Search

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La simulación clínica busca garantizar el desarrollo de competencias clínicas, orientada hacia una correcta calidad de los cuidados y la seguridad de los pacientes. El objetivo de este estudio, en ese sentido, fue identificar la eficiencia de la simulación clínica en la enseñanza de la cardiología. Para ello, se realizó una revisión sistemática mediante la utilización del protocolo PRISMA. La información se recopiló en el primer cuatrimestre del año 2024, mediante los buscadores en PubMed, Scopus y Web of Science, por título, considerando los documentos que desde 2019 a 2024 mostraran alguna asociación entre los términos MeSH utilizados: “simulation training”, “education” y “cardiology”. Se localizaron 2117 artículos; tras el cribado se contó con 117; de la evaluación para elegibilidad quedaron 70, y finalmente se incluyeron 19 artículos útiles para esta revisión. La simulación clínica en la enseñanza de cardiología, se concluye, está soportada pedagógicamente en un modelo universitario formativo en el que se estimula el aprendizaje significativo para alcanzar las competencias establecidas en los currículos de los planes de estudio de la carrera de medicina.

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESUMEN Introducción. La práctica basada en evidencia en enfermería busca fortalecer la toma de decisiones, disminuir la variabilidad de la práctica y mejorar los resultados en los pacientes. Objetivo. Determinar el nivel de competencia en práctica basada en la evidencia en estudiantes de enfermería de programas de Colombia. Metodología. Estudio descriptivo de corte transversal realizado en 1,021 estudiantes de último año de 19 programas de Enfermería de Colombia. Se utilizó el cuestionario de Competencias en Práctica Basada en la Evidencia (CACH-PBE) elaborado por María Ruzafa Martínez y colaboradores para la evaluación de las competencias frente a los conocimientos, actitudes y habilidades en Práctica Basada en Evidencia – PBE, y se hizo la caracterización sociodemográfica y de formación de los participantes. Resultados. El 83% de los participantes son mujeres, el 65.3% no cuenta con formación previa en PBE. La puntuación media de la competencia global en práctica basada en la evidencia fue de 3.81. La puntuación más alta se dio en el dominio de actitud con una media de 4.1. Los dominios de habilidad y conocimientos reportaron una media de 3.66 y 3.34 respectivamente. Discusión. En general los estudios que han abordado esta temática muestran que los estudiantes de programas de enfermería logran un nivel intermedio en competencias frente al uso de la PBE y que la formación dirigida específicamente frente a esta metodología favorece el logro de las competencias para su uso en la práctica profesional. Conclusiones. Los estudiantes tienen un nivel alto en actitud y un nivel intermedio en habilidades y conocimientos para el uso de la PBE. Palabras clave: Estudiantes de Enfermería; Práctica Clínica Basada en Evidencia; Educación basada en Competencias; Conocimiento; Actitud; Competencia Clínica ABSTRACT Introduction. Evidence-based practice in nursing seeks to strengthen decision-making, decrease practice variability, and improve patient outcomes. Objective. To determine the level of competence in evidence-based practice among nursing students in Colombian programs. Methodology. A descriptive cross-sectional study was conducted with 1,021 final-year students from 19 nursing programs in Colombia. The Evidence-Based Practice Competency Questionnaire (CACH-PBE) developed by María Ruzafa Martínez and colleagues was used to evaluate competencies in knowledge, attitudes, and skills in Evidence-Based Practice (EBP), and a sociodemographic and educational characterization of the participants was conducted. Results. Eighty-three percent of the participants were women, and 65.3% had no previous training in EBP. The mean global competency score in evidence-based practice was 3.81. The highest score was in the attitude domain, with a mean of 4.1. The skill and knowledge domains reported a mean of 3.66 and 3.34, respectively. Discussion. In general, the studies that have addressed this topic show that nursing program students achieve an intermediate level of competencies in using EBP and that training directed explicitly towards this methodology favors the achievement of competencies for its use in professional practice. Conclusions. Students have a high level of attitude and an intermediate level of skil ls and knowledge for using EBP. Keywords: Evidence-Based Practice; Students; Nursing; Knowledge; Aptitude; Attitude. RESUMO Introdução. A prática baseada em evidências em enfermagem busca fortalecer a tomada de decisões, reduzir a variabilidade da prática e melhorar os resultados para os pacientes. Objetivo. Determinar o nível de competência na prática baseada em evidências em estudantes de cursos de enfermagem na Colômbia. Metodologia. Estudo descritivo transversal realizado com 1.021 estudantes do último ano de 19 cursos de enfermagem na Colômbia. Foi utilizado o questionário de Competências em Prática Baseada em Evidências (CACH-PBE), desenvolvido por María Ruzafa Martínez e colaboradores para avaliar as competências em relação aos conhecimentos, atitudes e habilidades em Prática Baseada em Evidências – PBE, e foi realizada a caracterização sociodemográfica e formação dos participantes. Resultados. 83% dos participantes são mulheres, 65.3% não possuem formação prévia em PBE. A pontuação média de competencia geral na prática baseada em evidências foi de 3.81. A maior pontuação foi no domínio atitude com média de 4.1. Os domínios habilidade e conhecimento reportaram média de 3.66 e 3.34 respectivamente. Discussão. Em geral, os estudos que têm abordado essa questão mostram que os alunos dos cursos de enfermagem atingem um nível intermediário de competências no uso da PBE e que a formação especificamente voltada para essa metodologia favorece a obtenção de competências para seu uso na prática profissional. Conclusões. Os alunos apresentam alto nível de atitude e nível intermediário de habilidades e conhecimentos para a utilização da PBE. Palavras-chave: Estudantes de enfermagem; Prática Clínica Baseada em Evidências; Educação Baseada em Competências; Conhecimento; Atitude; Competência Clínica.

O objetivo deste estudo foi analisar a priorização e valorização de competências para a produção do cuidado integral no internato obrigatório (IO) da faculdade de Medicina da Universidade Federal Fluminense. O percurso metodológico contou com análise documental das competências para o IO e suas formas de avaliação, seguido de entrevistas remotas com docentes. A análise de conteúdo categorizou unidades temáticas de acordo com o momento da produção do cuidado integral no encontro com o paciente e nos demais encontros ocorridos para além deste. Foram evidenciadas priorização e valorização da integração de habilidades de comunicação e de técnicas semióticas; e raciocínio clínico com atitudes éticas e humanísticas e de competências relacionadas ao trabalho em equipe; participação em espaços coletivos de discussão; gestão do cuidado; abordagem comunitária; e processo de produção do conhecimento baseado nos signos do “ser médico(a)”.

Objective: to identify competencies that allow assessing adult Intensive Care Unit nurses with a focus on patient safety. Method: a scoping review in which articles were included without time or language limitations on the topic of nursing competency in intensive care and patient safety. Two reviewers independently read the studies in full. Results: thirty-four studies were included, and the following groups of competencies were identified: general competencies, clinical observation and judgment, critical thinking, resource management, patient safety, care management, teamwork competencies, and theoretical knowledge. Conclusion: careful assessment of patients, use of scientific evidence, decision-making, patient-centered care, technical and non-technical competencies, communication, leadership, and care planning were cited as core competencies for ICU nurses with a focus on patient safety. [ABSTRACT FROM AUTHOR]

Descriptive, quantitative exploratory study, carried out in a philanthropic pediatric hospital, with the objective of understanding the nursing professional competencies in the care of cardiorespiratory arrests in pediatrics, besides investigating. 30 professionals from the nursing team participated and data was collected using a closed questionnaire. The results, analyzed using descriptive statistics, showed that the majority of nursing professionals had knowledge about the care of the investigated emergency. In relation to their perceptions about the necessary technical skills, the majority of participants perceived themselves to be confident in resuscitation maneuvers and the administration of medications during care. However, when approaching the handling of the defibrillator and performing a venipuncture, most of the sample stated that they did not feel complete confidence for these activities. Study concluded that the majority of participants had theoretical-practical knowledge to perform the service. [ABSTRACT FROM AUTHOR]

Esophagogastroduodenoscopy (EGD) is a diagnostic and therapeutic study for various upper gastrointestinal tract diseases. It is a fundamental part of the education and training fellows receive in gastroenterology programs, focusing on developing skills to perform it safely, effectively, and efficiently and master the technique. Historically, value has been attached to the number of procedures required to acquire skills; there is a discrepancy in the recommendations by scientific societies regarding the "ideal" number to meet the minimum requirements and learn the necessary skills. However, each student has different innate and developed abilities that make this process asymmetric. Adopting a combined training approach (observation, clinical practice, and simulation) is the best method to learn diagnostic EGD. We are facing a generation with forms of learning different from those traditionally implemented, which implies an ongoing process of training and updating for endoscopists dedicated to teaching. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arquivos Brasileiros de Oftalmologia is the property of Arquivos Brasileiros de Oftalmologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Salud, Ciencia y Tecnología is the property of Fundacion Salud, Ciencia y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la Facultad de Medicina Humana is the property of Instituto de Investigaciones en Ciencias Biomedicas de la Universidad Ricardo Palma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evaluation is a systematic process that results in a judgment to make decisions. The instruments used to obtain data on student performance require a systematic and objective process for their implementation. The mini-CEX is a direct observation tool that has been used for the evaluation of clinical competence in undergraduate and postgraduate students since its invention in 1955. It has different validity evidence for use in different educational and clinical contexts. It allows rapid evaluations, accompanied by feedback and providing relevant information on the development of clinical competence. The objective of this paper is to expose the experience of the implementation of the mini-CEX in the medical undergraduate for the formative evaluation of students using simulation with standardized patients. To achieve this goal, the following sequence was used: search, planning, integration, and application. After these steps we make some recommendations for the implementation of the mini-CEX. Its is concluded that the evaluation of clinical competence is important for the continuous and permanent improvement of undergraduate and graduate students. It is necessary to systematize the evaluation always adjusted to objectives and specific needs of the evaluation. [ABSTRACT FROM AUTHOR]

Background: decision-making as a professional skill in the training of the Pediatrics specialist is an aspect that requires attention from the didactic point of view.Objective: to present a didactic strategy for decision making as a professional skill in the Pediatrics specialist training, as well as an approach to its implementation.Methods: Qualitative research methods and techniques such as observation and group discussion through workshops were used to describe the results presented in the article.Results: methodological actions carried out through the execution of a socialization workshop, the record of practical activities with teachers/tutors and residents in different teaching-assistance scenarios are offered. The results of the implementation of the actions of the didactic strategy are shown, as well as the premises and stages that were determined during its construction process. The main regularities are described.Conclusions: the proposed didactic strategy, and its flexible nature, allow its articulation during the three years of Pediatrics residency, to the benefit of decision-making as a professional skill and assuming the principle of education at work as the main way of teaching the pediatrician training specialist.

Introduction: Professional competencies are human qualities that allow a personalized vision in an individual, who performs his functions in an unique, and at the same time, changing context, and seeks to develop the personological features that he must use in his working life. Objective: To assess the implementation of a model for the development of specific professional competence in the care of patients with stomatognathic diseases. Methods: A study in medical education was conducted at the Faculty of Dentistry in the University of Medical Sciences from Santiago de Cuba, during the 2018-2019 academic year. The population consisted of the 59 residents who were in the first year of the specialty of Comprehensive General Dentistry, in whom a model for the development of specific professional competence in dental care was applied. During the investigation theoretical and empirical methods were used, as well as statistics, particularly the distribution of absolute and relative frequencies, and McNemar test to evaluate the level of development after the model has been implemented. Results: In the socialization workshop, after the practical implementation of the model, positive opinions were obtained. Among the residents in dentistry, 96.4% approved the relevance of the model, while 83.1% were very satisfied. Conclusions: After applying the proposed model, the development of specific professional competence in the care of patients with dental conditions was evidenced. [ABSTRACT FROM AUTHOR]

Copyright of Revista del Centro de Investigación. Universidad La Salle is the property of Universidad La Salle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Resumo: Introdução: A atuação ativa do profissional médico em conjunto com o farmacêutico pode auxiliar na garantia de uma efetiva, segura e conveniente farmacoterapia. Para que esses profissionais atuem de maneira colaborativa, é necessário que, durante o processo formativo, os estudantes de Farmácia e Medicina desenvolvam competências clínicas para assegurar um serviço clínico de qualidade, com respeito pela atuação e adequada convivência com outros profissionais. Objetivo: Este estudo teve como objetivos descrever a autoavaliação dos discentes de Medicina e Farmácia em relação às suas competências clínicas, compreendendo suas diferenças e similaridades, e avaliar o desenvolvimento destas durante a graduação. Método: Trata-se de um estudo educacional realizado de maneira remota entre agosto de 2020 e agosto de 2021. Os participantes eram discentes de Farmácia e Medicina de uma instituição pública de ensino. Realizaram-se entrevistas individuais, e aplicaram-se instrumentos de autoavaliação de competências clínicas. Resultado: Participaram da pesquisa 39 discentes: 18 (46,2%) de Farmácia e 21 (53,8%) de Medicina. Os estudantes de Farmácia avaliaram-se positivamente quanto às atividades relacionadas às competências clínicas, salvo a implementação de um plano de cuidado e a identificação de pacientes em risco de doenças prevalentes. Quanto ao currículo, o curso avaliado possui três disciplinas que abordam o desenvolvimento de competências clínicas. Dessas, os discentes relataram ter desenvolvido conhecimento científico, atualização do conhecimento científico e comunicação efetiva. Os estudantes de Medicina avaliaram-se positivamente em relação às suas competências clínicas, com exceção daquelas relacionadas ao diagnostico diferencial, à discussão com equipe de saúde e à identificação de falhas no sistema de saúde. O currículo do curso apresenta 11 disciplinas voltadas para o cuidado, e os alunos associaram disciplinas de cunhos sociais ao cuidado centrado na pessoa. As competências desenvolvidas destacadas foram empatia, compaixão, integridade e respeito, comunicação efetiva e anamnese, e obtenção de informações socioculturais. Ademais, os estudantes de ambos os cursos relataram contato escasso com outros profissionais de saúde. Conclusão: Os discentes avaliados apresentam diversas inseguranças, principalmente relacionadas às habilidades clínicas que exigem prática. Apesar disso, os estudantes de Medicina demonstraram maior apreensão de soft skills, o que pode facilitar a criação de vínculos com os pacientes e resultar na qualidade do cuidado.

El examen clínico objetivo estructurado (ECOE) es una herramienta válida para medir competencias clínicas. En el contexto de la pandemia por COVID-19 se debieron adaptar las evaluaciones, habitualmente presenciales, a un formato virtual. El objetivo de este artículo es comunicar la experiencia de utilizar una modalidad virtual del ECOE para residentes de primer año de pediatría durante la pandemia por COVID-19. El ECOE comprendió 12 estaciones utilizando casos simulados en línea y consultas virtuales a distancia. Participaron del ECOE 115 residentes, aprobaron 110 (95,7%) y solo 17 participantes aprobaron el 100% de las estaciones. Las estaciones con mejor rendimiento fueron las referidas a alimentación complementaria, abordaje del traumatismo encéfalo craneano, interpretación de resultados de laboratorio y de imágenes radiológicas. El menor rendimiento se observó en uso de equipo de protección personal y vacunas. La encuesta de satisfacción fue respondida por 80/115 participantes (69,5%). El 91% de los participantes encontró fácil de utilizar la plataforma virtual. La mayoría (73/80) consideró que los temas fueron acordes al nivel de formación. La estación de pautas madurativas fue identificada como la más difícil. El 57% refirió que el ECOE les resultó útil para identificar puntos débiles en su formación. La implementación de una modalidad virtual del ECOE fue posible y presentó buena aceptación de los participantes.

Introducción: La superación permanente de los cirujanos en peritonitis posoperatoria, desarrolla habilidades específicas para la atención diagnóstica y terapéutica de los enfermos con esta afección y es la vía conducente a un óptimo desempeño profesional. Objetivo: Diseñar una estrategia de superación profesional para el desarrollo de habilidades específicas en peritonitis posoperatoria, que contribuya a mejorar el desempeño de los cirujanos. Métodos: Investigación mixta realizada entre octubre de 2019 y octubre de 2020 con 15 cirujanos del servicio de cirugía general. Se utilizaron los métodos, sistematización, modelación y sistémico-estructural-funcional; revisión documental, estudio de casos múltiples con una prueba de conocimientos teórico-práctica al final de un curso y entrenamiento. Se realizó una encuesta a cirujanos y directivos. Se calculó la estadística descriptiva para la distribución de frecuencias. Resultados: La estrategia de superación se estructuró en 3 planos y 4 etapas interrelacionadas (diagnóstico y sensibilización, planificación, ejecución y evaluación). El alto nivel de desempeño alcanzado, el criterio de cirujanos y directivos, evidenciaron la pertinencia de la estrategia y corrobora el valor científico-metodológico. Conclusiones: La estrategia de superación diseñada cuenta con la estructura y coherencia científica-metodológica necesarias para ser implementada en la práctica quirúrgica. Los criterios valorativos emitidos por cirujanos y directivos, apuntan al reconocimiento del valor científico para mejoras del desempeño profesional de los cirujanos, en la peritonitis posoperatoria.

Introduction: Professional competencies are human qualities that allow a personalized vision in an individual, who performs his functions in an unique, and at the same time, changing context, and seeks to develop the personological features that he must use in his working life. Objective: To assess the implementation of a model for the development of specific professional competence in the care of patients with stomatognathic diseases. Methods: A study in medical education was conducted at the Faculty of Dentistry in the University of Medical Sciences from Santiago de Cuba, during the 2018-2019 academic year. The population consisted of the 59 residents who were in the first year of the specialty of Comprehensive General Dentistry, in whom a model for the development of specific professional competence in dental care was applied. During the investigation theoretical and empirical methods were used, as well as statistics, particularly the distribution of absolute and relative frequencies, and McNemar test to evaluate the level of development after the model has been implemented. Results: In the socialization workshop, after the practical implementation of the model, positive opinions were obtained. Among the residents in dentistry, 96.4% approved the relevance of the model, while 83.1% were very satisfied. Conclusions: After applying the proposed model, the development of specific professional competence in the care of patients with dental conditions was evidenced.

Resumo Objetivos descrever estratégia de treinamento mediado pela prática supervisionada à beira-leito para enfermeiros na pandemia de COVID-19 e identificar a percepção dos enfermeiros quanto à contribuição do treinamento na aquisição de conhecimentos e habilidades para o atendimento ao paciente crítico. Método estudo observacional, longitudinal, retrospectivo, descritivo e quantitativo, realizado em hospital de grande porte (São Paulo). Dados foram coletados no primeiro semestre de 2021 após aprovação pelo Comitê de Ética em Pesquisa do Hospital Israelita Albert Einstein, sob Parecer 5.423.393. Foram selecionados dez procedimentos para supervisão, como aspiração traqueal, sondagem nasogástrica, punção venosa, paramentação, curativo e manuseio de equipamentos. Resultados dos 72 participantes, 87,5% eram mulheres, com idade e tempo médio de atuação de 33 anos a nove meses, respectivamente. Inicialmente, o profissional participou do treinamento institucional padrão de 26 horas e, posteriormente, ao mediado pela prática supervisionada. O tempo médio por procedimento foi de 45 minutos. A mediana de proficiência em oito dos procedimentos foi oito. A maioria dos profissionais se autoavaliou como confiante (98,9%) e satisfeitos com o treinamento (99,4%). Conclusão e implicações para a prática o treinamento possibilitou um processo estruturado de identificação e acompanhamento da prática assistencial, permitindo uma estratégia efetiva para prover profissionais preparados e atuando com segurança.

Introduction: The increasing appearance of advanced oral cancer reveals the need of graduating professionals, prepared to contribute to its prevention and early diagnosis. Objective: To evaluate a system of teaching tasks for the development of competence in oral cancer early diagnosis. Methods: A pre-experiment was carried out with 32 students and 10 professors, who were involved in the teaching-learning process of the subject Comprehensive Dental Care for the Population of Dentistry degree in the University of Medical Sciences from Guantánamo, in the 2022-2023 academic year. For this purpose, the development of competence in oral cancer early diagnosis was determined as the variable, with its dimensions and indicators, and the significance of a system of teaching tasks for this objective was verified through the Wilcoxon test. Results: According to the Wilcoxon ranks, the teaching task system was reliable in contributing to the development of the competence under study (p

Introduction: The increasing appearance of advanced oral cancer reveals the need of graduating professionals, prepared to contribute to its prevention and early diagnosis. Objective: To evaluate a system of teaching tasks for the development of competence in oral cancer early diagnosis. Methods: A pre-experiment was carried out with 32 students and 10 professors, who were involved in the teaching-learning process of the subject Comprehensive Dental Care for the Population of Dentistry degree in the University of Medical Sciences from Guantánamo, in the 2022-2023 academic year. For this purpose, the development of competence in oral cancer early diagnosis was determined as the variable, with its dimensions and indicators, and the significance of a system of teaching tasks for this objective was verified through the Wilcoxon test. Results: According to the Wilcoxon ranks, the teaching task system was reliable in contributing to the development of the competence under study (p<0.05). The students considered that this system is the ideal way for their training on the subject; in the same way, all teachers agreed regarding the relevance, feasibility, effectiveness, and practical utility of the teaching task system. Conclusions: The teaching task system applied during pre-professional practice of dentistry students proved to be feasible for the development of competence in oral cancer early diagnosis. [ABSTRACT FROM AUTHOR]

N/a.

Objective: To investigate if there is knowledge improvement over the Residency years, as well as students’ satisfaction about progress test. Finally, to describe the implementation of the online progress test in some Ophthalmological Residency programs in Brazil. Methods: It was an observational cross-section study. The participants were all Ophthalmology residents who accepted to join the study. They did an online test and answered demographic and satisfaction questionnaires. Results: Two hundred and fifty-nine residents joined the study. 42,86% of the residents answered the demographic questionnaire and 6,95% answered the satisfaction questionnaire. In general, the residents approved the website as a tool for self-learning and to improve residency programs. Conclusion: Over the years, the residents acquired knowledge during the residency program. In general, residents were satisfied with the test. The implementation of the online progress test system in the Ophthalmological Residency schools in Brazil was successful. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to create and validate an instrument to measure pediatric residents’ knowledge about development and behavior. Methods: This was a longitudinal study with the consecutive application of questionnaires to validate an instrument of analysis. The modified Delphi technique was used for validation, which involved judges who were selected based on their expertise. Judges, who were renowned for their knowledge of the subject and willing to participate, were chosen from different states of Brazil. A convenience sample was obtained. The original questionnaire included 45 open questions divided into 13 relevant thematic axes on development and behavior. Results: After the third round using the Delphi technique, the whole questionnaire had a validity index of more than 80% on scope and relevance as well as all thematic axes, and the 44 final questions. Conclusions: The whole questionnaire was considered validated by the 14 expert judges who participated in the study. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia, Cuidado e Saude is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Online Brazilian Journal of Nursing is the property of Fundacao Euclides da Cunha de Apoio Institucional a UFF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The COVID-19 pandemic had a huge impact on dental education and assessment. This study focuses on the changes made to the delivery of teaching, assessment, and clinical competence of the final year students enrolled on the dentistry programme of the Faculty of Dental , Qassim University during the COVID-19 pandemic. Material and methods: This is a full qualitative study that uses semi-structured interviews to focus on the faculty members of one dental school in Saudi Arabia. The online interviews were performed using Zoom platform. The interviews were transcribed verbatim and analysed using thematic analysis. Themes were gathered and grouped into emerging topics. Purposive sampling method was adopted and continued until data saturation was achieved. Results: The change to online delivery of teaching proved to be a good solution for the cohort immediately affected by COVID, however, the online delivery of teaching placed significant amount of added pressure on faculty members. The work-life boundaries blurred and most staff complaint of long hours of working, mostly into the late evening. Despite the fact that the COVID graduating cohort achieved less clinical experience compared to typical graduates, a useful agreement between the University and college allowed newly graduated dentists to focus on the areas of low experience during their first rotation of their internship. Conclusion: Despite COVID's challenges and lockdowns and its effect on teaching and assessment, staff believed that students were graduating at a safe beginner level. With mitigating strategies in place, the newly graduated dentists achieved the same amount of experience as a typical graduate but over a slightly prolonged span of time. Resumen: Introducción: La pandemia de COVID-19 tuvo un gran impacto en la educación y evaluación dental. Este estudio se centra en los cambios realizados en la entrega de la enseñanza, la evaluación y la competencia clínica de los estudiantes de último año matriculados en el programa de odontología de la Facultad de Medicina Dental de la Universidad Qassim durante la pandemia de COVID-19. Material y métodos: Este es un estudio cualitativo completo que utiliza entrevistas semiestructuradas para centrarse en los miembros de la facultad de una escuela de odontología en Arabia Saudita. Las entrevistas en línea se realizaron utilizando la plataforma Zoom. Las entrevistas se transcribieron literalmente y se analizaron utilizando un análisis temático. Los temas se reunieron y agruparon en temas emergentes. Se adoptó y continuó el método de muestreo intencional hasta que se logró la saturación de datos. Resultados: El cambio a la entrega en línea de la enseñanza resultó ser una buena solución para la cohorte inmediatamente afectada por el COVID, sin embargo, la entrega en línea de la enseñanza ejerció una cantidad significativa de presión adicional sobre los miembros de la facultad. Los límites de la vida laboral se difuminaron y la mayoría del personal se queja de largas horas de trabajo, sobre todo hasta altas horas de la noche. A pesar del hecho de que la cohorte de graduados de COVID logró menos experiencia clínica en comparación con los graduados típicos, un acuerdo útil entre la Universidad y la facultad permitió a los dentistas recién graduados centrarse en las áreas de baja experiencia durante su primera rotación de su pasantía. Conclusión: A pesar de los desafíos y confinamientos de COVID y su efecto en la enseñanza y la evaluación, el personal creía que los estudiantes se estaban graduando a un nivel principiante seguro. Con las estrategias de mitigación en vigor, los dentistas recién graduados lograron la misma cantidad de experiencia que un graduado típico, pero durante un lapso de tiempo ligeramente prolongado.

Introducción: la genética clínica ha sido reconocida como una práctica dedicada al diagnóstico y al manejo de los trastornos genéticos por parte del médico genetista. Sin embargo, los datos sobre la forma como funciona la consulta de genética clínica en Colombia, son inexistentes y, sin información acerca de los retos en la atención a la población con enfermedad genética. Materiales y métodos: este estudio se llevó a cabo combinando la observación y la entrevista semi-estructurada a dos médicos genetistas de una institución de salud en Cali, con catorce observaciones y dos entrevistas. Resultados: se identificaron factores, internos y externos a la consulta, que influyeron en su dinámica: las barreras en el sistema de salud, la tipología de la consulta y los factores personales del médico genetista. Conclusión: se concluye que la atención integral de las personas con condiciones genéticas debe trascender el abordaje biológico, en la deficiencia, a un abordaje que también considere aspectos psicológicos y sociales.

Objetivos: identificar as contribuições do treinamento de habilidades como estratégia pedagógica para o desenvolvimento de competências na formação de estudantes de enfermagem. Método: pesquisa qualitativa, do tipo exploratório-descritiva, ancorando-se na concepção de pedagogia crítica freireana. O cenário do estudo foi uma disciplina do curso de graduação em enfermagem de uma universidade pública do sul do Brasil, especificamente no laboratório de práticas de enfermagem, com estudantes do curso de graduação de enfermagem matriculados na disciplina pesquisada no semestre de coleta, constituindo uma amostra por conveniência. Os dados foram coletados em 2019, ao término do treinamento de habilidades dos estudantes, por meio de questionário composto por questões abertas. O corpus de análise foi submetido a proposta operativa de Minayo, seguindo as etapas de pré-análise, exploração do material, tratamento dos resultados obtidos e interpretação. Resultados: vinte e cinco estudantes concordaram em participar do estudo. Os resultados compreenderam três categorias: i) Treinamento de habilidades como estratégia para desenvolver a criticidade no aprendizado; ii) O aprendizado a partir do conhecendo a si mesmo e reconhecendo sentimentos que emergiram durante a experiência; iii) Contribuições para o desenvolvimento de competências a partir de um processo dialógico. Conclusão: o treinamento de habilidades oportuniza o desenvolvimento de destreza e domínio de procedimentos técnicos antes das práticas clínicas e contribui com o processo formativo de estudantes de enfermagem, mediante o desenvolvimento de competências. Destaca-se a postura pedagógica acolhedora e receptiva das professoras, contribuindo para uma experiência positiva.

Background: decision-making as a professional skill in the training of the Pediatrics specialist is an aspect that requires attention from the didactic point of view. Objective: to present a didactic strategy for decision making as a professional skill in the Pediatrics specialist training, as well as an approach to its implementation. Methods: Qualitative research methods and techniques such as observation and group discussion through workshops were used to describe the results presented in the article. Results: methodological actions carried out through the execution of a socialization workshop, the record of practical activities with teachers/tutors and residents in different teaching-assistance scenarios are offered. The results of the implementation of the actions of the didactic strategy are shown, as well as the premises and stages that were determined during its construction process. The main regularities are described. Conclusions: the proposed didactic strategy, and its flexible nature, allow its articulation during the three years of Pediatrics residency, to the benefit of decision-making as a professional skill and assuming the principle of education at work as the main way of teaching the pediatrician training specialist. [ABSTRACT FROM AUTHOR]

Clinical reasoning is a competence that the doctor develops and that is essential for his medical practice. Clinical reasoning includes aspects related to observation, critical thinking and communication skills with the patient, since it integrates the previous knowledge that the doctor has about a disease or medical problem with obtaining information from the clinical aspects that the patient provides. and with the mental process of processing the clinical information provided by the patient to the health professional during the interrogation or anamnesis, together with the interpretation of the findings in the physical examination and, where appropriate, of the complementary tests, allowing the elaboration of a set of diagnoses likely for efficient clinical decision making. The present work intends to address the subject in the simplest way possible so that the medical teacher takes it into account and facilitates its development in the doctor in training. [ABSTRACT FROM AUTHOR]

Aim: To evaluate the quality of meta-analyses reviewing patient safety when residents are involved in patient care compared to specialists. Material and methods: In May 2023, a systematic review of meta-analysis was carried out using the search terms "residents and patient safety" in the PubMed and Embase databases and with these terms in Spanish in Lilacs, without filtering by publication date. The finally selected metaanalyses were scored with the AMSTAR 2 assessment tool. Results: Three meta-analyses were extracted for qualitative analysis. Scoring with the AMSTAR 2 assessment tool found that the overall confidence of its results was critically low. Conclusions: The meta-analyses evaluated were consistent in reporting the longest operative time of residents. Also about patient safety when the resident performs the surgery. Assessment with the AMSTAR 2 assessment tool showed that overall confidence in the results of the meta-analyses was critically low. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Facultad de Medicina Humana is the property of Instituto de Investigaciones en Ciencias Biomedicas de la Universidad Ricardo Palma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fundamento: la formación del Médico General demanda la preparación de la habilidad tratar integralmente el dolor mediante la combinación de alternativas terapéuticas farmacológicas y no farmacológicas, para la atención a pacientes con dolor.Objetivo: validar un sistema de tareas docentes para la formación de la habilidad tratar integralmente el dolor en el Médico General.Métodos: se utilizó el criterio de expertos, método Delphi para validar el sistema y el W de Kendall para obtener la concordancia del consenso de los expertos sobre el sistema de tareas docentes. Se realizaron entrevistas y observación a los estudiantes, para obtener las tendencias que expresan sus criterios sobre el empleo de los diferentes tipos de tareas, para formar la habilidad tratar integralmente el dolor.Resultados: el sistema de tareas docente fue validado por los expertos de muy adecuado. Se aplicó en el sexto año de la carrera de medicina, durante la práctica docente, asistencial e investigativa. Los estudiantes demostraron desempeño en las acciones y operaciones de la habilidad para tratar integralmente el dolor.Conclusiones: el sistema de tareas aplicado resultó una alternativa formativa con integración de la actividad académica, laboral e investigativa en la formación de la habilidad de tratar integralmente el dolor.

La difícil situación que vivimos hoy nos plantea retos, el proceso de enseñanza aprendizaje de las ciencias de la salud se ve seriamente afectada, la simulación clínica con sus herramientas y distintos métodos que esta ofrece nos plantean ser los nuevos apoyos pedagógicos para la innovación docente en el contexto del aprendizaje virtual. Este proceso de adaptación e innovación nos lleva a la búsqueda de nuevas opciones, los pacientes virtuales PV y la realidad virtual RV, son programas de software para computador que simulan pacientes y situaciones reales, cuya característica es su interactividad y digitalización diseñados con el fin de reforzar las habilidades y competencias de los estudiantes de las Ciencias de la Salud mediante su aprendizaje autónomo. Describimos las tendencias, los factores que justifican su implementación, el proceso de construir de un PV, RV su aplicabilidad y ventajas

Resumo A prática da medicina exige qualificações pessoais especificas que podem ser resumidas em: 1. conhecimento médico; 2. habilidades técnicas e psicomotoras; 3. relacionamento médico-paciente. O conhecimento médico engloba informações sobre a natureza do ser humano, seu modo de adoecer, o sofrimento e as doenças e a interação saúde-doença-doente. As habilidades psicomotoras dizem respeito a procedimentos técnicos rotineiros ao exame clínico, incluindo habilidades intelectivas como observação clínica, capacidade de síntese e julgamento clínico que devem ser de domínio de todos os médicos, além de outros especializados - que exigem treinamento específico; A qualidade do relacionamento médicopaciente é fator essencial para o sucesso de qualquer intervenção médica e para a satisfação dos pacientes. A insuficiente ênfase dedicada pelas escolas médicas brasileiras à comunicação interpessoal na formação médica pode ser responsabilizada por muitas falhas ao exercício profissional do médico e merece ser urgentemente reparada.

Fundamento: la diversidad de actividades que realiza el médico de familia, la heterogeneidad de los profesores que los evalúan y las diferentes fases en que se puede encontrar este médico, entre otras circunstancias, hacen que su evaluación en el contexto asistencial esté plegada de innumerables criterios subjetivos y que no exista uniformidad.Objetivo: elaborar una guía para evaluar, bajo observación directa, el desarrollo de las habilidades clínicas del residente de Medicina General Integral en la atención ginecobstétrica.Métodos: se realizó la investigación con el uso de métodos teóricos y empíricos. Para el desarrollo de la priorización de las habilidades clínicas se partió de los problemas identificados. Se practicó la observación directa del comportamiento del residente en sus encuentros reales con pacientes ambulatorios. Los profesores de Medicina General Integral realizaron la observación del desempeño mientras ocurría la atención de una paciente. Sobre la base de los principales problemas identificados en el desempeño del residente se elaboró la guía y se sometió a criterio de expertos para su aprobación.Resultados: la guía incluye la evaluación de las siguientes habilidades clínicas: examen físico obstétrico, auscultación de la frecuencia cardiaca fetal, examen físico de la puérpera, examen físico de las mamas, colocación y extracción de dispositivo intrauterino, prueba citológica, cepillado de canal y realización de test de Schiller.Conclusiones: la guía es de fácil aplicación y permite identificar las dificultades que presenta el residente durante la ejecución del procedimiento. Su implementación sistemática contribuye al diagnóstico de las necesidades de aprendizaje.

Resumo: Aulas práticas em enfermarias estão entre as estratégias mais tradicionais para a graduação médica, em que pese o acúmulo de evidências que apontam pata uma crescente dissociação entre proficiência nos métodos clínicos e prática médica atual. Este trabalho apresenta a experiência com uma nova ferramenta que utiliza o ambiente do Hospital Universitário, para harmonizar as novas exigências das diretrizes curriculares com o desenvolvimento de habilidades clínicas consagradas no modelo biopsicossocial. É o projeto “Anjos da Guarda”, da Faculdade de Medicina da Universidade Federal de Juiz de Fora, Brasil.