Aprimoramento

pessoal Aprimoramento do curso Integrao do trip da universidade

 Monitoria

no Laboratrio de Habilidades Medicina e Arte. Atividade de Medicina Baseada em Evidncias.

 Habilidades

que no so ensinadas constantemente durante o curso Habilidades que NO SO APRENDIDAS DURANTE O CURSO.

 Teaching

non-technical skills for critical incidents: Crisis resource management training for medical students]. Anaesthesist. 2009 Krger A, Gillmann B, Hardt C, Dring R, Beckers SK, Rossaint R.

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 medical education. A crisis resource management (CRM) training was established for 4th to 6th year medical 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's CRM concept. The training consisted of theoretical and practical parts (3 simulation scenarios with debriefing). Students' self-assessment before and after the training provided the 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 being 1.4 (1: best, 6: worst). After the course students felt significantly more confident when facing incidents 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 resource management issues and motivates them to develop non-technical skills.

 The

effect of undergraduate education in communication skills: a randomised controlled clinical trial. Eur J Dent Educ 2008 Haak R, Rosenbohm J, Koerfer A, Obliers R, Wicht MJ.

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 basic communication skills. The test group practised dentist-patient communication skills in small groups with role-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) all students conducted two interviews with simulated patients. The encounters were rated using a 10-item checklist 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 skills improved significantly (Delta = +14.9; P = 0.004), whereas in the control group no accretion of practical communication 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 in communication skills improved the practical competence in dentist-patient interaction.

 Learning

to look: developing clinical observational skills at an art museum. Med Educ 2001 Bardes CL, Gillers D, Herman AE.

Abstract CONTEXT: Clinical diagnosis involves the observation, description, and interpretation of visual information. These skills are also the special province of the visual arts. We describe an educational collaboration between a medical school and an art museum, designed for the purpose of developing student skills in observation, description, and interpretation. 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 in observation, but also in developing increased awareness of emotional and character expression in the human face.

 The

art of observation: impact of a family medicine and art museum partnership on student education. Fam Med 2006 Elder NC, Tobias B, Lucero-Criswell A, Goldenhar L.

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 for second-year medical students titled the "Art of Observation" (AOO). To evaluate the course's effect on clinical 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 memorable experience, the course's influence on the doctor-patient relationship, usefulness during clinical years of medical school, and skills unique to AOO. The anonymous data were analyzed qualitatively, coding the responses 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 to achieve 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 the AOO. CONCLUSIONS: This collaboration between a department of family medicine and an art museum produced a course that facilitated observational skills used in successful doctor-patient relationships.

 Formal

art observation training improves medical students' visual diagnostic skills. J Gen Intern Med. 2008 Naghshineh S, Hafler JP, Miller AR, Blanco MA, Lipsitz SR, Dubroff RP, Khoshbin S, Katz JT.

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 unbiased observation. 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 and pre- 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 for those 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.

 To

see or not to see: how visual training can improve observational skills. Clin Dermatol. 2011 Braverman IM.

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