Escolha sua fonte:
 Arimo
 Merriweather
 Mukta Malar
 Open Sans Condensed
 Rokkitt
 Source Sans Pro
 Login


 Português 
 Français 
 English 

[Valid RSS] RSS
bar

Banco de dados - Alliance francophone pour l'accouchement respecté (AFAR)

Descrição deste banco de dados documental (Site da AFAR)
Atualmente 3046 fichas
Canal do YouTube (tutorial)

https://afar.info/id=278

Criado em : 18 Dec 2003
Alterado em : 01 Dec 2007

 Modificar esta ficha
Siga este link somente se você tiver um palavra chave de editor!


Compartilhar: Facebook logo   Tweeter logo   Fácil

Nota bibliográfica (sem autor) :

Monitoring the medical education revolution. Editorial. The British Medical Journal. 2003;327:1362.

Autores :

Wass V, Richards T, Cantillon P.

Ano de publicação :

2003

URL(s) :

http://bmj.bmjjournals.com/cgi/content/full/327/74…

Résumé (français)  :

Abstract (English)  :

The impact of new training programmes must be evaluated

This is a time of great change in both undergraduate and postgraduate medical education. The General Medical Council’s recommendations for Tomorrow’s Doctors1 have stimulated educational innovations and new curriculums in all British medical schools. Key changes include early patient contact from the beginning of the course; more emphasis on patient centred communication skills; an increased focus on ethics, culture, and ethnicity; and more training in the community. Different approaches to teaching are being introduced, such as special study modules to stimulate self directed learning,1 problem based learning as a method of integrating different strands of the curriculum,2 and shorter courses for graduates.3

At the same time postgraduate education is undergoing profound changes, with the "modernisation" of specialist training.4 The establishment of the Postgraduate Medical Education Training Board (PMETB, www.doh.gov.uk/medicaltrainingintheuk/pmetbord.htm), to set and maintain standards across all UK postgraduate medical training, will undoubtedly affect current practice. Moreover, with the introduction of appraisal and revalidation,5 the concepts of life long learning, portfolio careers, and accreditation for continuing medical education are here to stay.

Many of the educational initiatives that have been introduced both in and outside the UK seem logical, but educational policy is not necessarily being informed by evidence. Research in medical education is of value,6 but it is often ignored.7 Where is the clear evidence of effectiveness to argue for these changes?

The establishment of the Best Evidence Medical Education initiative (BEME, www.bemecollaboration.org), an international collaboration of medical educationalists who gather evidence to support educational interventions and make recommendations for good practice, has been a welcome advance. In 1999 the BMJ issued guidelines for evaluating papers on educational interventions.8 Medical education journals, including Medical Education9 and Medical Teacher10 have also asked for greater rigour in educational research.

Early last year the BMJ started a new section called Learning in Practice.11 The section aims to break down barriers between educationalists and clinicians, facilitate understanding of challenges in medical education, and stimulate those involved in teaching to think critically about how they do it.

Interesting and innovative educational initiatives are undoubtedly abundant, and we would like to encourage more submissions for the Learning in Practice section.8 To help further understanding of medical education and the many changes that are taking place, we are introducing a new page entitled "What the educators are saying" (p 1393). This will highlight important and interesting publications from the medical education literature. The aim is to ensure both an international perspective and to cover undergraduate and postgraduate issues.

Medical education is in the midst of a revolution and the pace is unlikely to slacken. There is an urgent need to monitor this new international culture in medical education, learn from each other’s experiences, and establish evidence for best practice.

Sumário (português)  :

Comentários :

Argument (français) :

Argument (English):

Argumento (português):

Palavras-chaves :

➡ formação das parteiras ; história, sociologia ; ética ; parteira

Autor da esta ficha :

Cécile Loup — 18 Dec 2003
➡ última atualização : Bernard Bel — 01 Dec 2007

Discussão (exibir apenas português)
 
➡ Reservado para usuários identificados



 Li a carta de discussões e aceito as condições (leia as diretrizes)

barre

Efectuar uma nova consulta especialista --- Outro pedido simples

Criação de uma ficha --- Importar registros

Gerenciamento de usuários --- Fazer backup do banco de dados --- Contato

bar

Esta base de dados é gerida pela Alliance francophone pour l'accouchement respecté (AFAR, https://afar.info)
filiados Collectif interassociatif autour de la naissance (CIANE, https://ciane.net).
Ele é alimentado pelas contribuições de voluntários interessados ​​em compartilhar informações científicas.
Se você aprovar este projeto, você pode nos ajudar de várias maneiras:
(1) tornar-se um colaborador com base nisso, se você tem um pouco experiência na literatura científica
(2) ou apoio financeiro AFAR (veja abaixo)
(3) ou tornar-se um membro da AFAR (ou outra associação afiliada à CIANE).
Faça login ou crie uma conta para seguir as alterações ou se tornar um editor.
Contato afar.association(arobase)gmail.com para mais informações.

Valid CSS! Valid HTML!
Doar para a AFAR (clique em “Faire un don”) nos ajudará a manter e desenvolver sites e bancos de dados
públicos para o apoio das decisões informadas dos pais e cuidadores com relação ao parto