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[PMID]:28458334
[Au] Autor:Liu Y; Cheng X
[Ad] Endereço:School of Basic Medical Sciences, Fudan University.
[Ti] Título:An upcoming program for medical humanities education in Fudan University's School of Basic Medical Sciences.
[So] Source:Biosci Trends;11(2):152-153, 2017 May 23.
[Is] ISSN:1881-7823
[Cp] País de publicação:Japan
[La] Idioma:eng
[Ab] Resumo:Ideal medical care requires professional skills as well as appropriate communication skills. However, traditional medical education in medical schools mostly emphasizes the former. To remedy this situation, medical humanities education will be incorporated into education for medical students at Fudan University. Comprehensive medical education that includes both medical skills and humanities may greatly improve medical care.
[Mh] Termos MeSH primário: Ciências Humanas
Faculdades de Medicina
[Mh] Termos MeSH secundário: China
Seres Humanos
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170502
[St] Status:MEDLINE
[do] DOI:10.5582/bst.2017.01094


  2 / 21043 MEDLINE  
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[PMID]:28453426
[Au] Autor:Kovar-Gough I
[Ad] Endereço:a Michigan State University Libraries , East Lansing , Michigan , USA.
[Ti] Título:Taking Chances: A New Librarian and Curriculum Redesign.
[So] Source:Med Ref Serv Q;36(2):129-137, 2017 Apr-Jun.
[Is] ISSN:1540-9597
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:As technology becomes ubiquitous in designing and delivering medical school curricula, health sciences librarians can embrace emerging opportunities for participation in curriculum design. A new medical librarian at Michigan State University Libraries engaged her user base outside of established duties, learned new skills, and challenged preconceived notions about librarians' roles. In the process, she became a partner in copyright education, amended license agreements for enhanced curricular multimedia use, and facilitated curriculum mapping through taxonomy building. These projects helped create the informational foundation for a novel hybrid medical education curriculum and introduced new curricular roles for the librarian.
[Mh] Termos MeSH primário: Currículo
Bibliotecas Médicas
Faculdades de Medicina
[Mh] Termos MeSH secundário: Bibliotecários
Michigan
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:H
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.1080/02763869.2017.1293973


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[PMID]:28453418
[Au] Autor:Harrod TP; Gomes AW
[Ad] Endereço:a The George Washington University , Washington , D.C. , USA.
[Ti] Título:Creative Curriculum: The Experience of Writing and Teaching Formative Objective Structured Clinical Examinations (FOSCEs).
[So] Source:Med Ref Serv Q;36(2):111-119, 2017 Apr-Jun.
[Is] ISSN:1540-9597
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The launch of the revised medical school curriculum in fall 2014 provided new opportunities for librarians to collaborate with clinical faculty. As a result of past informatics instruction embedded in the first-year curriculum, librarians were invited to expand this content as part of a new Formative Objective Structured Clinical Examination (FOSCE) initiative. This article describes the stages of this project from writing and teaching the FOSCE informatics cases to improvements which were made after the first year. A description of the overall curriculum and information about lessons learned in each of these stages is included.
[Mh] Termos MeSH primário: Currículo
Bibliotecas Médicas
Faculdades de Medicina
Redação
[Mh] Termos MeSH secundário: Seres Humanos
Bibliotecários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:H
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.1080/02763869.2017.1293968


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[PMID]:29450516
[Au] Autor:Riano NS; Linos E; Accurso EC; Sung D; Linos E; Simard JF; Mangurian C
[Ad] Endereço:Department of Psychiatry, University of California, San Francisco.
[Ti] Título:Paid Family and Childbearing Leave Policies at Top US Medical Schools.
[So] Source:JAMA;319(6):611-614, 2018 02 13.
[Is] ISSN:1538-3598
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Política Organizacional
Licença Parental/estatística & dados numéricos
Faculdades de Medicina/organização & administração
[Mh] Termos MeSH secundário: Médicas
Licença Médica/estatística & dados numéricos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180301
[Lr] Data última revisão:
180301
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:180217
[St] Status:MEDLINE
[do] DOI:10.1001/jama.2017.19519


  5 / 21043 MEDLINE  
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[PMID]:28464902
[Au] Autor:Andre C; Deerin J; Leykum L
[Ad] Endereço:Division of General and Hospital Medicine, University of Texas Health Science Center San Antonio (UTHSCSA), 7703 Floyd Curl Drive, MC 7982, San Antonio, TX, 78229, USA. andre@uthscsa.edu.
[Ti] Título:Students helping students: vertical peer mentoring to enhance the medical school experience.
[So] Source:BMC Res Notes;10(1):176, 2017 May 02.
[Is] ISSN:1756-0500
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. METHODS: Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. RESULTS: Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. CONCLUSIONS: The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.
[Mh] Termos MeSH primário: Tutoria/organização & administração
Mentores/educação
Satisfação Pessoal
Avaliação de Programas e Projetos de Saúde
Estudantes de Medicina/psicologia
[Mh] Termos MeSH secundário: Currículo
Feminino
Seres Humanos
Liderança
Masculino
Grupo Associado
Desenvolvimento de Programas
Faculdades de Medicina
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180223
[Lr] Data última revisão:
180223
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170504
[St] Status:MEDLINE
[do] DOI:10.1186/s13104-017-2498-8


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[PMID]:29437846
[Au] Autor:Abdelkarim A; Schween D; Ford T
[Ad] Endereço:Dr. Abdelkarim is Associate Professor and Chair, Department of Orthodontics, University of Mississippi School of Dentistry; Dr. Schween is Professor and Associate Dean, College of Arts, Education, and Sciences, University of Louisiana at Monroe; and Dr. Ford is Assistant Professor and Research Scientist, Oklahoma Center for Education Policy, Department of Educational Leadership and Policy Studies, Jeannine Rainbolt College of Education, University of Oklahoma. aabdelkarim@umc.edu.
[Ti] Título:Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study.
[So] Source:J Dent Educ;82(2):144-151, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Problem-based learning (PBL) is a teaching method used in medical and dental education to promote students' problem-solving skills. It may also be a viable tool for interprofessional education in which medical and dental students learn together, collaborate, and learn about, from, and with each other. The aim of this study was to compare medical and dental faculty members' attitudes about and perceptions of PBL at 12 U.S. medical and dental schools known to use PBL. In 2015, 111 medical and 132 dental faculty members (combined n=243) from six medical and six dental schools completed a survey containing ten statements and an open comment section. The response rate was 42% of those who received the survey. In the results, the medical faculty participants showed significantly higher enthusiasm for and agreement with PBL benefits than did the dental faculty participants (p˂0.05). The two groups agreed that PBL should be used to supplement conventional teaching (p>0.05). There were no opposite attitudes or contrasts found between the two groups with regards to PBL. The strongest themes expressed by both groups were that PBL should not be used as the sole method of instruction and that students needed a solid foundation in the subject prior to engaging in PBL.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Docentes de Odontologia
Docentes de Medicina
Aprendizagem Baseada em Problemas
[Mh] Termos MeSH secundário: Seres Humanos
Faculdades de Odontologia
Faculdades de Medicina
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.019


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[PMID]:29260202
[Au] Autor:Barzansky B; Etzel SI
[Ad] Endereço:Medical Education Group, American Medical Association, Chicago, Illinois.
[Ti] Título:Medical Schools in the United States, 2016-2017.
[So] Source:JAMA;318(23):2360-2367, 2017 12 19.
[Is] ISSN:1538-3598
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Faculdades de Medicina/estatística & dados numéricos
[Mh] Termos MeSH secundário: Estágio Clínico/estatística & dados numéricos
Feminino
Seres Humanos
Masculino
Inquéritos e Questionários
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180108
[Lr] Data última revisão:
180108
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171221
[St] Status:MEDLINE
[do] DOI:10.1001/jama.2017.16702


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[PMID]:27771339
[Au] Autor:Schulz C
[Ad] Endereço:Department of Anatomy, Brighton and Sussex Medical School, Brighton, United Kingdom; Eye Unit, Salisbury District Hospital, Salisbury, United Kingdom. Electronic address: chrisschulz@doctors.org.uk.
[Ti] Título:The Value of Clinical Practice in Cadaveric Dissection: Lessons Learned From a Course in Eye and Orbital Anatomy.
[So] Source:J Surg Educ;74(2):333-340, 2017 Mar - Apr.
[Is] ISSN:1878-7452
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: To test the hypothesis that there is greater benefit in a dissection-based anatomy course among those participants with clinical experience in the relevant field, and those without. DESIGN: A retrospective comparative study. SETTING: Brighton and Sussex Medical School Anatomy Department: an educational facility that provides undergraduate and postgraduate anatomy teaching using cadaveric specimens. PARTICIPANTS: All attendees (n = 40) to a postgraduate course in eye and orbital anatomy completed course evaluation forms. The course has been attended by delegates from around the country, with experience ranging from that of final year medical students to clinical fellows who have completed their specialist training in ophthalmology. RESULTS: Those participants who were practicing ophthalmology tended to be older than those who were not, with a greater amount of time spent on prior learning. Participants scored both the prosection-led and dissection-led sessions highly, with a mean combined evaluation of 8.9 (out of 10) for dissection-led learning and 9.2 for prosection-led learning. Prosection-led learning was regarded equally by those participants currently practicing in ophthalmology, and those who are not. In contrast, dissection-led learning was scored higher by those participants who were practicing ophthalmology (9.4), when compared with those not in ophthalmic practice (8.5; p = 0.018). CONCLUSIONS: The present study supports the hypothesis that the benefits of cadaveric dissection could be maximized during postgraduate surgical training. This has important implications given the trend away from cadaveric dissection in the undergraduate curriculum.
[Mh] Termos MeSH primário: Anatomia/educação
Educação de Graduação em Medicina/métodos
Oftalmologia/educação
[Mh] Termos MeSH secundário: Adulto
Cadáver
Dissecação/métodos
Olho/anatomia & histologia
Feminino
Seres Humanos
Masculino
Órbita/anatomia & histologia
Estudos Retrospectivos
Faculdades de Medicina
Estudantes de Medicina/estatística & dados numéricos
Inquéritos e Questionários
Reino Unido
[Pt] Tipo de publicação:COMPARATIVE STUDY; EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180104
[Lr] Data última revisão:
180104
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[St] Status:MEDLINE


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[PMID]:29229691
[Au] Autor:Freedman DA; Albert DVF
[Ad] Endereço:From the Department of Pediatrics, Division of Neurology, Nationwide Children's Hospital/Ohio State University, Columbus. daniel.freedman@nationwidechildrens.org.
[Ti] Título:Opinion and Special Articles: Neurology education at US osteopathic medical schools.
[So] Source:Neurology;89(24):e282-e283, 2017 Dec 12.
[Is] ISSN:1526-632X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines.
[Mh] Termos MeSH primário: Educação de Graduação em Medicina
Neurologia/educação
Medicina Osteopática/educação
Atenção Primária à Saúde
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
Faculdades de Medicina
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171218
[Lr] Data última revisão:
171218
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171213
[St] Status:MEDLINE
[do] DOI:10.1212/WNL.0000000000004750


  10 / 21043 MEDLINE  
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Texto completo SciELO Chile
[PMID]:29182203
[Au] Autor:Pérez-Villalobos CE; Fasce-Henry EA; Ortega-Bastidas JA; Ortiz-Moreira LE; Bastías-Vega N; Bustamante-Durán CE; Ibáñez-Gracia P; Márquez-Urrizola CG; Delgado-Rivera M; Glaría-López R
[Ad] Endereço:Departamento de Educación Médica, Universidad de Concepción, Concepción, Chile.
[Ti] Título:[Self-directed learning and academic background of 2010 to 2014 cohorts of medical students].
[Ti] Título:¿Cómo han cambiado los estudiantes que ingresan a medicina? Aprendizaje autodirigido y antecedentes académicos de las cohortes 2010 a 2014 de una universidad tradicional..
[So] Source:Rev Med Chil;145(7):934-940, 2017 Jul.
[Is] ISSN:0717-6163
[Cp] País de publicação:Chile
[La] Idioma:spa
[Ab] Resumo:BACKGROUND: The widespread growth of higher education is increasing the heterogeneity of university students in terms of socioeconomic characteristics, academic story and cultural background. Medical schools are not an exception of this phenomenon. AIM: To compare the academic background and self-directed learning behavior of students who entered to a public medial school between 2010 and 2014. MATERIAL AND METHODS: A non-probabilistic sample of 527 medical students aged between 17 and 29 years (60% men), was studied. Their academic information was collected from the University data base; they answered the Self-directed learning readiness scale of Fisher. RESULTS: Students from the 2014 cohort had higher high school grades than their counterparts. The scores in mathematics of the Scholarship Aptitude Test (SAT) were higher in the cohorts of 2010 and 2011. Those of the sciences test were superior in the 2013 cohort. The 2014 cohort had the lower general score of self-directed learning behaviors. CONCLUSIONS: The lower SAT and self-directed learning scores of the students entering medical school in 2014, indicate the progressive increase in the heterogeneity of Medical students.
[Mh] Termos MeSH primário: Educação de Graduação em Medicina
Avaliação Educacional
Faculdades de Medicina
Autoaprendizagem como Assunto
Estudantes de Medicina/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adolescente
Adulto
Chile
Estudos de Coortes
Estudos Transversais
Feminino
Seres Humanos
Masculino
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; OBSERVATIONAL STUDY
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171214
[Lr] Data última revisão:
171214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171129
[St] Status:MEDLINE



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