which students applied these fields' analytical techniques to the study of medical culture and practice; and the development of an online activity guide that other premedical students may adapt to their shadowing circumstances. IMPLEMENTATION: Students reported that they were exposed to new disciplinary perspectives and interprofessional environments that they would not traditionally encounter. Students' contributions to the shadowing guide encouraged active learning and reflection on the dynamics of effective patient-provider relationships and shadowing experiences. FUTURE DIRECTIONS: Locally, the class may be scaled for a larger group of premedical students and incorporated into a formal pathway program for premedical students; the content will also be integrated into the clinical medicine course for first-year medical students. Online, the guide will be promoted for use by other institutions and by individuals planning extracurricular shadowing experiences; feedback will be solicited. Tools for evaluating the short- and long-term impact of the course and guide will be developed and validated. Observational and experimental studies of the course's impact should be conducted. ABBREVIATIONS: ICM: Introduction to Clinical Medicine; SCE: Selective Clinical Experiences.
[Mh] Termos MeSH primário: Educação Pré-Médica/métodos
Observação
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
Relações Interprofissionais
Cultura Organizacional
Relações Profissional-Paciente
Local de Trabalho
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170823
[Lr] Data última revisão:
170823
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170210
[St] Status:MEDLINE
[do] DOI:10.1080/10872981.2017.1265848


  6 / 713 MEDLINE  
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[PMID]:28145266
[Au] Autor:McFarland J; Pape-Lindstrom P
[Ad] Endereço:Biology Department, Edmonds Community College, Lynnwood, Washington; and jmcfarla@email.edcc.edu.
[Ti] Título:The pipeline of physiology courses in community colleges: to university, medical school, and beyond.
[So] Source:Adv Physiol Educ;40(4):473-476, 2016 Dec.
[Is] ISSN:1522-1229
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.
[Mh] Termos MeSH primário: Currículo/tendências
Fisiologia/educação
Fisiologia/tendências
Faculdades de Medicina/tendências
Universidades/tendências
[Mh] Termos MeSH secundário: Educação Pré-Médica/tendências
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1702
[Cu] Atualização por classe:170208
[Lr] Data última revisão:
170208
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170202
[St] Status:MEDLINE
[do] DOI:10.1152/advan.00141.2016


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[PMID]:27821654
[Au] Autor:Smalley CM; Browne V; Kaplan B; Russ B; Wilson J; Lewiss RE
[Ad] Endereço:Emergency Services Institute, Cleveland Clinic, Cleveland, Ohio, USA courtney.smalley@gmail.com.
[Ti] Título:Early Innovative Immersion: A Course for Pre-Medical Professions Students Using Point-of-Care Ultrasound.
[So] Source:J Ultrasound Med;35(12):2681-2686, 2016 Dec.
[Is] ISSN:1550-9613
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:In preparing for medical school admissions, premedical students seek opportunities to expand their medical knowledge. Knowing what students seek and what point-of-care ultrasound offers, we created a novel educational experience using point-of-care ultrasound. The innovation has 3 goals: (1) to use point-of-care ultrasound to highlight educational concepts such as the flipped classroom, simulation, hands-on interaction, and medical exposure; (2) to work collaboratively with peers; and (3) to expose premedical students to mentoring for the medical school application process. We believe that this course could be used to encourage immersive innovation with point-of-care ultrasound, progressive education concepts, and preparation for medical admissions.
[Mh] Termos MeSH primário: Currículo
Educação Pré-Médica/métodos
Sistemas Automatizados de Assistência Junto ao Leito
Estudantes
Ultrassom/educação
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Tutoria
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170621
[Lr] Data última revisão:
170621
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161109
[St] Status:MEDLINE


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[PMID]:27740670
[Au] Autor:Talamantes E; Gonzalez K; Mangione CM; Ryan G; Jimenez A; Gonzalez F; Greenwood SS; Hayes-Bautista DE; Moreno G
[Ad] Endereço:Division of General Medicine, University of California Davis, Sacramento, CA.
[Ti] Título:Strengthening the Community College Pathway to Medical School: A Study of Latino Students in California.
[So] Source:Fam Med;48(9):703-710, 2016 Oct.
[Is] ISSN:1938-3800
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND OBJECTIVES: One third of Latino medical students begin their premedical undergraduate education at a community college (CC) or 2-year college, compared to a 4-year university. This study explored the academic and personal experiences Latino premedical students commonly encounter at the CC. METHODS: In 2013, five focus groups with Latino premedical and medical students (n=45) were conducted in Los Angeles and San Jose, CA. All students were enrolled or attended a CC. In addition, 20 CC key informants participated in semi-structured interviews to further describe the Latino CC premedical experience. The focus group and key informant transcripts were transcribed and analyzed for common themes using qualitative methods. RESULTS: Content analysis of 2,826 distinct comments identified major themes: (1) Personal health-related experiences in underserved communities, (2) CC relevant premedical guidance, (3) Limited preparation in navigating the pathways to medical school, and (4) Competing demands and college affordability. CONCLUSIONS: Early CC enrichment programs with direct ties to health professions advising programs, 4-year universities, medical schools, and physician mentors are needed to support Latino pre-medical students.
[Mh] Termos MeSH primário: Currículo
Educação Pré-Médica/métodos
Hispano-Americanos/educação
Orientação Vocacional/métodos
[Mh] Termos MeSH secundário: California
Feminino
Grupos Focais
Seres Humanos
Masculino
Pesquisa Qualitativa
Faculdades de Medicina
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161015
[St] Status:MEDLINE


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[PMID]:27603037
[Au] Autor:Morgan HK; Haggins A; Lypson ML; Ross P
[Ad] Endereço:H.K. Morgan is clinical assistant professor of obstetrics and gynecology and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan. She was director, Health Sciences Scholars Program, from 2013 to 2016. A. Haggins is clinical lecturer, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan. M.L. Lypson is associate chief of staff for education, VA Ann Arbor Healthcare System, and professor, Departments of Internal Medicine and Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. P. Ross is director of advancing scholarship, University of Michigan Medical School, Ann Arbor, Michigan.
[Ti] Título:The Importance of the Premedical Experience in Diversifying the Health Care Workforce.
[So] Source:Acad Med;91(11):1488-1491, 2016 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:In light of national calls for increased diversity in medicine, it is critical for academic medicine to remain actively engaged in the conversation about the value of diversity in higher education, specifically for students from underrepresented backgrounds. Too often, the undergraduate premedical experience is excluded from conversations about diversity in medicine. The undergraduate premedical experience, however, is a critical junction for many students from backgrounds underrepresented in medicine, especially for those who enter college underprepared for the academic rigor of the premedical experience.In this Commentary, the authors describe the data that currently exist about the premedical experience for underrepresented students. They posit that academic medicine needs to be involved in promoting success for undergraduate students from underrepresented backgrounds, especially given the known societal and educational benefits of a diverse physician workforce. The authors reference the University of Michigan Health Sciences Scholars Program (HSSP) as an example of a partnership between the medical school and the undergraduate campus. HSSP uses higher education best practices known to promote success for underprepared college students. Innovative collaborations between academic medicine and higher education such as HSSP have the potential to increase the diversity of students who are able to matriculate into the health professions. Finally, the authors review issues related to the programming needed to support success for these students.
[Mh] Termos MeSH primário: Diversidade Cultural
Educação de Graduação em Medicina/organização & administração
Educação Pré-Médica/organização & administração
Grupos Étnicos
Grupos Minoritários
[Mh] Termos MeSH secundário: Seres Humanos
Critérios de Admissão Escolar
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170719
[Lr] Data última revisão:
170719
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:160908
[St] Status:MEDLINE


  10 / 713 MEDLINE  
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[PMID]:27483944
[Au] Autor:Nagata K
[Ti] Título:[Foreword].
[So] Source:Seikagaku;88(3):281, 2016 Jun.
[Is] ISSN:0037-1017
[Cp] País de publicação:Japan
[La] Idioma:jpn
[Mh] Termos MeSH primário: Educação Pré-Médica
[Mh] Termos MeSH secundário: Conhecimento
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1612
[Cu] Atualização por classe:170410
[Lr] Data última revisão:
170410
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160804
[St] Status:MEDLINE



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