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A presença da homeopatia nas faculdades de medicina brasileiras: resultados de uma investigação exploratória; Homeopathy in brazilian medical schools: results of an exploratory investigation

SALLES, Sandra Abrahão Chaim
Fonte: Associação Brasileira de Educação Médica Publicador: Associação Brasileira de Educação Médica
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
46.17%
No Brasil, a Homeopatia é uma especialidade médica reconhecida desde 1980, mas sua presença nas escolas médicas ainda é rara. Essa é uma das causas da falta de conhecimentos sobre Homeopatia, que dificulta a interlocução entre os médicos homeopatas e os demais profissionais de saúde. A perspectiva de ampliação da assistência homeopática na rede pública após a publicação da Portaria 971*, com a política do Ministério da Saúde para as medicinas não convencionais, cria a iminência de maior contato entre os profissionais homeopatas e não homeopatas. Essa situação origina a necessidade de projetos de educação que divulguem a cultura homeopática de forma mais ampla e sistematizada, e as faculdades de Medicina constituem um espaço privilegiado para promover essas atividades. Este artigo apresenta um panorama da presença da Homeopatia nas faculdades de Medicina do País nos dias atuais. Os dados foram obtidos em investigação exploratória realizada como parte de uma pesquisa que estudou as relações entre Homeopatia e Biomedicina enquanto medicinas partícipes de um campo comum, buscando compreender os movimentos de aproximação e afastamento entre ambas, segundo o ponto de vista dos profissionais não homeopatas.; In Brazil homeopathy is recognized as a medical specialization since 1980...

Análise comparativa entre o perfil do médico denunciado por infrações ético-profissionais e o ensino médico; Comparative analysis of the profile of infractions denounced by medical ethical professionals

Gomes, Airton
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 01/10/2010 PT
Relevância na Pesquisa
46%
OBJETIVO: Analisar os médicos ginecologistas e obstetras denunciados ao Conselho Regional de Medicina do Estado de São Paulo, por suposta pratica de delitos ético-profissionais, e que foram avaliados por tipificação deste delito, no Código de Ética Médica, comparando o perfil do médico denunciado e a escola médica de origem, classificadas como públicas ou particulares ao longo do tempo. MÉTODOS: Estudo retrospectivo e descritivo, dos médicos denunciados no CREMESP, (n= 8333), nos anos de 2000 a 2005 e análise das escolas médicas. Os dados obtidos foram analisados estatisticamente concluindo-se que os médicos que são provenientes de escolas médicas privadas e que foram abertas mais recentemente, são mais denunciados no Conselho Regional de Medicina do Estado de São Paulo, sugerindo que existe uma relação estatisticamente significante entre formação profissional e denuncia ao órgão de classe, CREMESP; OBJECTIVE: To analyze the gynecologists and obstetricians reported to the Regional Council of Medicine of São Paulo, for alleged practice of ethical and professionals crimes, who were evaluated for type this offense, the Code of Medical Ethics, comparing the profile of the doctor reported and medical school of origin. METHODS: A retrospective descriptive study. Doctors reported in Cremesp (n = 8333)...

Contribuição ao estudo do perfil do aluno de primeiro ano de medicina da grande São Paulo: aspectos familiares e suas implicações no âmbito vocacional e do desenvolvimento profissional; Contribution for the study of freshman medical student's profile in the greater São Paulo: familiar aspects and their implications on vocational scope and in the profissional development

Reginato, Valdir
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 23/06/2005 PT
Relevância na Pesquisa
45.99%
Foram avaliados 487 estudantes do primeiro ano de seis escolas médicas da Grande São Paulo no ano de 2003 por intermédio de dois questionários: um de personalidade (16PF) e outro referente à experiência e convivência familiar e suas implicações no âmbito vocacional. Foram agrupadas em Públicas (FMUSP e UNIFESP) com 143 alunos e 101 alunas; e Particulares (FMSCSP, UNISA, FMABC e FMJundiaí) com 110 alunos e 133 alunas;e estudadas as possíveis semelhanças e diferenças do perfil destes alunos. Ocorreu predomínio de homens nas Públicas e mulheres nas Particulares (p=0,003). A idade predominou entre 18 e 21 anos, sendo que os mais jovens entravam mais nas Públicas (p=0,001)., com menor número de tentativas (p=0.003), que oscilaram entre duas ou três para a maioria dos estudantes. Foram elaborados três escores para avaliação do histórico do estudante nos aspectos: profissionais prévios; vivências ambientais em saúde e vivência com o sofrimento. Verificou-se que são alunos que buscam conhecimento prévio com a profissão, sendo que as alunas demonstraram maior disponibilidade para o trabalho voluntário (p=0,001). Consideram que tanto a vivência em ambientes de estabelecimentos vinculados a saúde, como experiências com o sofrimento favoreçam a escolha profissional...

Avaliação da percepção do ambiente de ensino e sua relação com a qualidade de vida em estudantes de medicina; Assessment of learning environment perception and its relationship to quality of life in medical students

Enns, Sylvia Claassen
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/11/2014 PT
Relevância na Pesquisa
46.06%
INTRODUÇÃO: O ambiente de ensino da faculdade de medicina influencia a aprendizagem e o bem-estar dos estudantes. O objetivo do nosso estudo foi avaliar a percepção do ambiente de ensino e sua associação com a qualidade de vida de estudantes de 22 escolas médicas brasileiras. MÉTODOS: Este é um estudo multicêntrico, com coleta de dados em uma plataforma eletrônica (plataforma VERAS), no qual foram utilizados os questionários: DREEM (Dundee Ready Education Environment Measure) para avaliação da percepção do ambiente de ensino e VERAS-Q, WHOQOL-BREF e a autoavaliação para a avaliação da percepção da qualidade de vida. Foram comparadas as diferenças de percepção do ambiente de ensino e qualidade de vida entre os sexos e os diferentes anos do curso. RESULTADOS: De 1.650 estudantes randomizados, 1.350 (81,8%) completaram todos os questionários da plataforma VERAS. A média do escore total do DREEM (119,4 ± 27,1) revelou que a percepção do ambiente de ensino é mais positiva que negativa. Houve uma pequena diferença significativa entre a média dos escores dos estudantes do sexo masculino (121,0 ± 27,2) e feminino (118,0 ± 27,0) (p=0,048). Estudantes do sexo feminino apresentaram médias dos escores significativamente menores nos domínios Acadêmico e Social do DREEM (p < 0...

Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo

Bohomol,Elena; Cunha,Isabel Cristina Kowal Olm
Fonte: Instituto Israelita de Ensino e Pesquisa Albert Einstein Publicador: Instituto Israelita de Ensino e Pesquisa Albert Einstein
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2015 EN
Relevância na Pesquisa
45.85%
Objective To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. Methods A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. Results We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic “Infection prevention and control” were found in 19 (47.5%) units and teaching of “Interaction with patients and caregivers” in 12 (32.5%); however content related to “Learning from errors to prevent harm” were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Conclusion Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases...

A National Survey of Medical Education Fellowships

Thompson, Britta M.; Searle, Nancy S.; Gruppen, Larry D.; Nelson, Elizabeth A.; Hatem, Charles Joseph
Fonte: Medical Education Online Publicador: Medical Education Online
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
46.04%
Purpose: The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. Methods: A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Results: Almost half (n=55) of the participating schools (n=120, response rate 94.5%) reported having fellowships. Duration (10-584 hours) and length (<1 month-48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. Conclusions: The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data...

Estresse, personalidade e habilidades sociais de estudantes de medicina no internato; Factors associated with stress in medical education

Querido, Izabela Almeida
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Ensino na Saúde (FM); Faculdade de Medicina - FM (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Ensino na Saúde (FM); Faculdade de Medicina - FM (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
45.86%
Introduction: Medicine has always been seen as a difficult and stressful course. The occurrence of anxiety disorders, depression and bad emotional adjustment among medical students has been higher compared to the general population. Some factors can be considered as a source of stress in medical school and the experiences during that are prepared differently. There relation on several factors like individual characteristics, frequency and intensity of the situation arise in the course of graduation, and the availability or not of institutional resources and network of family and social support. This study aimed to identify the occurrence of stress, personality traits and social skills of two medical schools medical students in Tocantins in the boarding phase. Methodology: In a sample of 50 internal medicine were applied a questionnaire to biographical data and the boarding and three psychological tests: Symptoms Inventory Lipp Stress, Factor Battery Personality and Social Skills Inventory. Results: It was found that most of the study population had stress (52%), with predominance of psychological symptoms and a potentially sickness stage but rarely seen as such (resistance phase). Also noted up personality characteristics such as low openness to ideas and low communication and high commitment and instability. Beside to this...

The Quality of Medical Advice in Low-Income Countries

Das, Jishnu; Hammer, Jeffrey; Leonard, Kenneth
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Relevância na Pesquisa
45.9%
This paper provides an overview of recent work on quality measurement of medical care and its correlates in four low and middle-income countries-India, Indonesia, Tanzania, and Paraguay. The authors describe two methods-testing doctors and watching doctors-that are relatively easy to implement and yield important insights about the nature of medical care in these countries. The paper discusses the properties of these measures, their correlates, and how they may be used to evaluate policy changes. Finally, the authors outline an agenda for further research and measurement.

An ethics core curriculum for Australasian medical schools

Braunack-Mayer, A.; Gillam, L.; Vance, E.; Gillett, G.; Kerridge, I.; McPhee, J.; Saul, P.; Smith, D.; Wellsmore, H.; Koczwara, B.; Rogers, W.; Stoffell, B.; McNeill, P.; Newell, C.; Parker, M.; Walton, M.; Whitehall, J.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2001 EN
Relevância na Pesquisa
46.15%
Teaching ethics incorporates teaching of knowledge as well as skills and attitudes. Each of these requires different teaching and assessment methods. A core curriculum of ethics knowledge must address both the foundations of ethics and specific ethical topics. Ethical skills teaching focuses on the development of ethical awareness, moral reasoning, communication and collaborative action skills. Attitudes that are important for medical students to develop include honesty, integrity and trustworthiness, empathy and compassion, respect, and responsibility, as well as critical self-appraisal and commitment to lifelong education.; A Working Group, on behalf of the Association of Teachers of Ethics and Law in Australian and New Zealand Medical Schools (ATEAM); Copyright © 2001 Australasian Medical Publishing

Increasing rural activity and curriculum content in the Adelaide University Medical School

Laurence, C.; Newbury, J.; Wilkinson, D.
Fonte: Blackwell Publishing Publicador: Blackwell Publishing
Tipo: Artigo de Revista Científica
Publicado em //2002 EN
Relevância na Pesquisa
45.86%
This study aimed to document the level of rural activity and curriculum content in the Adelaide University Medical School. A questionnaire was distributed to all heads of departments within the Medical School and additional information was obtained from reports and discussions with key personnel. There has been an increase in the proportion of students with a rural background enrolled from 9% in 1994 to 22% in 2000. There has also been an increase in the number of weeks available for rural placements from 12 (mostly optional) to 29 weeks (some mandatory), and an increase in the number of departments offering rural placements. There has also been improved academic support to rural practitioners and many departments directly provide services in rural communities. A new combined University Department of Rural Health (UDRH)/Rural Clinical School associated with the Adelaide University Medical School aims to provide at least half of all clinical training to 25% of all medical students of Australian origin.; Caroline Laurence, Jonathan Newbury and David Wilkinson; The definitive version is available at www.blackwell-synergy.com

Impact of undergraduate and postgraduate rural training, and medical school entry criteria on rural practice among Australian general practitioners: national study of 2414 doctors

Wilkinson, D.; Laven, G.; Pratt, N.; Beilby, J.
Fonte: Blackwell Publishing Ltd Publicador: Blackwell Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2003 EN
Relevância na Pesquisa
45.84%
OBJECTIVE: To determine the association between rural undergraduate training, rural postgraduate training and medical school entry criteria favouring rural students, on likelihood of working in rural Australian general practice. METHODS: National case–control study of 2414 rural and urban general practitioners (GPs) sampled from the Health Insurance Commission database. Participants completed a questionnaire providing information on demographics, current practice location and rural undergraduate and postgraduate experience. RESULTS: Rural GPs were more likely to report having had any rural undergraduate training [odds ratio (OR) 1·61, 95% confidence interval (CI) 1·32–1·95] than were urban GPs. Rural GPs were much more likely to report having had rural postgraduate training (OR 3·14, 95% CI 2·57–3·83). As the duration of rural postgraduate training increased so did the likelihood of working as a rural GP: those reporting that more than half their postgraduate training was rural were most likely to be rural GPs (OR 10·52, 95% CI 5·39–20·51). South Australians whose final high school year was rural were more likely to be rural GPs (OR 3·18, 95% CI 0·99–10·22). CONCLUSIONS: Undergraduate rural training, postgraduate training and medical school entry criteria favouring rural students...

Achieving equal standards in medical student education: is a national exit examination the answer?

Koczwara, B.; Tattersall, M.; Barton, M.; Coventry, B.; Dewar, J.; Miller, J.; Olver, I.; Schwarz, M.; Starmer, D.; Turner, D.; Stockler, M.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2005 EN
Relevância na Pesquisa
46.04%
Although it is commonly assumed that the quality of medical school education in Australia is uniformly high, there is no national process for assessing its outcomes. There is substantial variability in the content of medical school curricula, and the process of curriculum change is becoming more challenging because of intense competition for time and space in the course. A national exit examination could provide a uniform standard of assessment for all medical school graduates in Australia, as well as foreign graduates applying to work in Australia. Such an examination could assess medical school outcomes, monitor the effects of curriculum change, and provide a benchmark for new medical schools that would help medical curricula evolve to better meet society’s needs.; Bogda Koczwara, Martin H N Tattersall, Michael B Barton, Brendon J Coventry, Joanna M Dewar, Jeremy L Millar, Ian N Olver, Max A Schwarz, Darren L Starmer, David R Turner and Martin R Stockler, for the Cancer Council of Australia Oncology Education Committee; The document attached has been archived with permission from the editor of the Medical Journal of Australia. An external link to the publisher’s copy is included.

Prevention of early childhood caries in North Carolina medical practices: Implications for research and practice

Rozier, R.; Sutton, B.; Bawden, J.; Haupt, K.; Slade, G.; King, R.
Fonte: American Association of Dental Schools Publicador: American Association of Dental Schools
Tipo: Artigo de Revista Científica
Publicado em //2003 EN
Relevância na Pesquisa
45.85%
Early childhood caries is a significant public health problem in low-income children, with important negative consequences for the child and the family. The purpose of this paper is to describe the development, implementation, and preliminary outcomes of preventive dentistry programs in North Carolina that target low-income children from birth to thirty-five months of age. The focus is on Into the Mouths of Babes, a statewide program in which pediatricians, family physicians, and providers in community health clinics are reimbursed by Medicaid to provide preventive dental services for children (risk assessment, screening, referral, fluoride varnish application) and caregivers (counseling). The provider intervention includes continuing medical education lectures and interactive sessions, practice guidelines for the patient interventions, case-based problems, practical strategies for implementation, a toolkit with resource materials, and follow-up training. In the first two years of the statewide program, 1,595 medical providers have been trained. The number of providers billing for these services has steadily increased, and by the last quarter of 2002, the number of visits in which preventive dental services were provided in medical offices reached 10...

Medical education: revolution, devolution and evolution in curriculum philosophy and design

Wittert, G.; Nelson, A.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
45.87%
Contemporary medical education must train skilled and compassionate health care professionals who are rigorous in their approach to patient care and their pursuit of knowledge and solutions. Problem-based learning has been widely introduced, but there is no evidence that it leads to better outcomes than more traditional programs, and fundamental gaps in conceptual knowledge may result. Recently, emphasis has been placed on a solid grounding in underlying concepts combined with a systems-based approach, and ability to transfer information and solve problems. Integrating traditional scientific and clinical disciplines with progressive and continuous assessment, may be a better means of achieving the combined aims of clinically relevant curriculum design, vertical integration of medical knowledge, and facilitation of the continuum of training. Being adaptable and flexible, cognisant of costs, and driven by evidence are key features of delivering medical education and contemporary medical practice. Educational research should lead to continuous improvement, but innovation without evaluation and attention to costs may create as many, or more, problems as are solved.; http://www.mja.com.au/public/issues/191_01_060709/contents_060709.html; Gary A Wittert and Adam J Nelson

Applicant characteristics and their influence on success: results from an analysis of applicants to the University of Adelaide Medical School, 2004-2007

Laurence, C.; Turnbull, D.; Briggs, N.; Robinson, J.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2010 EN
Relevância na Pesquisa
45.86%
OBJECTIVE: To determine the applicant characteristics that influence success at each application stage for entry to the University of Adelaide Medical School. DESIGN, SETTING AND PARTICIPANTS: Retrospective analysis of characteristics associated with a successful outcome to an undergraduate-entry medical school for 6699 applicants from four cohorts (2004-2007). MAIN OUTCOME MEASURES: Offer of an interview, offer of a place, and acceptance of a place in the medical school. RESULTS: Female applicants were less likely to gain an interview (odds ratio [OR], 0.88; 95% CI, 0.78-0.99) but more likely to receive an offer of a place (OR, 1.33; 95% CI, 1.07-1.66). Older applicants were less likely than younger applicants (OR, 0.78; 95% CI, 0.71-0.86) and non-school leavers (applying after leaving school) were more likely than school leavers (applying while at school) (OR, 9.54; 95% CI, 6.16-14.78) to receive an offer of an interview. Applicants from areas of high socioeconomic status were more likely to gain an interview (quartile 1 v 4: OR, 0.55; 95% CI, 0.45-0.68). The more interviews an applicant had, the more likely he or she was to be offered a place (OR, 1.49; 95% CI, 1.34-1.66). CONCLUSION: This study indicates that some applicant characteristics have a significant influence on the success of an application at particular stages...

Ethical enculturation: the informal and hidden ethics curricula at an Australian Medical School

West, C.; Chur-Hansen, A.
Fonte: Australasian and New Zealand Association for Medical Education Publicador: Australasian and New Zealand Association for Medical Education
Tipo: Artigo de Revista Científica
Publicado em //2004 EN
Relevância na Pesquisa
56.03%
The formal ethics curriculum taught in medical schools is underscored by the informal and hidden curricula – that which is learned outside of the classroom or ward round, and which is often implied rather than explicit. Medical students' ethical and moral development is influenced by these curricula, although they have not been subject to the same scrutiny as the formal curriculum in previous research. The objective of this study was to explore University of Adelaide medical students' opinions of their ethical experiences, focusing on the informal and hidden curricula, and the perceived impact of these on their ethical development. Six undergraduates in their fourth year of a six-year course participated in an open-ended interview. Transcriptions were subjected to a qualitative methodology, Framework analysis, which extracts themes from the data. Seven interconnected themes were found. These were ethical development, the formal ethics curriculum, role- modelling, compromise, speaking out and keeping quiet, self-interest and guilt. Whilst the results of this study are consistent with that of previous research, a new and as yet unexplored result was the juxtaposition of 'local' students' perceptions of their ethical behaviour with their perceptions of 'international' students' ethical behaviour. From this...

Promoting lay participation in medical school curriculum development: Lay and faculty perspectives

O'Keefe, M.; Jones, A.
Fonte: Blackwell Publishing Ltd Publicador: Blackwell Publishing Ltd
Tipo: Artigo de Revista Científica
Publicado em //2007 EN
Relevância na Pesquisa
46.04%
Introduction Although medical schools are encouraged to increase community involvement in medical student training, little information is available about how best to achieve this. While lay community members are not medical ‘experts’, as recipients of health care services they have vested interests in ensuring optimal health care for themselves and their families. This study explored and compared lay and faculty perceptions around lay participation in medical curriculum development at one medical school. Methods Thirty-two lay volunteers responded to a newspaper advertisement. Seventeen volunteers subsequently participated in 1 of 3 lay focus group discussions. Ten academic staff attended a separate faculty focus group. The 3 lay participants and 1 faculty focus group transcripts were analysed independently and then compared using an iterative process of theme identification and hypothesis testing. Results Contrasting perspectives of lay and faculty participants were evident in all aspects of the focus group discussions. For lay participants, some sharing of curriculum ownership by medical experts with the lay community was regarded as necessary to create environments that legitimised lay status and acknowledged the importance of lay perspectives. Faculty participants presumed ownership of curriculum development...

General practice career intentions among graduate-entry students: a cross-sectional study at Ireland’s newest medical school

Lane, G; Dunne, Colum; English, A; Finucane, Paul; O'Connor, Ray; Griffin, M; O'Sullivan, B; Hanrahan, C; McGrath, D; O'Donovan, N; Cullen, Walter
Fonte: Irish Medical Organization Publicador: Irish Medical Organization
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
Relevância na Pesquisa
45.89%
peer-reviewed; Increased care provision and clinical activity in general practice in Ireland will have important manpower implications. Recent developments in medical education policy including the introduction of graduate-entry medical degree programmes may help address this issue. The aim of this study was to determine GP career intentions among students on an Irish graduate-entry medical degree programme and to identify factors that influence these. An electronic cross-sectional study of students at University of Limerick Graduate-Entry Medical School (UL-GEMS) was undertaken. We received 139 replies (78% response rate). 41(29%) reported GP was their current preferred career choice, while 29(19%) reported it was their preferred career choice on entry to medical school. This first study to present data on GP career intentions among graduate-entry students in Ireland highlights the specialty as a popular preferred career choice among students, both on entry to, and during medical school. The study also identifies factors which are likely to be important in determining career intentions. Further research to examine this issue at other graduate-entry medical schools in Ireland and to determine whether our findings are pursued over time amongst graduates is a priority.

St George's University's Medical Student Research Institute: a novel, virtual programme for medical research collaboration

Chamberlain,RS; Klaassen,Z; Meadows,MC; Weitzman,S; Loukas,M
Fonte: West Indian Medical Journal Publicador: West Indian Medical Journal
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
Relevância na Pesquisa
45.89%
OBJECTIVE: Medical student research involvement has evolved to be a core component of medical education and is becoming increasingly vital to success in the United States residency match. We sought to develop a research website allowing students and research faculty to collaborate and complete projects online. METHODS: The Medical Student Research Institute (MSRI) was developed by the St George's University School of Medicine in 2009 to encourage, support, facilitate and centralize medical student research. RESULTS: There are 63 active students in the MSRI (22 students in basic science and 41 students in clinical rotations). The mean GPA for basic science student members was 3.81 ± 0.27 and was 3.80 ± 0.20 for clinical student members. The mean United States Medical Licensing Examination (USMLE) Step 1 score was 241.6 ± 17.5. Since 2009, MSRI students have published 87 manuscripts in 33 different journals and have presented at 14 different national and international conferences. CONCLUSION: A web-based MSRI provides a virtual, entirely online resource for coordinating remote research collaboration between medical students and faculty whose opportunities would be otherwise limited. Initial experiences with the programme have been positive and the framework and concept of the MSRI provides a platform for university and medical schools to provide research opportunities to students who may not have face-to-face access to research faculty.

Changes needed in basic biomedical sciences teaching in Cuban medical schools

Pernas,Marta; Arencibia,Lourdes G.; Garí,Mayra
Fonte: Medical Education Cooperation with Cuba Publicador: Medical Education Cooperation with Cuba
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/07/2012 EN
Relevância na Pesquisa
45.86%
In the 20th century, the basic biomedical sciences (particularly anatomy, histology, embryology, physiology and biochemistry) were taught predominantly in the first semesters of Cuban medical education, with differing curricular connections between these and the clinical sciences. Establishment of the University Polyclinic Program in 2004 laid the foundation for integration of basic biomedical sciences into a transdisciplinary unit designated morphophysiology. This paper argues for improvements in this curricular unit and in its coordination with family medicine in the first semesters of medical training, complemented by integration of basic biomedical sciences into family medicine clinical courses throughout the remainder of the six-year curriculum.