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Journal articles on the topic 'Medical educatio'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Moliner García, Odet, Auxiliadora Sales Ciges, Manuel J. Cotrina Garcia, and Mayka García García. "Escuela y comunidad: factores y recursos que favorecen la inclusión educativa del alumnado con enfermedades raras." Educatio Siglo XXI 41, no. 3 (2023): 171–92. http://dx.doi.org/10.6018/educatio.566551.

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This paper analyses the relationship bet- ween community actors and the mobilization of environmental resources as factors operating in favor of the socio-educational inclusion of students with rare diseases. The research questions that guide our study are: what are the key factors favoring collaborative relationships between schools enrolling students with rare diseases (RDD) and their communities and systems?; what community resources contribute to the inclusion of students with RDD?; what are the key factors favoring the inclusion of students with RDD?; and what are the key factors contribu

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2

Shinde, Kushal, Pallavi Divekar, and Anam S. Farooqy. "Assessment of Awareness and Knowledge of Blood Borne Infection Control among Undergraduates in the C.S.M.S.S Dental College & Hospital, Chh. Sambhajinagar - A Questionnaire-Based Cross Sectional Study." International Journal of Health Sciences and Research 14, no. 10 (2024): 367–77. http://dx.doi.org/10.52403/ijhsr.20241039.

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Introduction: Centers for Disease Control and Prevention (CDC) reports enlighten us about the cardinal fact that around 5.6 million healthcare providers globally are put at risk of occupationally contracting blood borne pathogens namely human immunodeficiency virus (HIV), hepatitis B virus (HBV), hepatitis C virus (HCV), and others. Focus of this study is to determine the cognizance level of blood-borne infection control (IC) amidst C.S.M.S.S undergraduate dental students. Materials and methods: A survey using a questionnaire with 18 questions was conducted from July to September 2024. This wa

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3

Filho, Venâncio Pereira Dantas, and Flávio César Sá. "Ensino médico e espiritualidade." O Mundo da Saúde 31, no. 2 (2007): 273–80. http://dx.doi.org/10.15343/0104-7809.200731.2.15.

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4

Vojvodic-Hernández, Iván. "El profesionalismo y la educación médica." Horizonte Médico (Lima) 23, no. 2 (2023): e2353. http://dx.doi.org/10.24265/horizmed.2023.v23n2.00.

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5

Thomann, Ursula Gubler. "Education in Occupational Therapy: The Transition to the Academic Level. Changing the Professional Identity of Occupational Therapists in Switzerland." Journal of Medical Science 88, no. 4 (2019): 235–43. http://dx.doi.org/10.20883/medical.398.

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The aim of the article is to summarise the development of the teaching and training programme for occupational therapy in the German part of Switzerland over the years 2006-2019. As the responsible program director and project manager in the transition from higher education to an academic level, the author of this article was strongly involved in changing the professional identity of occupational therapists in Switzerland. The following text presents her personal overview of this transition. The main focus lies on education, the change process and how academisation has gradually changed the cu

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Wang, Haiyong, Jing Ma, Yong Li, et al. "Building Medical Law Education for Medical Graduate in China." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (2016): 792–95. http://dx.doi.org/10.21276/sjahss.2016.4.7.7.

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7

Becerra, Jesús Dueñas. "Book Notes on Medical Education." Psychology & Psychological Research International Journal 8, no. 1 (2023): 1. http://dx.doi.org/10.23880/pprij-16000325.

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Dr. Humberto Mendoza Rodríguez, professor at the University of Medical Sciences of Havana, is the author of the book Notes on medical education, published by the Editorial Ciencias Médicas of Havana, where he summarizes his vast teaching-educational experience in the field of higher medical education (undergraduate and postgraduate).

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Kutty, Dr Bindu M. "Orchestrating Research with Medical Education." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 06, no. 2 (2016): 42–43. http://dx.doi.org/10.58739/jcbs/v06i2.8.

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India is known for its educational prowess since ancient times and is considered as the seat of few of the oldest universities in the world. However, with this unmatchable herit-age and deference in the area of higher educa-tion worldwide, India is yet to make an impact on global education scenario qualitatively. India now has over six hundred degree award-ing institutions, whereas in 1950 there were just 30 and the institutions affiliated to these were 695. Currently, the numbers of universi-ties / higher learning centers have grown to nearly 700 with affiliated and constituent in-stitutions

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9

Sutrisno, Sutrisno, Edy Soesanto, Indanah Indanah, Yulisetyaningrum Yulisetyaningrum, and Devanda Faiqh Albyn. "Faktor-Faktor Yang Menyebabkan Burnout Pada Pekerja Lepas Pantai (Offshore)." Medical : Jurnal Kesehatan dan Kedokteran 1, no. 1 (2024): 47–61. https://doi.org/10.69836/medical-jkk.v1i1.82.

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Background: The major impact of burnout on overseas workers, such as inadequate physical and psychological working conditions, has been proven to be associated with adverse health outcomes among workers, including the emergence of various diseases, increased stress levels, reduced concentration which can lead to the occurrence of work accidents which end in decreased productivity. This impact is a small part of the concept of Occupational Diseases (PAK) which is one of the pillars of Occupational Health and Safety. Objective: to find out the factors that cause burnout in offshore workers. Meth

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10

Nava Espinosa, Roberto. "El pase de visita en la enseñanza médica: reflexión desde la Teoría de la Actividad." Investigación en Educación Médica 30, no. 2 (2019): 119–20. http://dx.doi.org/10.22201/facmed.20075057e.2019.30.18163.

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El pase de visita es una actividad donde se conjuntan procesos docentes y asistenciales alrededor de la atención a pacientes hospitalizados. Representa el momento ideal para el aprendizaje del método clínico, ya que existe una interacción entre médicos expertos con novatos en medicina. No obstante, a pesar de ser un acto cotidiano, no suele tener una dinámica homogénea, ya que cada médico la desarrolla a su libre elección. Tampoco los procesos que ahí se desarrollan suelen llevarse de la mejor manera. Una mirada desde la óptica de la Teoría de la Actividad puede ayudar a comprender lo que ahí

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11

Pakkala, Amrith, and Ashwini K. Shetty. "Mentorship program in Medical College: An effective tool in medical education." Annals of Advance Medical Sciecnes 2, no. 1 (2018): A27–30. http://dx.doi.org/10.21276/aams.1971.

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12

Velásquez-Sánchez, Israel Arturo, and Javier G. Di Carlo. "Inteligencia artificial en la educación médica: una experiencia de aprendizaje como estudiante de medicina." Revista de Evidencia, Investigación y Educación en Salud 1, no. 1 (2025): 27–31. https://doi.org/10.62640/reies2516or.

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RESUMEN Introducción: la inteligencia artificial (IA) se ha convertido en una herramienta digital clave en la enseñanza de la medicina y obliga a que los alumnos desarrollen habilidades y competencias en salud digital. Objetivo: describir la experiencia al utilizar la herramienta de IA llamada NotebookLM de Google para analizar y redactar un escrito sobre un tema en específico. Material y métodos: se empleó la IA NotebookLM. Se eligió un artículo sobre el ritmo circadiano y sus trastornos, y se le dieron instrucciones precisas para evaluar el manuscrito. Asimismo, se le solicitó que formulara

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13

Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (2018): 1134–37. http://dx.doi.org/10.29309/tpmj/18.4675.

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14

Lizaraso Caparó, Frank. "Nuevas herramientas de comunicación favorecen la enseñanza médica." Horizonte Médico (Lima) 14, no. 2 (2014): 4–5. http://dx.doi.org/10.24265/horizmed.2014.v14n2.01.

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15

Ching-Shiang Chi, Ching-Shiang Chi. "Medical Education in COVID-19 Pandemic." 童綜合醫學雜誌 16, S (2022): 001–3. http://dx.doi.org/10.53106/20713592202209160s001.

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<p>Clinical medicine is an essential part of medical education for clerkships, internships, and continuous education for PGY 1 and PGY 2. It is also a foundation for high-quality healthcare services. Across all medical fields, quality training has been shown to be a key element in improving patient outcomes. It is important for medical students to assume roles that allow them to be involved in patient care in a clinical setting. Since the outbreak of the COVID-19 pandemic in 2019, all medical education systems were disrupted globally. Many students and learners worldwide were unable to g

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16

Bhaskaran, Ashokan, Paul Bhaskar Jyoti, Saha Pijush, Domnic Inbaraj Susai, and Bhaskaran Mohana. "Simulation-Based Medical Education: A Boon for Medical Students? - An Integrative Review." JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 13, no. 3 (2023): 67–75. http://dx.doi.org/10.58739/jcbs/v13i3.23.5.

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Simulation is a synthetic representation of a real-world process with sufficient reliability to facilitate learning through contemplation and practice without the hazard, innate in a real-life experience. Nowadays, simulation is a useful accompaniment to medical education as pre-exposure to necessary clinical skills as exposure in the real clinical setting may be insufficient. Clinical skills and performance are considered core proficiency and are crucial to the professionals. This can enable the students to familiarize themselves with patient examination and hands-on- training by using models

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17

Olvera López, Adriana. "Aportaciones de la Teoría Fundamentada a la investigación en educación médica." Investigación en Educación Médica 27, no. 3 (2018): 82–88. http://dx.doi.org/10.22201/facmed.20075057e.2018.27.1894.

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18

Nair, Deepa Sanjeev, Madhura Y. Bedekar, Meena J. Agrawal, and Anagha M. Gupte. "Effectiveness of Teaching Aids in Medical Education." Annals of Applied Bio-Sciences 4, no. 1 (2017): A58—A61. http://dx.doi.org/10.21276/aabs.2017.1358.

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19

P, Padmanabhan, and Kowale A.N. "Current Medical Education -A Bird’s Eye View." International Journal of Clinical and Medical Education Research 3, no. 1 (2024): 01–08. http://dx.doi.org/10.33140/ijcmer.03.01.01.

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India has a rich tradition of imparting education in Medicine since the ancient times; which has evolved over the years. As the years progressed several reforms in medical education have been made until recently the Competency Based Medical Curriculum (CBME) has been introduced in the medical colleges in India. Although CBME has been the framework of medical education in Western countries such as Canada, US, UK it has been adopted from 2019-20 onwards in India. This curriculum of Medical Education has goals to create “Indian Medical Graduate” (IMG) with a set of roles expected to be fulfilled

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20

Hasan, Dr Najmul. "OPEN PEDAGOGY AND PRACTICES IN MEDICAL EDUCATION." Era's Journal of Medical Research 10, no. 2 (2023): 105–10. http://dx.doi.org/10.24041/ejmr2023.46.

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Practice in medical education via open pedagogy is very useful in improving the knowledge of physicians and as well as students. In medical education system (CME) Continuing Medical Education is the specified form of program which supports continuing education in a broad spectrum of medical field. (CME) helps to maintain the standard of learning and developing ideas of medical field. There are many activities which takes place under the (CME) like-online events, publications, online programs, audio programs, video programs and other E-learning media activities. There are many programs which ar

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21

Abduganovna, Maksumova Munira. "Medical biology as a basis for medical education: pedagogical approaches and modern technologies." International Journal of Pedagogics 5, no. 2 (2025): 152–54. https://doi.org/10.37547/ijp/volume05issue02-40.

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The article is devoted to the role of medical biology in the medical education system and its impact on the training of future specialists. The key disciplines of medical biology, such as cell biology, molecular biology and medical genetics, and their importance for the formation of clinical thinking in students are considered. Particular attention is paid to pedagogical approaches that use modern educational technologies for effective mastering of complex biological concepts. The article also discusses innovative teaching methods, such as simulations, virtual laboratories and online courses,

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22

C. Hughes, Virginia. "The Medical Diagnostics Major: Gateway to Medical School and Physician Assistant School." American Journal of Educational Research 10, no. 5 (2022): 361–70. http://dx.doi.org/10.12691/education-10-5-13.

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23

Vázquez Martínez, Francisco Domingo. "Educación médica participativa y la atención a la salud como derecho." Investigación en Educación Médica 27, no. 3 (2018): 91. http://dx.doi.org/10.22201/facmed.20075057e.2018.27.1775.

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24

Fernandes, Elvis Praxedes. "Uma ferramenta para gerenciar a formação humanística do estudante de medicina." O Mundo da Saúde 34, no. 3 (2010): 389–94. http://dx.doi.org/10.15343/0104-7809.20103389394.

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25

Kim, Yura, та Keunmi Lee. "의학교육에서 내러티브 가능성 탐구". Journal of Narrative and Educational Research 7, № 1 (2019): 141–57. http://dx.doi.org/10.25051/jner070106.

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26

葉怡君, 葉怡君, 黃美鳳 Yi-Chun Yeh та 陳正生 Mei-Feng Huang. "勝任能力為導向的精神科專科醫師教育與訓練". 醫療品質雜誌 16, № 1 (2022): 070–75. http://dx.doi.org/10.53106/199457952022011601011.

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27

Utkurkhodzhaevna, Kattakhodzhaeva Dinara, Islamova Shokhista Abdikhalilovna, Ibragimova Gulzira Dzhanabaevna, and Tulyaganova Shakhzoda Ravshanovna. "ANATOMY AS A BASIC SCIENCE IN MEDICAL EDUCATION." International Journal of Advance Scientific Research 4, no. 10 (2024): 60–65. http://dx.doi.org/10.37547/ijasr-04-10-09.

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Human anatomy is a fundamental subject of medical education, knowledge of which is necessary for the professional training of doctors of any specialty. It is the first step in the formation of clinical thinking. A doctor who does not know anatomy is helpless in practical actions, unconvincing in judgments, and cannot fully analyze examination data.

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28

Boieva, S. S. "Advancements in medical education: emerging aspects and innovations." Preventive Medicine. Theory and Practice 2, no. 6 (2024): 25–31. http://dx.doi.org/10.61948/prevmed-2024-2-25.

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T he landscape of medical education is indeed in a state of profound transformation, spurred by emerging aspects and innovative approaches that are responsive to the ever-evolving demands of the healthcare sector. This comprehensive review delves into the contemporary trends within medical education, emphasizing the integration of various elements such as technology, interprofessional education, personalized learning, telemedicine, ethics and professionalism education, global health education, and wellness and resilience initiatives. These advancements serve a multifaceted purpose, aiming to e

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29

Shamim, Shahid, and Syed Jaffar i. Abbas Zaid. "Undergraduate Medical Education in the Post Covid Era." Annals of Jinnah Sindh Medical University 8, no. 1 (2022): 1–2. http://dx.doi.org/10.46663/ajsmu.v8i1.1-2.

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The healthcare contingency due to COVID-19 compelled social distancing measures that drastically altered day-to-day education delivery. The education of healthcare professionals was affected the most as they specifically require students to work collaboratively and closely with the patients. However, within this turmoil, the pandemic provided opportunities for institutes, faculty, and students to develop innovative methods for achieving their learning outcomes through virtual or remote learning. Thereby, in several institutes, faculty and students adapted to the virtual or remote learning meth

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Kazımov, M. A., and V. M. Kazımova. "TİBB TƏHSİLİ DÖVRÜNDƏ TƏLƏBƏLƏRİN ADAPTASİYA FUNKSİYALARININ ÖYRƏNİLMƏSİ." Azerbaijan Medical Journal, no. 1 (March 19, 2025): 127–32. https://doi.org/10.34921/amj.2025.1.022.

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Məqalədə təhsilalma dövründə tələbələrin adaptasiya ehtiyatlarının vəziyyətinin öyrənilməsi və gigiyenik qiymətləndirilməsi məqsədilə aparılmış tədqiqat işi haqqında məlumat verilmişdir. Tibb universitetinin I, II və V kurs tələbələrinin tədris şəraitlərinə adaptasiya vəziyyətinin öyrənilməsi üçün tədqiqata 196 nəfər tələbə, o cümlədən I kursdan 83 nəfər (26 oğlan, 57 qız), II kursdan 52 nəfər (24 oğlan, 28 qız), V kursdan isə 61 nəfər (22 oğlan, 39 qız) cəlb edilmişdir. Orqanizmin adaptasiya ehtiyatlarını əks etdirən əmsalları (həyat əmsalı – HƏ və kardiorespirator əmsal – KRƏ) hesablamaq üçü

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31

D, Raja. "Levelling Up Medical Education: The Power of Gamification." Chettinad Health City Medical Journal 14, no. 01 (2025): 1–3. https://doi.org/10.24321/2278.2044.202501.

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32

Kandi, Venkataramana. "Are Medical Graduates Adequately Trained? A Critical Viewpoint on Factors Influencing Medical Education in India." American Journal of Educational Research 13, no. 1 (2025): 29–37. https://doi.org/10.12691/education-13-1-4.

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33

Matheson, Gordon O. "Medical Education." Physician and Sportsmedicine 27, no. 9 (1999): 5. http://dx.doi.org/10.3810/psm.1999.09.989.

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Brasileiro, Geraldo. "Medical education." Autopsy and Case Reports 3, no. 4 (2013): 1–3. http://dx.doi.org/10.4322/acr.2013.032.

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Hossain, M. Amir, and Shahena Akter. "Medical Education." Journal of Chittagong Medical College Teachers' Association 24, no. 1 (2013): 1–4. http://dx.doi.org/10.3329/jcmcta.v24i1.57740.

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Course of study requirers to educate a legally qualified and licensed practitioner of medicine, concerned with maintaining or restoring human health through the study, diagnosis and treatment of disease and injury, through the science of medicine and the applied practice of that science. Medical education and envisions the production of physicians sensitive to the health needs of their country, capable of ministering to those needs, and aware of the necessity of continuing their own education. It also develops the methods and objectives appropriate to the study of the still unknown factors tha

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36

Fan, Angela Pei-Chen. "Medical Education." Chinese Education & Society 47, no. 3 (2014): 4–5. http://dx.doi.org/10.2753/ced1061-1932470300.

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Bhattacharya, Abir K. "Medical education." Indian Journal of Otolaryngology and Head and Neck Surgery 46, no. 3 (1994): 164–66. http://dx.doi.org/10.1007/bf03048558.

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38

Whelan, Greg. "Medical education." Medical Journal of Australia 150, no. 9 (1989): 532. http://dx.doi.org/10.5694/j.1326-5377.1989.tb136644.x.

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39

Salmon, J. Warren. "Medical Education." Journal of Health Politics, Policy and Law 11, no. 3 (1986): 541–45. http://dx.doi.org/10.1215/03616878-11-3-541.

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Stemmler, E. J. "Medical education." Academic Medicine 63, no. 2 (1988): 81–7. http://dx.doi.org/10.1097/00001888-198802000-00001.

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Cooles, P. "Medical education." BMJ 306, no. 6869 (1993): 66. http://dx.doi.org/10.1136/bmj.306.6869.66-a.

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Roberts, G. "Medical education." BMJ 306, no. 6869 (1993): 66. http://dx.doi.org/10.1136/bmj.306.6869.66-b.

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Olsburgh, B. "Medical education." BMJ 306, no. 6869 (1993): 66. http://dx.doi.org/10.1136/bmj.306.6869.66-c.

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Philp, I., V. Pomeroy, C. Gallagher, A. Adams, and C. Griffiths. "Medical education." BMJ 306, no. 6875 (1993): 455. http://dx.doi.org/10.1136/bmj.306.6875.455-a.

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Marsh, F. P. "Medical education." BMJ 306, no. 6875 (1993): 455. http://dx.doi.org/10.1136/bmj.306.6875.455-b.

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Taylor, R. J. "Medical education." BMJ 306, no. 6875 (1993): 455. http://dx.doi.org/10.1136/bmj.306.6875.455-c.

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Dewart, R. J., and M. Elstein. "Medical education." BMJ 306, no. 6875 (1993): 455–56. http://dx.doi.org/10.1136/bmj.306.6875.455-d.

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Plummer, B. "Medical education." BMJ 306, no. 6875 (1993): 456. http://dx.doi.org/10.1136/bmj.306.6875.456.

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Harvey, J. "Medical education." BMJ 306, no. 6875 (1993): 456. http://dx.doi.org/10.1136/bmj.306.6875.456-a.

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Walker, J. D. "Medical education." BMJ 306, no. 6875 (1993): 456. http://dx.doi.org/10.1136/bmj.306.6875.456-b.

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