Base de dados : MEDLINE
Pesquisa : M01.848.769.851 [Categoria DeCS]
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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


  2 / 168 MEDLINE  
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[PMID]:28119372
[Au] Autor:Eveillard M; Pouliquen H; Ruvoen N; Couvreur S; Krempf M; Magras C; Lepelletier D
[Ad] Endereço:L'UBL, MAN-IMAL IDEFI ANR 11-0003, 44307 Nantes, France.
[Ti] Título:Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for Master's students.
[So] Source:FEMS Microbiol Lett;364(6), 2017 Mar 01.
[Is] ISSN:1574-6968
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students.
[Mh] Termos MeSH primário: Antibacterianos/farmacologia
Infecções Bacterianas/microbiologia
Currículo
Farmacorresistência Bacteriana
Microbiologia
Estudantes
[Mh] Termos MeSH secundário: Animais
Antibacterianos/uso terapêutico
Infecções Bacterianas/tratamento farmacológico
Infecções Bacterianas/veterinária
Seres Humanos
Aprendizagem Baseada em Problemas
Estudantes Pré-Médicos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Anti-Bacterial Agents)
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170629
[Lr] Data última revisão:
170629
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170126
[St] Status:MEDLINE
[do] DOI:10.1093/femsle/fnx015


  3 / 168 MEDLINE  
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[PMID]:28406107
[Au] Autor:Diug B; Kendal E; Ilic D
[Ad] Endereço:Department of Epidemiology and Preventive Medicine, Medical Education Research and Quality Unit, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia.
[Ti] Título:Evaluating the use of twitter as a tool to increase engagement in medical education.
[So] Source:Educ Health (Abingdon);29(3):223-230, 2016 Sep-Dec.
[Is] ISSN:1469-5804
[Cp] País de publicação:India
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. AIM: To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. METHODS: First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. RESULTS: A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. DISCUSSION: Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.
[Mh] Termos MeSH primário: Blogging
Educação Médica/métodos
Mídias Sociais
[Mh] Termos MeSH secundário: Educação Profissional em Saúde Pública
Feminino
Seres Humanos
Masculino
Estudantes Pré-Médicos
Inquéritos e Questionários
Vitória
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170926
[Lr] Data última revisão:
170926
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170414
[St] Status:MEDLINE
[do] DOI:10.4103/1357-6283.204216


  4 / 168 MEDLINE  
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[PMID]:27111783
[Au] Autor:Beverly EA; Wietecha DA; Nottingham K; Rush LJ; Law TD
[Ti] Título:Premedical Students' Attitudes Toward Primary Care Medicine.
[So] Source:J Am Osteopath Assoc;116(5):302-9, 2016 May 01.
[Is] ISSN:1945-1997
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Expanded insurance coverage will likely increase the demand for primary care physicians in the United States. Despite this demand, the number of medical students planning to specialize in primary care is decreasing. OBJECTIVE: To explore premedical students' attitudes toward the primary care specialty. METHODS: Students enrolled in premedicine at a large Midwestern university were invited to complete the Primary Care Attitudes Survey (Cronbach α=.76). This 25-item survey measures attitudes about primary care on a 5-point Likert scale, ranging from 1, "strongly disagree" to 5, "strongly agree." Basic sociodemographic characteristics were assessed using descriptive statistics, and frequencies of individual survey responses were calculated using SPSS statistical software version 21.0. RESULTS: A total of 100 premedical students (mean [SD] age, 19.8 [1.5] years; 59 female, 82 white non-Hispanic, and 33 freshman) completed the survey. Of 100 students, 33 planned to pursue primary care; 66 thought that primary care physicians would always have a job; 25 thought that primary care may become obsolete as medicine becomes more specialized; 48 thought that physician assistants and nurse practitioners would take over many primary care duties in the future; 91 thought that primary care physicians make important contributions to medicine; and 84 agreed that primary care focuses on the whole patient. CONCLUSIONS: Premedical students held positive views about the importance of primary care; however, many expressed uncertainty about the stability of primary care careers in the future. Further, a substantial number of students believed common misconceptions about the scope and practice of primary care, such as primary care doctors are gatekeepers and mostly diagnose colds and ear infections.
[Mh] Termos MeSH primário: Atitude
Atenção Primária à Saúde
Estudantes Pré-Médicos
[Mh] Termos MeSH secundário: Escolha da Profissão
Estudos Transversais
Feminino
Seres Humanos
Intenção
Masculino
Ohio
Estudantes Pré-Médicos/psicologia
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170912
[Lr] Data última revisão:
170912
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160426
[St] Status:MEDLINE
[do] DOI:10.7556/jaoa.2016.060


  5 / 168 MEDLINE  
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[PMID]:26847254
[Au] Autor:Sturges D; Maurer TW; Allen D; Gatch DB; Shankar P
[Ad] Endereço:School of Heath and Kinesiology, Georgia Southern University, Statesboro, Georgia; dsturges@georgiasouthern.edu.
[Ti] Título:Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.
[So] Source:Adv Physiol Educ;40(1):26-31, 2016 Mar.
[Is] ISSN:1522-1229
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.
[Mh] Termos MeSH primário: Anatomia/educação
Antecipação Psicológica
Avaliação Educacional/métodos
Motivação
Fisiologia/educação
Estudantes Pré-Médicos
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Estudantes Pré-Médicos/psicologia
Inquéritos e Questionários
Fatores de Tempo
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1612
[Cu] Atualização por classe:161230
[Lr] Data última revisão:
161230
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160206
[St] Status:MEDLINE
[do] DOI:10.1152/advan.00091.2015


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[PMID]:26847251
[Au] Autor:Vujovic P
[Ad] Endereço:Faculty of Biology, University of Belgrade, Belgrade, Serbia predragv@bio.bg.ac.rs.
[Ti] Título:Improving teaching skills: from interactive classroom to applicable knowledge.
[So] Source:Adv Physiol Educ;40(1):1-4, 2016 Mar.
[Is] ISSN:1522-1229
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Making the transition from more traditional to more interactive lecturing can be successfully achieved by applying numerous teaching techniques. To use lecture time in the most efficient way, a lecturer should first instruct students to acquire basic knowledge before coming to class. Various in-class activities then can be used to help students develop higher thinking skills and gain better understanding of the studied material. These in-class activities can take many forms (multiple-choice questions of various complexities, compare-and-contrast tasks, quantitative and problem-solving tasks, questions dealing with interpretations of tables, graphs, and charts, etc.) and should be designed to help student integrate their knowledge, to facilitate communication among students, and at the same time to allow the lecturer to closely monitor the learning process as it happens in the classroom.
[Mh] Termos MeSH primário: Fisiologia/educação
Aprendizagem Baseada em Problemas/métodos
Treinamento por Simulação/métodos
Estudantes Pré-Médicos
Ensino/tendências
[Mh] Termos MeSH secundário: Seres Humanos
Fisiologia/tendências
Aprendizagem Baseada em Problemas/tendências
Treinamento por Simulação/tendências
Universidades/tendências
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1612
[Cu] Atualização por classe:161230
[Lr] Data última revisão:
161230
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160206
[St] Status:MEDLINE
[do] DOI:10.1152/advan.00139.2015


  7 / 168 MEDLINE  
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[PMID]:26838572
[Au] Autor:Chun KH; Lee YH
[Ad] Endereço:Department of Medical Humanities, Yeungnam University College of Medicine, Daegu, Korea.
[Ti] Título:Improvement of debate competence: an outcome of an introductory course for medical humanities.
[So] Source:Korean J Med Educ;28(1):87-93, 2016 Mar.
[Is] ISSN:2005-7288
[Cp] País de publicação:Korea (South)
[La] Idioma:eng
[Ab] Resumo:PURPOSE: Academic debate is an effective method to enhance the competences of critical thinking, problem solving, communication skills and cooperation skills. The present study examined the improvement of debate competence which is an outcome of debate-based flipped learning. METHODS: A questionnaire was administrated to second-year premedical school students at Yeungnam University. In total 45 students participated in the survey. The survey questionnaire was composed of 60 items of eight subfactors on debate competence. To investigate the homogeneous of low and high achievement groups, 18 items on empathy and 75 items on critical thinking scales were used. To compare the pretest with posttest scores, data was analyzed using paired sample t-test. RESULTS: There were no significant differences between low and high achievement groups by average grade at the beginning of the semester. There was a significant improvement in high achievers on the logical argumentation (p<0.001), proficiency in inquiry (p<0.01), active participation (p<0.001), ability to investigate and analyze (p<0.001), observance of debate rules (p<0.05), and acceptability (p<0.05). Even in low achievers, active participation (p<0.05) and ability to investigate and analyze (p<0.01) were significantly improved. CONCLUSION: Results showed that students could improve their debate competence by the debate-based flipped learning. A prospective and comparative study on the communication and teamwork competences needs to be conducted in the future. It is suggested that in-depth discussion for the curriculum design and teaching will be needed in terms of the effectiveness and the outcomes of the medical humanities.
[Mh] Termos MeSH primário: Logro
Competência Clínica
Currículo
Educação Pré-Médica/métodos
Ciências Humanas
Resolução de Problemas
Aprendizagem Baseada em Problemas
[Mh] Termos MeSH secundário: Comunicação
Comportamento Cooperativo
Avaliação Educacional
Empatia
Feminino
Seres Humanos
Lógica
Masculino
República da Coreia
Faculdades de Medicina
Estudantes Pré-Médicos
Inquéritos e Questionários
Universidades
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170220
[Lr] Data última revisão:
170220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160204
[St] Status:MEDLINE
[do] DOI:10.3946/kjme.2016.13


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[PMID]:26343817
[Au] Autor:Banuelos A; Afghani B
[Ad] Endereço:University of California, Irvine School of Medicine - Health and Science Enrichment Programs, California, USA.
[Ti] Título:An innovative programme for premedical students.
[So] Source:Clin Teach;13(5):357-62, 2016 Oct.
[Is] ISSN:1743-498X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The worldwide shortage of doctors and the low representation of minorities in medicine outline the need for enrichment programmes that expose a diverse population of youth to health careers. This report describes the innovative Summer Premed Program run at the University of California, Irvine School of Medicine, from the perspective of our diverse group of participating high school students. METHODS: Our unique and highly interactive programme focused on providing youths with a glimpse of life in medical school. Students participated in interactive workshops such as a cadaver lab, robotics, patient interviews and bedside ultrasound. To determine the success of the programme, a feedback survey was distributed to all students at the end of the programme. RESULTS: During the summers of 2012, 2013 and 2014, 418 high-school students participated in the programme and 19.4 per cent were under-represented in medicine. Of the 418 students, 371 (89%) completed evaluations. The average rating of all the workshops ranged from 3.26 to 4.68 (out of maximum of 5) with cadaver lab, suturing workshops and patient interviews each having the highest rating of approximately 4.7. Additionally, resulting from this programme, students gave an average rating of 4.42 for comfort in interviewing patients, and 4.55 for professional development. DISCUSSION: The results reveal that the Summer Premed Program at the University of California, Irvine School of Medicine, was successful towards exposing a diverse range of youths to medical school while motivating them to pursue careers in medicine. The follow-up of participants' career choices is needed to assess the long-term effectiveness of the programme. [There is a] need for enrichment programmes that expose a diverse population of youth to health careers.
[Mh] Termos MeSH primário: Escolha da Profissão
Estudantes Pré-Médicos/psicologia
[Mh] Termos MeSH secundário: California
Educação
Educação de Graduação em Medicina/métodos
Educação de Graduação em Medicina/organização & administração
Feedback Formativo
Seres Humanos
Entrevistas como Assunto
Faculdades de Medicina
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170828
[Lr] Data última revisão:
170828
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150908
[St] Status:MEDLINE
[do] DOI:10.1111/tct.12450


  9 / 168 MEDLINE  
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[PMID]:26538389
[Au] Autor:Godin EA; Wormington SV; Perez T; Barger MM; Snyder KE; Richman LS; Schwartz-Bloom R; Linnenbrink-Garcia L
[Ad] Endereço:*Pharmacology & Cancer Biology, Duke University Medical Center, Durham, NC 27710 elizabeth.godin@duke.edu.
[Ti] Título:A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science.
[So] Source:CBE Life Sci Educ;14(4):ar40, 2015.
[Is] ISSN:1931-7913
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the "fuel" that will power a science and technology-driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers.
[Mh] Termos MeSH primário: Escolha da Profissão
Educação em Farmácia/organização & administração
Grupos Minoritários/educação
Farmacologia/educação
[Mh] Termos MeSH secundário: Disciplinas das Ciências Biológicas/educação
Currículo
Feminino
Seres Humanos
Masculino
Motivação
Avaliação de Programas e Projetos de Saúde
Estudantes Pré-Médicos/estatística & dados numéricos
Estados Unidos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL
[Em] Mês de entrada:1606
[Cu] Atualização por classe:170220
[Lr] Data última revisão:
170220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:151106
[St] Status:MEDLINE


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[PMID]:26376552
[Au] Autor:Penn CL
[Ti] Título:Job Shadowing for Pre-Med Students. Hendrix College Program a Win-Win for Students and Physicians.
[So] Source:J Ark Med Soc;112(3):30-2, 2015 Aug.
[Is] ISSN:0004-1858
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Escolha da Profissão
Médicos
Estudantes Pré-Médicos
Universidades/organização & administração
[Mh] Termos MeSH secundário: Arkansas
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1510
[Cu] Atualização por classe:150917
[Lr] Data última revisão:
150917
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:150918
[St] Status:MEDLINE



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