Apresentação PET - Medicina

8/2/2019 Apresentao PET - Medicina

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Aprimoramento pessoalAprimoramento do curso Integrao do trip da universidade


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Monitoria no Laboratrio de HabilidadesMedicina e Arte.Atividade de Medicina Baseada em

Evidncias.


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Habilidades que no so ensinadasconstantemente durante o curso

Habilidades que NO SO APRENDIDASDURANTE O CURSO.


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Teaching non-technical skills for criticalincidents: Crisis resource managementtraining for medical students].Anaesthesist. 2009

Krger A, Gillmann B, Hardt C, Dring R,Beckers SK, Rossaint R.


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Abstract BACKGROUND: Physicians have to demonstrate non-technical skills, such as communication and team

leading skills, while coping with critical incidents. These skills are not taught during medicaleducation. A crisis resource management (CRM) training was established for 4th to 6th yearmedical students using a full-scale simulator mannikin (Emergency Care Simulator, ECS,METI).

PATIENTS AND METHODS: The learning objectives of the course were defined according to the key points of Gaba'sCRM concept. The training consisted of theoretical and practical parts (3 simulation

scenarios with debriefing). Students' self-assessment before and after the training providedthe data for evaluation of the training outcome.

RESULTS: A total of 65 students took part in the training. The course was well received in terms of

overall course quality, debriefings and didactic presentation, the mean overall mark being1.4 (1: best, 6: worst). After the course students felt significantly more confident when facingincidents in clinical practice. The main learning objectives were achieved.

CONCLUSION: The effectiveness of applying the widely used ECS full-scale simulator in interdisciplinary

teaching has been demonstrated. The training exposes students to crisis resourcemanagement issues and motivates them to develop non-technical skills.


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The effect of undergraduate educationin communication skills: a randomisedcontrolled clinical trial. Eur J Dent Educ2008

Haak R, Rosenbohm J, Koerfer A, ObliersR, Wicht MJ.


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Abstract PURPOSE: To determine whether students improve their communication skills as a result of supervised patient care

and whether a newly implemented communication course could further improve these skills. METHOD: We conducted a randomised, controlled trial including all participants of the first clinical treatment course

(n = 26) between October 2006 and February 2007. Randomisation was balanced by gender and basiccommunication skills. The test group practised dentist-patient communication skills in small groups withrole-plays and videotaped real patient interviews, whereas the control group learned in problem-based

workshops both on a weekly basis. Before and after the interventions (two group pre- and post-design) allstudents conducted two interviews with simulated patients. The encounters were rated using a 10-itemchecklist derived from the Calgary-Cambridge Observation Guide I.

RESULTS: Repeated measures ANOVA (alpha = 0.05) showed a significant difference of the sum scores of the

ratings between test and control group (P = 0.004). The participants educated in communication skillsimproved significantly (Delta = +14.9; P = 0.004), whereas in the control group no accretion of practicalcommunication competence was observed (Delta = -3.9; P = 0.23).

CONCLUSION: It could be demonstrated that solely interacting with patients during a clinical treatment course did not

inevitably improve professional communication skills. In contrast, implementation of a course incommunication skills improved the practical competence in dentist-patient interaction.


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Learning to look: developing clinicalobservational skills at an art museum.Med Educ 2001

Bardes CL, Gillers D, Herman AE.


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Abstract CONTEXT: Clinical diagnosis involves the observation, description, and

interpretation of visual information. These skills are also the specialprovince of the visual arts. We describe an educational collaborationbetween a medical school and an art museum, designed for the

purpose of developing student skills in observation, description, andinterpretation. OBJECTIVES: In the programme, medical students first examine painted portraits,

under the tutelage of art educators and medical school faculty. Then,the students examine photographs of patients' faces and apply the

same skills. CONCLUSION: This programme, well-received by students and faculty, appeared to

help the students not only in improving their empirical skills inobservation, but also in developing increased awareness ofemotional and character expression in the human face.


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The art of observation: impact of afamily medicine and art museumpartnership on student education. FamMed 2006

Elder NC, Tobias B, Lucero-Criswell A,Goldenhar L.


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Abstract BACKGROUND AND OBJECTIVES: Compared to verbal communication, teaching the skill of observation is often shortchanged in medical

education. Through a family medicine-art museum collaboration, we developed an elective course forsecond-year medical students titled the "Art of Observation" (AOO). To evaluate the course's effect onclinical skills, we performed a qualitative evaluation of former students during their clinical rotations.

METHODS: In the spring of 2005, all students who had completed the AOO course in 2003 or 2004 were invited to

take part in an online evaluation consisting of eight journaling survey questions. Students were instructed

to answer the survey questions with specific examples. Question areas included the most memorableexperience, the course's influence on the doctor-patient relationship, usefulness during clinical years ofmedical school, and skills unique to AOO. The anonymous data were analyzed qualitatively, coding theresponses to categories derived from the data, leading to the formation of themes.

RESULTS: Of the 19 students eligible, 17 participated. We found three important themes: (1) the AOO positively

influenced clinical skills, (2) both art museum exercises and a clinical preceptorship were necessary toachieve those skills, and (3) the AOO led to a sense of personal development as a physician. In addition,students told us that the training in observation and description skills they learned were unique to theAOO.

CONCLUSIONS: This collaboration between a department of family medicine and an art museum produced a course thatfacilitated observational skills used in successful doctor-patient relationships.


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Formal art observation trainingimproves medical students' visualdiagnostic skills. J Gen Intern Med. 2008

Naghshineh S, Hafler JP, Miller AR, BlancoMA, Lipsitz SR, Dubroff RP, Khoshbin S,Katz JT.


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stract BACKGROUND: Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of

enhancing inspection skills is teaching "visual literacy," the ability to reason physiology and pathophysiology from careful and unbiasedobservation.

OBJECTIVE: To improve students' visual acumen through structured observation of artworks, understanding of fine arts concepts and applying these

skills to patient care. DESIGN: Prospective, partially randomized pre- vs. post-course evaluation using mixed-methods data analysis. PARTICIPANTS: Twenty-four pre-clinical student participants were compared to 34 classmates at a similar stage of training. INTERVENTION: Training the Eye: Improving the Art of Physical Diagnosis consists of eight paired sessions of art observation exercises with didactics that

integrate fine arts concepts with physical diagnosis topics and an elective life drawing session. MEASUREMENTS: The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient

photographs and art imagery. Content analysis was used to identify thematic categories. All assessments were blinded to study group andpre- vs. post-course evaluation.

RESULTS: Following the course, class participants increased their total mean number of observations compared to controls (5.41 +/- 0.63 vs. 0.36 +/-

0.53, p < 0.0001) and had increased sophistication in their descriptions of artistic and clinical imagery. A 'dose-response' was found forthose who attended eight or more sessions, compared to participants who attended seven or fewer sessions (6.31 + 0.81 and 2.76 + 1.2,respectively, p = 0.03).

CONCLUSIONS:

This interdisciplinary course improved participants' capacity to make accurate observations of art and physical findings.


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To see or not to see: how visual trainingcan improve observational skills. ClinDermatol. 2011

Braverman IM.


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GEPEM


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Apresentação PET - Medicina