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Littérature scientifique sur le sujet « Studenti medicina »

Auteur : Grafiati

Publié le 9 mars 2023

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Articles de revues sur le sujet "Studenti medicina"

Forti Messina, Anna Lucia. « Studenti e laureati in medicina a Pavia nell'Ottocento preunitario ». Mélanges de l'Ecole française de Rome. Moyen-Age, Temps modernes 97, n^o 1 (1985) : 489–530. http://dx.doi.org/10.3406/mefr.1985.2811.

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Ragazzoni, MD, Luca, Pier Luigi Ingrassia, MD, PhD, Gianluca Gugliotta, MD, Marco Tengattini, MD, Jeffrey Michael Franc, MD, FCFP.EM et Francesco Della Corte, MD. « Italian medical students and disaster medicine : Awareness and formative needs ». American Journal of Disaster Medicine 8, n^o 2 (1 avril 2013) : 127–36. http://dx.doi.org/10.5055/ajdm.2013.0119.

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Objective: Over the last century, the number of disasters has increased. Many governments and scientific institutions agree that disaster medicine education should be included in the standard medical curriculum. Italian medical students’ perceptions of mass casualty incidents and disasters and whether—and if so to what extent—such topics are part of their academic program were investigated.Design, setting, and participants: A Web-based survey was disseminated to all students registered with the national medical students’ association (Segretariato Italiano Studenti Medicina), a member of the International Federation of Medical Students’ Associations. The survey consisted of 14 questions divided into four sections.Results: Six hundred thirty-nine medical students completed the survey; 38.7 percent had never heard about disaster medicine; 90.9 percent had never attended elective academic courses on disaster medicine; 87.6 percent had never attended nonacademic courses on disaster medicine; 91.4 percent would welcome the introduction of a course on disaster medicine in their core curriculum; and 94.1 percent considered a knowledge of disaster medicine important for their future career.Conclusions: Most of the students surveyed had never attended courses on disaster medicine during their medical school program. However, respondents would like to increase their knowledge in this area and would welcome the introduction of specific courses into the standard medical curriculum.

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OLIVEIRA, Maria Verônica Araújo de Santa, et Rafaela Alves PACHECO. « Saber é sentir, sentir é saber : O ponto de partida do LABSensi ». INTERRITÓRIOS 5, n^o 9 (9 décembre 2019) : 155. http://dx.doi.org/10.33052/inter.v5i9.243607.

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RESUMO Este artigo tem por objetivo resgatar o processo histórico que levou à criação, estruturação e organização do Laboratório de Sensibilidades do Curso de Medicina da UFPE/CAA. Iremos apresentar os questionamentos e referenciais teóricos e metodológicos que nos inspiraram para sua concepção. Partimos da crítica do alijamento da sensibilidade nos processos educativos em decorrência da hegemonia da racionalidade instrumental. Dentre suas consequências, evidenciam-se a estruturação de práticas questionáveis eticamente e impactos na saúde dos estudantes e profissionais de saúde. Buscamos, então, a construção de um espaço pedagógico para a incorporação do sensível no ensino de medicina através de estratégia multifacetada. Orientamo-nos pelas DCNs de Medicina, Medicina Centrada na Pessoa, visão holística do ser humano e do processo de ensino aprendizagem a partir da complexidade. Utilizamos metodologias ativas, vivências corporais e artísticas na construção coletiva, crítica e criativa de conhecimentos sensíveis visando a autonomia dos estudantes no desenvolvimento de habilidades clínicas. Educação Médica. Educação Sensível. Corporeidade. Sensibilidade. Habilidades clínicas.Knowing is feeling, feeling is kwnowing: LABSENSI’s starting pointABSTRACTThis article aims to rescue the historical process that led to the creation, structuring and organization of UFPE / CAA’s Medical School Laboratório de Sensibilidade (Sensitivity Laboratory). We will present the theoretical and methodological questions and references that inspired its conception. The starting point is our critique of thesensitivity avoidance in educational processes due to hegemony of the instrumental rationality. Among its consequences, we can put in evidence ethically questionable structuring practices and health impacts on students and healthcare professionals. By teaching medicine through a multifaceted strategy, we seek the construction of a pedagogical space for incorporation of the sensitive. We are guided by the Medicine’s National Curriculum Guidelines, Person Centered Medicine, holistic view of the human being and complexity-based teaching learning process. We use active methodologies, body and artistic experiences in collective construction, critical and creative sensible knowledge aiming students’ autonomy in the clinical skills’ development.Medical education. Sensible education. Corporeity. Sensibility. Clinical skills.Conoscere è sentire, sentire è conoscere: il punto di partenza di LABSensiRIASSUNTOQuesto articolo vorrebe presentare il processo storico che ha portato alla creazione, alla strutturazione e all'organizzazione del Laboratorio di Sensibilità del corso di medicina de la Universitá Federal de Pernambuco, Caruaru, Brasile. Presenteremo le domande e i riferimenti teorici e metodologici che ci hanno ispirato per la sua concezione. Partiamo dalla critica dell'eliminazione della sensibilità nei processi educativi dovuta all'egemonia della razionalità strumentale. Tra le sue conseguenze c'è la strutturazione di pratiche eticamente discutibili e impatti sulla salute di studenti e professionisti della salute. Cerchiamo quindi la costruzione di uno spazio pedagogico per l'incorporazione del sensibile nell'insegnamento della medicina attraverso una strategia poliedrica. Siamo guidati dai DCN della medicina, dalla medicina centrata sulla persona, dalla visione olistica dell'essere umano e dal processo di insegnamento che apprende dalla complessità. Usiamo metodologie attive, esperienze corporee ed artistiche nella costruzione collettiva, critica e creativa di conoscenze sensibili che mirano all'autonomia degli studenti nello sviluppo delle abilità cliniche.Educazione Medica. Educazione Sensibile. Corporeità. Sensibilità. Abilità Cliniche.Saber es sentir, sentir es saber: el punto de partida de LABSensi RESUMENEste artículo tiene como objetivo rescatar el proceso histórico que condujo a la creación, estructuración y organización del Laboratorio de Sensibilidad de la Facultad de Medicina de la UFPE / CAA. Presentaremos las preguntas y referencias teóricas y metodológicas que nos inspiraron para su concepción. Partimos de la crítica a la eliminación de la sensibilidad en los procesos educativos debido a la hegemonía de la racionalidad instrumental. Entre sus consecuencias está la estructuración de prácticas e impactos éticamente cuestionables en la salud de los estudiantes y profesionales de la salud. Buscamos, entonces, la construcción de un espacio pedagógico para la incorporación de lo sensible en la enseñanza de la medicina a través de una estrategia multifacética. Nos guiamos por los DCN de medicina, la medicina centrada en la persona, la visión holística del ser humano y el proceso de enseñanza que aprende de la complejidad. Utilizamos metodologías activas, experiencias corporales y artísticas en la construcción colectiva, crítica y creativa de conocimiento sensible con el objetivo de la autonomía de los estudiantes en el desarrollo de habilidades clínicas. Educación médica Educación sensible. Corporeality. Sensibilidad Habilidades clínicas

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Ciliberti, Rosagemma, Chiara Bonzano, Paolo Petralia, Luca Lalli, Marta Licata, Franco Manti et Alessandro Bonsignore. « Survey condotta tra gli studenti di Medicina e quelli di Scienze Sociali sulla donazione del corpo a fini di ricerca e didattica ». Medicina e Morale 70, n^o 4 (21 décembre 2021) : 387–408. http://dx.doi.org/10.4081/mem.2021.947.

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La legge italiana n. 10 febbraio 2020 “Norme in materia di disposizione del proprio corpo e dei tessuti post mortem a fini di studio, di formazione e di ricerca scientifica” mira a valorizzare la volontarietà della donazione del corpo (DC). In questo contesto assume rilievo il dibattito etico sul tema della donazione e sul suo significato profondo che pone in relazione la beneficialità con una visione relazionale dell’autonomia. Allo stesso tempo, non si possono trascurare le forti valenze simboliche che vengono attribuite al corpo. L’attuazione pratica della DC richiede, quindi, una strategia formativa ampia, capace di sviluppare l’assunzione di responsabilità rispetto al presente e alle generazioni future. In considerazione dell’importante ruolo che i medici, le professioni sanitarie e quelle sociali possono assumere nel promuovere tale pratica, è stata condotta un’indagine diretta a fare emergere le conoscenze e le convinzioni, presenti in tale ambito, tra gli studenti appartenenti alla Scuola Scienze Mediche e Farmaceutiche (SMF) e quelli frequentanti la Scuola di Scienze Sociali (SSS), nonché ad analizzare eventuali fattori che possono influenzare la DC. L’indagine ha evidenziato importanti carenze informative e formative su temi inerenti la cura, la donazione e il rispetto delle persone. Tali carenze risultano particolarmente significative per gli studenti appartenenti alla SMF che, quali futuri medici, potranno costituire un riferimento fondamentale per la diffusione della DC. Investire risorse economiche e intellettuali sulla competenza etica degli studenti può risultare un fattore di grande rilievo affinché la DC si configuri come una scelta responsabile, consapevole ed effettivamente praticata.

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Fava, Francesca, et Giovanna Failla. « Il Laboratorio Teatrale dell'Università Campus Bio-Medico di Roma : dieci anni tra scienza, medicina e teatro ». WELFARE E ERGONOMIA, n^o 2 (février 2022) : 157–64. http://dx.doi.org/10.3280/we2021-002012.

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Il contributo evidenzia il ruolo didattico del Laboratorio Teatrale all'interno del piano formativo dell'Università Campus Bio-Medico di Roma attraverso la narrazione dei suoi primi dieci anni di vita (2011-2021). È analizzata la specificità didattica del Laboratorio Teatrale come formazione attiva, emotiva ed espressiva rivolta agli allievi, capace di promuovere la salute, il benessere e incentivare virtuosi processi di umanizzazione delle cure. Attraverso testimonianze di studenti, alumni e docenti che hanno partecipato ad alcune produzioni particolarmente significative, si evince come le pratiche teatrali abbiano saputo influenzare efficacemente la formazione umanistica degli allievi e come questa esperienza abbia creato coesione sociale e identità di gruppo, sulla vita universitaria e sulla comunità del Policlinico Universitario. In particolare, il laboratorio teatrale è stato in grado di: influenzare positivamente i determinanti sociali della salute, incoraggiare comportamenti di promozione della salute, sviluppare l'empatia e fornire una visione più ampia della salute e dell'assistenza clinica.

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Cipolli, Carlo, et Marco Poli. « L'insegnamento delle discipline psicologiche nei corsi di laurea in Medicina e Chirurgia : il contributo di Marcello Cesa-Bianchi ». RICERCHE DI PSICOLOGIA, n^o 1 (mai 2021) : 103–20. http://dx.doi.org/10.3280/rip1-2021oa11604.

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Marcello Cesa-Bianchi (1926-2018) è stato professore ordinario di Psicologia generale per 40 anni nella Facoltà di Medicina e Chirurgia dell'Università Statale di Milano. Una parte rilevante della sua attività istituzionale è stata indirizzata alla valorizzazione delle funzioni didattiche delle discipline psicologiche nellaformazione degli studenti dei corsi di laurea in Medicina e Chirurgia. Questo obiettivo è stato perseguito fin dagli anni '70, in parallelo con a) l'evoluzione delle competenze richieste ai nuovi medici dal nuovo approccio centrato sul paziente in medicina, b) l'incremento di complessità delle attività cliniche all'interno degli ospedali generali, c) l'armonizzazione dei corsi di studio per la formazione dei medici come presupposto per la loro libera circolazione negli stati aderenti alla Comunità (poi Unione) Europea.L'avvio di questo processo di armonizzazione, all'inizio degli anni '80, fornì l'opportunità di coordinare le indicazioni derivate da esperienze didattiche innovative realizzate in alcune facoltà mediche (in particolare, nelle Università di Milano Statale, Bologna, Napoli Federico II) e di presentarle alle commissioni ministeriali impegnate prima nella revisione dell'ordinamento didattico del Corso di Laurea in Medicina e Chirurgia nel 1986 (la cosiddetta Nuova Tabella XVIII) e nel suo adeguamento nel 1996, e poi al definitivo ordinamento, nell'ambito della generale riorganizzazione degli studi universitari disposta dal Decreto Legislativo n. 509 del 1999.Per stimolare le innovazioni nella didattica delle discipline psicologiche e la presentazione di proposte ufficiali per le modifiche degli ordinamenti didattici prima del Corso di Laurea in Medicina e Chirurgia e poi di tutti i corsi di laurea e laurea specialistica dell'area sanitaria Cesa-Bianchi promosse numerosi convegnia partire dal 1986 e la costituzione del Collegio dei docenti e ricercatori di discipline psicologiche nelle Facoltà di Medicina e Chirurgia nel 1993. Attraverso questo organismo vennero elaborate e presentate ufficialmente le proposte che hanno portato ad inserire definitivamente la psicologia generale tra le discipline per la formazione di base del medico e dei laureati delle professioni sanitarie, e la psicologia clinica tra le discipline caratterizzanti per gli stessi corsi di studio. Un risultato altrettanto importante e duraturo è stato l'inserimento di specifiche competenze professionali (comunicative relazionali) da acquisire attraverso le discipline psicologiche.

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Giardina, Simona, Pietro Refolo et Antonio G. Spagnolo. « Il sogno anatomico tra divieti e ostacoli ». Medicina e Morale 70, n^o 3 (8 novembre 2021) : 303–15. http://dx.doi.org/10.4081/mem.2021.943.

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Ampia letteratura internazionale è concorde nel ritenere che la dissezione anatomica sia insostituibile ai fini della formazione degli studenti di medicina e chirurgia. Tuttavia, così come accaduto in varie epoche della storia, persiste il problema della disponibilità di cadaveri. Recentemente anche l’Italia, colmando un vuoto normativo, si è dotata di una legge (Legge del 10 febbraio 2020, n. 10) materia di disposizione del proprio corpo e dei tessuti post mortem a fini di studio. L’obiettivo del presente contributo è quello di fornire brevi cenni storici sulla pratica della dissezione anatomica nel suo graduale sviluppo attorno ad un tema che è strettamente connesso, ossia il modo di concepire il corpo umano. Il fine ultimo è quello di sottolineare l’importanza che essa ha da sempre rivestito nella formazione medica presso le università italiane.

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Lanzo, Alessandra, Giuseppe Quintaliani et Anna Colaci. « Medici e pazienti sul web ». Giornale di Clinica Nefrologica e Dialisi 26, n^o 2 (25 juin 2014) : 192–95. http://dx.doi.org/10.33393/gcnd.2014.887.

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Il web 2.0 e i nuovi media stanno progressivamente facendo la loro comparsa in campo medico. Da più parti i feed RSS, i podcast, i blog, i wiki, i social network, le on-line community e i social media, grazie alla loro semplicità d'uso e alla rapidità con la quale si stanno diffondendo, vengono indicati come strumenti innovativi per la formazione di medici, operatori sanitari, infermieri e studenti di medicina e per il loro continuo aggiornamento. L'articolo illustra le applicazioni dei principali strumenti del web 2.0 e dei social media in nefrologia e come tali strumenti stiano trasformando il modo di aggiornarsi in rete dei medici, in particolare nefrologi, e dei sanitari tutti, oltre a sottolineare come la comunicazione stia diventando sempre più un sistema di management integrato. (Clinical_Management)

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Ingrassia, Pier Luigi, Luca Ragazzoni, Marco Tengattini, Luca Carenzo et Francesco Della Corte. « Nationwide Program of Education for Undergraduates in the Field of Disaster Medicine : Development of a Core Curriculum Centered on Blended Learning and Simulation Tools ». Prehospital and Disaster Medicine 29, n^o 5 (22 août 2014) : 508–15. http://dx.doi.org/10.1017/s1049023x14000831.

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AbstractIn recent years, effective models of disaster medicine curricula for medical schools have been established. However, only a small percentage of medical schools worldwide have considered at least basic disaster medicine teaching in their study program. In Italy, disaster medicine has not yet been included in the medical school curriculum. Perceiving the lack of a specific course on disaster medicine, the Segretariato Italiano Studenti in Medicina (SISM) contacted the Centro di Ricerca Interdipartimentale in Medicina di Emergenza e dei Disastri ed Informatica applicata alla didattica e alla pratica Medica (CRIMEDIM) with a proposal for a nationwide program in this field. Seven modules (introduction to disaster medicine, prehospital disaster management, definition of triage, characteristics of hospital disaster plans, treatment of the health consequences of different disasters, psychosocial care, and presentation of past disasters) were developed using an e-learning platform and a 12-hour classroom session which involved problem-based learning (PBL) activities, table-top exercises, and a computerized simulation (Table 1). The modules were designed as a framework for a disaster medicine curriculum for undergraduates and covered the three main disciplines (clinical and psychosocial, public health, and emergency and risk management) of the core of “Disaster Health” according to the World Association for Disaster and Emergency Medicine (WADEM) international guidelines for disaster medicine education. From January 2011 through May 2013, 21 editions of the course were delivered to 21 different medical schools, and 524 students attended the course. The blended approach and the use of simulation tools were appreciated by all participants and successfully increased participants’ knowledge of disaster medicine and basic competencies in performing mass-casualty triage. This manuscript reports on the designing process and the initial outcomes with respect to learners' achievements and satisfaction of a 1-month educational course on the fundamentals of disaster medicine. This experience might represent a valid and innovative solution for a disaster medicine curriculum for medical students that is easily delivered by medical schools.Table 1List of Modules and TopicsModuleTopics1. Introduction to disaster medicine and public health during emergencies- Modern taxonomy of disaster and common disaster medicine definitions- Differences between disaster and emergency medicine- Principles of public health during disasters- Different phases of disaster management2. Prehospital disaster management- Mass-casualty disposition, treatment area, and transport issues- Disaster plans and command-and-control chain structure- Functional response roles3. Specific disaster medicine and triage procedures in the- Mass-casualty triage definitions and principlesmanagement of disasters- Different methodologies and protocols- Patient assessment, triage levels and tags4. Hospital disaster preparedness and response- Hospital disaster laws- Hospital preparedness plans for in-hospital and out-hospital disasters with an all-hazard approach- Medical management for a massive influx of casualties5. Health consequences of different disasters- Characteristics of different types of disasters- Health impact of natural and man-made disasters- Disaster-related injury after exposure to a different disasters with an all-hazard approach6. Psychosocial care- Techniques to deal with psychic reactions caused by exposure to disaster scenarios- Treatment approaches to acute and delayed critical incident stress reactions7. Presentation of past disasters and public health emergencies, andCase study:review of assistance experiences- Haiti earthquake- Cholera outbreaks in Haiti- National and international disaster response mechanismIngrassiaPL, RagazzoniL, TengattiniM, CarenzoL, Della CorteF. Nationwide program of education for undergraduates in the field of disaster medicine: development of a core curriculum centered on blended learning and simulation tools. Prehosp Disaster Med. 2014;29(5):1-8.

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Giardina, Simona, Pietro Refolo et Antonio G. Spagnolo. « Il rito della lettura nella formazione del futuro medico : alcune riflessioni a partire dalla bedside library di Sir William Osler ». Medicina e Morale 70, n^o 2 (26 juillet 2021) : 195–203. http://dx.doi.org/10.4081/mem.2021.937.

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Facendo proprie le riflessioni della scrittrice iraniana Azar Nafisi (“La Repubblica dell’immaginazione”, 2015), secondo la quale la conoscenza immaginativa pragmatica e ispirandosi al grande medico William Osler (1849- 1919), bibliofilo appassionato, che stil una lista di testi classici che ogni futuro medico avrebbe dovuto leggere – la c.d. bedside library –, gli Autori sottolineano l’importanza dei libri classici per la crescita personale dei medici e per la loro competenza clinica. Anche Italo Calvino affermava che ci sono cose che solo la letteratura pu dare con i suoi mezzi specifici (Lezioni americane, 1988). La grande letteratura un ponte che consente il dialogo a prescindere dai reciproci mondi di appartenenza (universalit ); luogo dell’immedesimazione (empatia); porta alla luce gli archetipi del comportamento umano (risonanza etica). Su questi presupposti si basa l’idea di stimolare la lettura dei classici sin dal primo anno della formazione degli studenti di medicina nell’ambito delle Medical Humanities.

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Plus de sources

Thèses sur le sujet "Studenti medicina"

Turri, Rosamaria. « Gli studenti di medicina abusano di psicofarmaci ? / ». [S.l.] : [s.n.], 2002. http://www.stub.unibe.ch/html/haupt/datenbanken/diss/bestell.html.

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CORRIAS, DEBORAH. « "Ars medica" : dimensioni di personalità e percezione della professione medica in studenti di medicina ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/44800.

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A partire dal secolo scorso si assiste a un cambiamento cruciale del modello di riferimento medico, si passa da un modello definito biologico o disease centred a uno definito biopsicosociale o patient centred (Balint, 1957; Jaspers, 1953; Engel, 1977). Ciò che differenzia i due modelli è l’importanza attribuita alla relazione con il paziente, che diventa pertanto anche oggetto di formazione nelle facoltà mediche (Virzì, 2007). Alcune ricerche americane (Haidet, Dains, Paterniti, Hechtel, Chang, Tseng e Rogers, 2002; Hojat, Mangione, Nasca, Rattner; Erdmann, Gonnella e Magee; 2004) però sottolineano che a un avanzamento nel percorso universitario, corrisponde una diminuzione dell’importanza attribuita agli aspetti relazionali del rapporto con il paziente e dei livelli di empatia, che insieme alla motivazione costituiscono alcuni degli elementi che costituiscono dell’intelligenza emotiva (Goleman, 2005), impalcatura di qualsiasi relazione. Spesso questo cambiamento viene associato all’esperienza di tirocinio nei reparti ospedalieri (Neumann, Friedrich, Tauschel, Fischer, Wirtz, Woopen, Haramati e Scheffer, 2011) . Questo studio ha lo scopo di verificare se l’esperienza di tirocinio ha un’influenza sull’atteggiamento verso i pazienti anche negli studenti italiani di medicina, sui loro livelli di empatia e sulla motivazione a fare medicina. Il protocollo di ricerca è costituito da due questionari self report, il Jefferson Scale Physician Empathy (Hojat et al., 2001) e il Patient Pratictioner Orientation Scale (Krupat, 2000) e da una domanda aperta sul perché hanno scelto di fare medicina. La ricerca è suddivisa in due studi. Il primo studio è svolto su 326 studenti frequentanti il Corso di Laurea in Medicina e Chirurgia dell’Università degli Studi di Milano Bicocca: 190 studenti hanno compilato il questionario durante il secondo anno, quindi senza esperienza di tirocinio in reparto, mentre 136 studenti hanno aderito alla ricerca durante il quinto anno di corso, quindi avendo esperienza di reparto. Il secondo studio prevede un disegno longitudinale: 40 soggetti hanno compilato il questionario al secondo anno e successivamente al quarto anno. Per il primo studio è stata svolta un’analisi multipla lineare, per il secondo è stata applicata l’analisi del T-test. L’esperienza di tirocinio non sembra influire sulle dimensioni prese in esame in questo studio. Le femmine sono maggiormente empatiche e attribuiscono maggiore importanza agli aspetti relazionali nella comunicazione con i pazienti rispetto ai colleghi maschi. A differenza di quanto evidenziato dagli studi americani, l’esperienza di tirocinio non sembra influenzare le dimensioni analizzate. Questo fenomeno potrebbe essere messo in relazione con un atteggiamento funzionale dei tutori a cui questi studenti si riferiscono durante il tirocinio e anche con il fatto che hanno la possibilità di riflettere su questi aspetti già durante il secondo anno di corso.

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POZZI, CRISTINA. « LE METAFORE DELLA MEDICINA CINESE : IL PROCESSO DI TRASMISSIONE DELLA CONOSCENZA NELLE CLASSI DI STUDENTI INTERNAZIONALI DELLA BEIJING UNIVERSITY OF CHINESE MEDICINE ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/305238.

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La progressiva globalizzazione della medicina cinese ha moltiplicato le questioni già numerose riguardanti la sua origine e la sua efficacia, mettendo in discussione il modo in cui essa crea la sua tradizione e mantiene la sua integrità e autenticità culturale. Porsi l’interrogativo di come la medicina cinese possa preservare la sua essenza, la sua identità, contribuisce alla reificazione di questo sapere, portando a concepirlo come una conoscenza tradizionale che proviene da un passato antico e lontano, passivamente trasformata e standardizzata nell'incontro con la modernità. Quella che chiamiamo medicina tradizionale cinese è il risultato di un processo in continua evoluzione che coinvolge attori, tempi e luoghi ben definiti. Per comprendere appieno le dinamiche che concorrono nel plasmare la medicina tradizionale cinese, ho frequentato un corso di studi semestrale per studenti internazionali presso la Beijing University of Chinese Medicine. Tramite un’analisi dei processi comunicativi, sia espliciti che impliciti, che stanno alla base della trasmissione della conoscenza, e delle opacità e delle discrepanze che vengono a crearsi, nel presente lavoro di tesi ho cercato di mettere in luce il ruolo dell’analogia e della metafora nel permettere il passaggio di determinati concetti teorici dal sistema di pensiero che sta alla base della medicina cinese e quello degli studenti internazionali con una formazione biomedica. In questa analisi intendo mostrare, inoltre, come il sapere venga a costruirsi all’interno del rapporto tra i due sistemi di pensiero in questione in un continuo rimando ai concetti di modernità e tradizione, permettendo così di sottolineare quali siano le continuità con il passato e le innovazioni.
Chinese medicine is now a global phenomenon. Since it is spread internationally, questions about how Chinese medicine can maintain its integrity and cultural authenticity arose, especially in its encounter with biomedicine. This way of thinking contributes to the reification of Chinese medicine, viewed as traditional knowledge that comes from an ancient and distant past, passively transformed and standardized in the encounter with modernity. The transformation of Chinese medicine is the result of a concrete process that involves well defined actors and places. Attending a course for international student at Beijing University of Chinese Medicine, I took part in the learning process, analyzing the transmission of Chinese medicine to international students, observing how teachers organize lessons and evaluating the impact of these methods on the healing knowledge itself. Through an analysis of the communication processes, explicit and implicit, which are at the basis of the transmission of knowledge, and of the opacities and discrepancies that arise in this context, in this thesis I have tried to highlight the role of analogies and metaphors in allowing the passage of certain theoretical concepts from Chinese medicine to international students with a biomedical background. In this analysis, I also intend to show how knowledge is built within the relationship between the two systems of thought in question in a continuous reference to the concepts of modernity and tradition, thus allowing to underline what are the continuities with the past and the innovations.

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TAGLIABUE, LORENZO. « La formazione alla relazione degli studenti di medicina. Aspetti teorici, metodologici e di ricerca applicata ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/10349.

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The “patient centred” medicine empathizes the role of relationship and communication between physician and patient (Shorter, 1986; Mead e Bower, 2000). Teaching and learning clinical and communication skills are now recognized as essential components in medical school because they allow students to pay attention to their own emotions, attitudes and behaviour in response to specific situations (Smith, 2004; Benbassat e Baumal, 2005). Situated learning, role playing in particular, is widely adopted to foster self reflexivity in medical student (Vettore, 1996). The aim of this research is to inquire medical students’ communication style and if some dimensions affect it, in order to plan more useful training. 29 role playing are videotaped and then analysed through a small version of Roter’s Interaction Analysis System (RIAS) and Verona Network on Sequence Analysis. Then 21 role playing were linked with some questionnaires that investigate some personality dimensions. Data analysis show that students, that attended relational courses, have a patient oriented communication style. Finally empathy and clinical practice’ representation influence students’ communication style.

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Fasano, Francesco <1986&gt. « Farsi medico : storie di studenti nel mondo della biomedicina. Una ricostruzione dell'esperienza di formazione in Medicina attraverso le narrazioni dei giovani medici dell’Università di Udine ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/10676.

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Con questo studio mi propongo di indagare la formazione degli studenti di Medicina e Chirurgia dell’Università di Udine attraverso le narrazioni che alcuni di essi, appartenenti alla classe dei nati nel 1990, han voluto concedermi della propria esperienza all’interno dell’istituzione ospedaliera e universitaria. Come emerge dalle testimonianze, il percorso di studi a Medicina sembra organizzato ad arte per formare professionisti che possano inserirsi senza attrito negli ingranaggi del sistema sanitario nazionale. La formazione è segnata particolarmente dalla competizione tra gli studenti e da un senso costante di precarietà e insicurezza dovuto alla pressione degli esami incombenti e alla necessità di provare costantemente la propria abilità nello studio non solo ai docenti quanto soprattutto ai compagni. L’esperienza più spesso riferita dai miei interlocutori è quella di un’ansia angosciosa, costante e sine remedio, che viene accolta come parte integrante del palinsesto prestabilito di esperienze formative che compongono il curriculum studiorum: questa sofferenza accompagna l’ingresso dello studente al ‘mondo medico’, segnandone dapprima il corpo, il carattere e le posizioni e addomesticandone man mano l’immaginario. Il sollievo nel raccontare le proprie storie ha sottolineato come l’autonarrazione possa essere un potente strumento di rielaborazione di un periodo della vita che viene rappresentato quanto meno come traumatico da una buona percentuale di studenti interrogati. Questa tesi prova a dar voce ad una minoranza senza parole che vive una sofferenza inutile e pericolosa, e vuole suggerire la necessità di prendersi cura della salute (intesa come fisica, psichica, sociale e spirituale) del futuro personale sanitario affinché possa mettersi a servizio della comunità.

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BERSI, FRANCESCA MARIA. « Gestione e Prevenzione delle ferite da taglio e da punta in studenti di area sanitaria della Scuola di Scienze Mediche e Farmaceutiche dell’Università degli Studi di Genova ». Doctoral thesis, Università degli studi di Genova, 2021. http://hdl.handle.net/11567/1046133.

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Management and prevention of sharps and needlestick injuries in nursing students. Aim:Investigate the knowledge, the personal perception of risk and describe the epidemiology of sharps and needlestick injuries in nursing students during clinical placements developing a validated questionnaire. Design: a cross-sectional observational study. Methods: a self-administered questionnaire consisting of three sections (demographic data; injury epidemiology; and predictive factors of sharps and needlestick injuries) was developed. Data were collected between July 2018 - January 2019 from nursing students during their clinical placements. Content validity was assessed by a panel of experts, who scored each item on a 4-point Likert scale. This study followed the STROBE guidelines. Results: Of the 238 participants, 39% had been injured at least once with a sharp or a needle, of which 67.3% in the second year. A higher perception of ‘Personal exposure’ (4.06, SD 3.78) was reported by third-year students, whereas higher scores for ‘Perceived benefits’ of implementing preventive behaviours (13.63, SD 1.46) were reported by second-year students. Conclusion Our findings on the prevalence of sharps and needlestick injuries were in line with the literature. The questionnaire effectively investigated the epidemiology of occupational needlestick and sharps injuries, and knowledge and risk perception in nursing students.

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Carlsson, Patricia, et Marie Sjöstedt. « Ena dagen student nästa dag nyutexaminerad sjuksköterska ». Thesis, Kristianstad University College, Department of Health Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4519.

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Background: Every year about 4600 nurses are examined in Sweden. The work as a nurse is responsible and she is often working under time pressure. Aim: To describe nurse’s understandings about her professional role during her first year after the examination. Method: Systematic literature review, where 10 scientific articles were examined. Findings: Five categories were found: To be alone with the responsibility; To have insufficient knowledge in nursing; to experience time pressure; to develop a profession and become a member of the team; To feel satisfaction by being a nurse. Discussion: Newly examined nurses require support from experienced nurses during their first year. Time pressure caused stressful situations. To little time with each patients were frustrating for them. Conclusion: An important issue is to have support from a preceptor during the first year or to participate in a trainee program.

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Hagberg, Linda, et Janna Sjödahl. « Knowledge and experience of oral health among secondary school students in Zambia ». Thesis, Kristianstad University College, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4166.

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The aim of the study was to investigate the knowledge about oral health and the experience of

personal and professional oral care among secondary school students. The study consisted of

201 students in eleventh grade from one urban and one rural school in Livingstone and

Sesheke, Zambia. A questionnaire with 34 questions was handed out and collected by the

authors. The study showed a higher knowledge among the students from the urban area

compared to the rural. Most students had received information about oral diseases and oral

care, but a lower number was seen at the rural school. Parents and teachers were the principal

informants. A majority of the students used toothbrush and toothpaste on a daily basis, but

only a minor part of the group brushed at bedtime which is commonly recommended. Many

students had a daily intake of one to five meals, the study showed that females and urban

students had more frequent intakes compared to males and rural students. Almost half of the

students had visited a dentist, but a large number had experienced problems without seeking

care. The most common oral problem among the study population was toothache. Overall,

though the students had good oral habits and rather good knowledge a need for further

information was seen.

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Albrechtsson, Emy, et Emma Persson. « Utlandspraktik : en dans på rosor ? Ur ett studentperspektiv. / Practice abroad : a fairytale ? A student perspective ». Thesis, Kristianstad University College, Department of Health Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4927.

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Bakgrund: Högskolan Kristianstad ger sjuksköterskestudenter möjlighet att göra utlandspraktik. Sjuksköterskestudenter som gör utlandspraktik i ett utvecklingsland erfar upplevelser som påverkar studentens framtida profession, internationella perspektiv, personliga och intellektuella utveckling. Syfte: Syftet var att beskriva sjuksköterskestudenters upplevelser av att göra utlandspraktik i ett utvecklingsland som Sri Lanka. Metod: En kvalitativ empirisk studie genomfördes som grundades på subjektiva dagboksanteckningar i berättelseform. Datainsamlingen har analyserats med kvalitativ innehållsanalys. Resultat: Fyra teman formulerades utifrån tidsepoker: Starten: allt var nytt, Mitten av resan: att finna en vardag, Slutet: blickarna framåt och Första tiden i Sverige: att försöka landa. Upplevelser som beskrivs är exempelvis: känslostorm, att hantera svåra stunder och känslan av personlig utveckling. Diskussion: Att göra utlandspraktik, möta en annan kultur och därmed genomgå en personlig förändring kan hjälpa sjuksköterskestudenter i sin kommande profession som sjuksköterskor. Detta när det både gäller möten och kommunikation med människor från en annan kultur men även förståelsen av ett sjukdomsbesked och faserna som ingår i sjukdomsförloppet.

Abstract in English:

Background: Kristianstad University College in Sweden gives nursing students the opportunity to practice abroad. Nursing students who practice abroad in a developing country enhance experience that affects the student’s future profession, international perspective, personal and intellectual development. Aim: The aim of the study was to describe nursing student’s experiences of practice abroad in a developing country such as Sri Lanka. Method: A qualitative empirical study was implemented. The result and the analysis was based on self written diaries. The data was analyzed with a qualitative content analysis. Results: The result is presented in four themes: The start: everything was new, In the middle of the journey: trying to find daily routines, The end: looking forward and Back in Sweden: to readjust. Experiences as: storm of emotional feelings, to cope with difficult times and a feeling of personal development were presented in the result. Discussion: Performing practice abroad, encountering different cultures and experiencing a personally change can nurture nursing students in their coming quest as nurses. This is germane both in terms of meeting and communicating with patients of various cultural stocks. Furthermore, comprehension concerning receiving information regarding illnesses and also the different phases of the illness itself is facilitated through this experience.

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Macias, Torres Alfonso. « ClinicalKey Student : plataforma interactiva de libros digitales para Medicina ». Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653337.

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El webinar se llevó a cabo el miércoles 11 de noviembre a las 3:00 pm., y nos acompañó como ponente, Alfonso Macias Torres, Account Development Manager International Education LATAM & Spain, desde México. Alfonso explicó el acceso al recurso y cada una de las funcionalidades de ClinicalKey Student. Si deseas acceder al recurso, puedes ingresar al portal de Recursos de Investigación: https://recursosinvestigacion.upc.edu.pe/

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Plus de sources

Livres sur le sujet "Studenti medicina"

Unireuma, dir. Reumatologia : Per studenti e medici di medicina generale. 2^e éd. Napoli : Idelson-Gnocchi, 2014.

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Guelfi, Maria Renza, Marco Masoni, Jonida Shtylla et Andreas Robert Formiconi, dir. Peer assessment nell’insegnamento di Informatica del Corso di Laurea in Medicina e Chirurgia dell’Università di Firenze. Florence : Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-890-7.

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Nel volume si affrontano i temi dell’e-learning nella formazione universitaria e della progettazione ed erogazione in modalità blended learning dell’insegnamento di Informatica del I anno del Corso di Laurea in Medicina e Chirurgia dell’Università di Firenze. In tale insegnamento è stata sperimentata la metodologia didattica di revisione tra pari, utile in classi ad elevata numerosità; l’opera raccoglie inoltre una selezione dei migliori elaborati prodotti dagli studenti. I risultati ottenuti dimostrano l’utilità di esportare ad altri insegnamenti universitari la metodologia didattica della revisione tra pari e gli elaborati degli studenti inerenti l’e-health permette ai medici in attività di aggiungere conoscenze per utilizzare con perizia e consapevolezza le ICT nell’esercizio della professione.

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Tombaccini, Donatella, Donatella Lippi, Fiorella Lelli et Cristina Rossi, dir. Firenze città spedaliera. Florence : Firenze University Press, 2005. http://dx.doi.org/10.36253/8884532248.

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Il volume con agili sintesi testuali e ricco corredo iconografico ripercorre la storia dell'assistenza a Firenze e nel suo comprensorio, dalle più antiche e generiche istituzioni ospedaliere, fino all'attuale Società della salute. La storia antica e recente degli ospedali è tracciata in relazione alle finalità del loro sviluppo, evidenziando il mutare nel tempo dei servizi e dello stesso concetto di qualità. Le schede degli ospedali sono state realizzate da studenti e personale della Facoltà di Medicina e Chirurgia, in nome della condivisione di intenti e di obiettivi che rappresentano un punto di forza nella formazione medica.

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Željko, Dugac, et Randić Mirjana, dir. Narodna medicina : Studeni 2001.-ožujak 2002. = Folk medicine : november 2001-march 2002. Zagreb : Etnografski muzej, 2001.

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C, Allen S., dir. Geriatric medicine for students. 3^e éd. Edinburgh : Churchill Livingstone, 1987.

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dr, Tănăsescu Gh, Kelemen A et Barnea Elena, dir. Medicina preventivă a tineretului universitar (studenți). București : Editura Medicală, 1991.

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1926-, Read Alan E., Barritt D. W et Hewer R. Langton, dir. Modern medicine : A textbook for students. 3^e éd. Edinburgh : Churchill Livingstone, 1986.

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M, Torre Dario, dir. Kochar's clinical medicine for students. 5^e éd. Philadelphia : Wolters Kluwer/Lippincott Williams & Wilkins, 2009.

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Abrell, Andrea. Med-school mama : Family and internal medicine. [Randolph, ME] : Andrea Abrell, 2007.

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Matallana, Gustavo Delgado. Daniel Alcides Carrión : Mártir de la medicina peruana, héroe nacional, maestro de la medicina peruana, patrono de la medicina nacional. Lima : Universidad Nacional Mayor de San Marcos, Fondo Editorial, 2013.

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Chapitres de livres sur le sujet "Studenti medicina"

Huser, Camille, Leah Marks, Aileen Linn et Sarah Meek. « Student-Created Online Teaching Resources for Students ». Dans Advances in Experimental Medicine and Biology, 37–46. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24281-7_4.

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Manthey, David E. « Teaching Medical Students ». Dans Practical Teaching in Emergency Medicine, 187–202. Chichester, UK : John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118469804.ch14.

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Cullen, Anthony, et Martin O’Connell. « Tutorial 14 : Introduction to Nuclear Medicine ». Dans Tutorials in Diagnostic Radiology for Medical Students, 225–33. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31893-2_14.

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Kirkpatrick, Robert. « Hepatitis in a Chinese Student ». Dans Contemporary Internal Medicine, 216–26. Boston, MA : Springer US, 1988. http://dx.doi.org/10.1007/978-1-4615-6713-4_18.

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Bernstein, Joseph, et Jaimo Ahn. « A Musculoskeletal Medicine Clerkship for Medical Students ». Dans The Orthopedic Educator, 97–112. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62944-5_6.

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Wang, Wenfeng, Simon Boyton, Laura Wakeland, Daya Datwani, Juan Castillo, Letty Chan et Simon Scanlon. « Wiki writing in medicine and students' perceptions ». Dans Technology in Second Language Writing, 80–97. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003279358-6.

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Severino, Sally K. « Denial of Dying : Educating Medical Students ». Dans Thanatology Curriculum — Medicine, 97–102. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781315791630-16.

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Gunn, A. D. G. « Uprooting — The Psychosocial Problems of the International Student ». Dans Travel Medicine, 476–80. Berlin, Heidelberg : Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-73772-5_105.

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Müller, Amanda, et Gregory Mathews. « Medicina ». Dans Cases on Digital Game-Based Learning, 147–67. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2848-9.ch009.

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The School of Nursing & Midwifery at Flinders University provides dedicated support for the English language needs of over 500 international students. As part of a strategic plan to deal with communication difficulties among these students, a series of language-learning initiatives are being implemented. One of these is a game called Medicina, which has already undergone the full cycle of development, testing, and release. This game familiarizes students with confusable and common medication names. It also aims to improve phonological awareness through a focus on word form. This chapter discusses the creation of Medicina from inception through to dissemination, detailing the stages, challenges, and lessons learned in the process, in the hope of informing other educators of the level of commitment involved in a digital game-based project.

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Alagappan, R. « Introduction to Clinical Medicine ». Dans Medicine for Dental Students, 1. Jaypee Brothers Medical Publishers (P) Ltd., 2009. http://dx.doi.org/10.5005/jp/books/10524_1.

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Actes de conférences sur le sujet "Studenti medicina"

Giorgi, Giorgio, et María del Carmen Bravo Llatas. « Clinically relevant medicine label-based exercises : a friendly bridge between medicinal chemistry and pharmacotherapeutics ». Dans Fourth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.

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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.

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Bezerra, Paulo Victor Protásio, Gustavo Soares Gomes Barros Fonseca, Maria Luiza Mendes Machado, Natália Murad Schmitt et Euler Nicolau Sauaia Filho. « Tensional headache in medicine graduation ». Dans XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.171.

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Introduction: Tension headache has become a major health problem for medical students. This can trigger a worsening in the quality of life of the student and hinder their learning, corroborating for an impaired education. Better understanding of the topic is necessary so the academics can have a better overview of the problem. Objective: Clarify the relationship between tension headache and the quality of life of medical students. Methods: Articles from the last ten years were selected on the Scielo and Google Scholar portal platforms, which made it possible through an online scenario. Results: The mechanisms of tension headache are controversial and their pathophysiology complex and poorly understood. In crises, analgesics, antiinflammatories, muscle relaxants and/or caffeine are applied. In the articles studied, epidemiological data suggest that most students (99%) have already had a headache case during their lifetime and such occurrences are related to moments of stress and tiredness (74%). It is visible, that the academic affected by various activities, is a target for the disease. Conclusion: The prevalence of tension headache in the medical student was higher than that of the general population, with stress as the main reason. then a resolution on the issue of pain regarding stress is necessary since it proved to be inappropriate.

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Coelho, Lia Alencar, et Marcelo Machado De Luca de Oliveira Ribeiro. « Student ratings to evaluate the teaching effectiveness : Factors should be considered ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.

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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.

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Akchurin, S. V. « FORMATION OF A CONTINGENT OF STUDENTS OF SPECIALTY 36.05.01 VETERINARY ». Dans DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE : EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-63.

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The purpose of the research is to study the peculiarities of the formation of the contingent of students of the specialty 36.05.01 Veterinary medicine in Russian universities. The analysis was carried out on the basis of data on the student population of the form of statistical observation VPO-1, published by the Ministry of Science and Higher Education of the Russian Federation, for 2013-2020. According to the results of the analysis, was noted an increase in the contingent of students enrolled in Russian universities for training in the specialty 36.05.01 Veterinary medicine, the number of regions on the territory of which the training of veterinarians is carried out, as well as the expansion of training by universities in part-time and part-time forms of education.

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Akchurin, S. V. « TO THE QUESTION OF TEACHING VETERINARY PHARMACOLOGY TO STUDENTS ON THE SPECIALTY 36.05.01 VETERINARY ». Dans DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE : EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-64.

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« Conference Proceedings of the 2020-2021 John B. Graham Student Research Symposium ». Dans 2020-2021 John B. Graham Student Research Symposium. CJIM Publishing Group, 2021. http://dx.doi.org/10.47265/cjim.v1i2.1318.

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Established in 1987, the John B. Graham Medical Student Research Society recognizes and promotes the research efforts of the medical student body at the University of North Carolina School of Medicine in basic science, public health, and clinical sciences. Throughout the year, members exchange ideas and share their experiences about conducting research. In addition, the Society serves to encourage collaboration with faculty to promote productive research opportunities for students. The following conference proceedings represent abstracts accepted for presentation at the 2020-2021 Student Research Day.

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Abibu, Wasiu Ayodele, Gafar Babatunde Bamigbade, AbdulWasiu Sakariyau, Amos Oyebisi Kolawole, Abdullahi Ibrahim Janay, Aqib Javed et Oluwaseun Isaac Oyelami. « Organoleptic and Medicinal Properties of Camel Urine and Camel Milk ». Dans 6th International Students Science Congress. Izmir International Guest Student Association, 2022. http://dx.doi.org/10.52460/issc.2022.028.

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Camel milk and urine consumption is an age-long tradition amongst the Arabs for 14 centuries. Camel urine and milk consumers had attested to its miraculous healing properties most especially against terminal illnesses. Although, camel urine and milk consumption is challenged by non-acceptance by World Health Organization and other related health authorities; some individuals still find healing in its consumption. This study takes a look at consumers’ perception of camel urine and milk consumption and its related medical significance. Four countries (Nigeria, Somalia, Turkey and Pakistan) were the research areas used in the survey. The research involved 1000 respondents. From the survey, participants from Nigeria were more than half (62%) of the total participants. More than 80% of the participants believed in the healing power of traditional medicine. Camel milk and camel urine were consumed for health-related issues by 48.4% and 40.1% of participants respectively. More than half (57.5% and 70.4%) of the participants claimed that consumption of camel milk and camel urine is not authorized in their respective countries. The study showed that camel urine and milk consumption is evident in our survey area. We, therefore, implore health regulatory authorities in these countries to fund camel research.

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Saeed, Gulshan Ara, Tasneem Akhtar, Hira Suleman et Ahmad Sultan Zaheer. « Student Readiness to e-learning in Clinical Medicine. COVID Experience of Gynaecology Clerkship Students of Shifa College of Medicine ». Dans International Conference on Medical Education (ICME 2021). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210930.036.

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Sentse, Nicole. « Space Medicine Workshop for Students ». Dans 54th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina : American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.iac-03-p.2.07.

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Vega Bello, Jessica Daniela, Yesica Escalera Matamoros, Arturo Treviño Arizmendi, Daniel Haro Mendoza, Vicente Borja et José Luis Jiménez Corona. « Design Methodology of a Toy to Improve Manual Abilities on Medicine Students ». Dans ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-24582.

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Abstract Theoretical knowledge is important in all disciplines, but practical knowledge is of utmost importance in many of them, such is the case in engineering, medicine, and architecture. In most of these majors’ instructors focus more on the theoretical area and set aside the practical one. That is why it is important to develop educational tools to improve students’ practice. Medical students at the Universidad Nacional Autónoma de México were our case of study since we noticed a lack of practical knowledge during their second year at University. In this paper, we present a design methodology of a toy for the students of medicine to exercise and improve their manual precise movements and motor sequencing skills, in order to improve their practical abilities by using it. This methodology emphasizes the importance of specific movements that surgeons do while they perform basic surgical procedures, intending to imitate them when they use the toy. Therefore, procedures like cutting, suturing, exposure, among others were performed by a surgeon, recorded, and analyzed. As a result, it was observed that some movements were repeated in most of the procedures. Based on this, a device was designed so that the user may be able to repeat the movements following a series of audiovisual instructions as a game. To validate its efficiency manual precision tests were used to compare the individual students’ improvement before and after using it. Once the device was built as a toy, 12 second-year medical students took the precision tests, the measured variable was the time they used to complete both tests. Furthermore, they practiced with the toy for 10 days, 6 minutes per day. On the last day, after using it, each student performed the precision tests once again to obtain a quantitative value of their improvement. The time spent by each student to perform the first precision tests were compared to the last after using the toy. The results showed that the execution time was reduced by an average of 53.75 seconds in the first precision test and 45 seconds in the second. This indicates that the use of the toy allows students to improve their manual precision skills, affecting the execution time of tasks that require accurate manual precision. Also, it was observed that the methodology developed could be applied and extrapolated to other disciplines such as engineering, in order to develop similar toys or devices that could enhance manual skills.

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Rapports d'organisations sur le sujet "Studenti medicina"

Samoylova, Т. P., et Т. А. Bushmakina. Pharmacy Today : Collection of English texts and exercises Pharmaceutical students. SIB-Expertise, juillet 2022. http://dx.doi.org/10.12731/er0582.29072022.

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Настоящее учебное пособие предназначается для студентов фармацевтического факультета. Целью данного пособия является усвоение и закрепление терминологического пласта лексики, расширение и углубление навыков чтения и перевода специальных медицинских текстов с целью извлечения из них необходимой информации. Основным принципом подбора учебного материала явилась познавательность и профессиональная направленность текстов. Пособие состоит из 10 текстов по следующей тематике: Present Day Pharmacy, Drug Development, Active Constituents of Drugs, Herbal Medicine, Drug Abuse, Branded and Generic Medicines, Drug, Analgesics, Antibacterial Drugs, Drug Toxicity. К каждому тексту прилагаются 6 - 7 упражнений, первые из которых представляет собой ознакомление с профессиональной лексикой по заданной теме. Следующие упражнения направлены на закрепление новых слов, их семантику, формирование сочетаний слов смыслового характера. Грамматические упражнения на видо - временные формы глагола составлены с употреблением новой лексики по теме и способствуют лучшему пониманию студентами строя английского языка и более точному пониманию прочитанного. Контроль понимания текста осуществляется путем выполнения тестовых заданий, требующих тщательного прочтения текста с элементами анализа. Каждый текст сопровождается ссылками на дополнительные англоязычные статьи и видеоматериалы для расширения и углубления знаний по представленным темам.

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Kolotnina, Elena, et Olga Olshvang. English. Textbook for students of the Faculty of Preventive Medicine. SIB-Expertise, décembre 2022. http://dx.doi.org/10.12731/er0629.15122022.

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Пособие предназначено для обучения студентов 1 курса медико-профилактического факультета и в полной мере выполняет задачи формирования компетенций, которыми должны обладать будущие профессионалы. Аутентичные материалы и разработанные на их основе авторские задания позволяют вести обучение иностранному языку с учетом современных требований подготовки специалистов, а также использовать данное учебное пособие как для аудиторной, так и для самостоятельной работы. Пособие обладает четкой структурой, состоит из разделов, каждый из которых содержит достаточное количество заданий, направленных на формирование необходимых компетенций и навыков, особое внимание уделяется работе со специальной медицинской лексикой. Пособие содержит глоссарий и грамматический справочник, необходимый для освоения заявленного материала. Особенностью пособия является изучение элементов структуры исследовательской статьи. Каждый раздел пособия содержит задания, нацеленные на развитие коммуникативных навыков студентов, изучающих медицинский английский язык.

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Moskalenko, O. L., E. V. Derevyannykh, N. A. Balashova et R. A. Yaskevich. DEPRESSIVE DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-382-390.

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The article presents a review of the literature on the current problem of medicine-depressive disorders among medical students. The need to study the problem of depressive disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.

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Izmozherova, Nadezdha, Viktor Bakhtin, Marina Driker, Maria Dobrinskaya, Elena Safianik et Muraz Shambatov. Electronic training course "Pharmacology for students of General Medicine and Pediatric faculties". SIB-Expertise, décembre 2022. http://dx.doi.org/10.12731/er0650.15122022.

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Электронный учебный курс «Фармакология для студентов лечебно-профилактического и педиатрического факультетов» составлен в соответствии с требованиями следующих документов: Федеральный государственный образовательный стандарт высшего образования по специальности 31.05.01 Лечебное дело, утверждённый приказом Министерства науки и высшего образования Российской Федерации от 12.08.2020 г. № 988 Федеральный государственный образовательный стандарт высшего образования по специальности 31.05.02 Педиатрия, утвержденный приказом Министерства науки и высшего образования Российской Федерации от 12.08.2020 г. № 965 Профессиональный стандарт ""Врач-лечебник (врач-терапевт участковый)"" , утвержденный приказом Министерства труда и социальной защиты Российской Федерации от 21.03.2017 г. № 293н Профессиональный стандарт ""Врач-педиатр участковый"", утверждённый приказом Министерства труда и социальной защиты Российской Федерации от 27.03.2017 г. № 306н Цель изучения курса - овладение студентами необходимым объемом теоретических и практических знаний по фармакологии для освоения компетенций в соответствии с требованиями Федеральных государственных образовательных стандартов высшего образования. Задачи курса: Освоение общих принципов оформления рецептов и составления рецептурных прописей, умения выписывать в рецептах различные лекарственные формы Знание общих закономерностей фармакокинетики и фармакодинамики лекарственных средств. Умение анализировать действия лекарственных средств по совокупности их фармакологических эффектов, механизмов и локализации действия, фармакокинетики Умение оценивать возможности использования лекарственных средств для целей фармакотерапии на основе представлений об их свойствах Приобретение навыков выписывать лекарственные средства в рецептах при определенных патологических состояниях, исходя из особенностей фармакодинамики и фармакокинетики лекарственных препаратов Трудоемкость курса составляет 252 часа.

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MOSKALENKO, O. L., et R. A. YASKEVICH. ANXIETY DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS (LITERATURE REVIEW). Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-120-127.

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The review of literature on the actual problem of medicine - anxiety disorders among medical students presented. The need to study the problem of anxiety disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.

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Terah, E. I. Practical classes in general chemistry for students of specialties «General Medicine», «Pediatrics», «Dentistry». SIB-Expertise, avril 2022. http://dx.doi.org/10.12731/er0556.13042022.

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Videos of 11 practical lessons on general chemistry are presented. The following topics are considered – chemical thermodynamics and kinetics, chemical equilibrium, methods of expressing the concentration of solutions, electrolyte solutions, pH, buffer solutions, hydrolysis, redox pro-cesses. For each topic, the main theoretical provisions are given, as well as a detailed solution of typical calculation problems is given. The total dura-tion of the video lessons is 8 hours 21 minutes.

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Terah, E. I. Methodical instructions : Tasks for classroom and extracurricular independent work of students in bioorganic chemistry for students of the specialties « General medicine», «Pediatrics». SIB-Expertise, janvier 2023. http://dx.doi.org/10.12731/er0666.20012023.

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The paper presents guidelines for preparing students for practical classes. For practical exercises, control questions, basic terms on the topic, calculation and situational tasks, test tasks are given. Tasks for independent extracurricular work of students, topics of essays are also given.

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Shurygina, Elena, Vasily Ermolaev, Alexey Stolin et Mikhail Prudkov. Electronic educational resource General surgery for 3rd year students of the Faculty of Preventive Medicine. SIB-Expertise, décembre 2022. http://dx.doi.org/10.12731/er0637.15122022.

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ЭОР включает вводный модуль, модуль с изучаемыми темами (32 темы) и модуль оценки качества. Структура каждой темы ЭОР состоит из следующих разделов: учебно-методические задания по теме, конспект темы, контрольные тесты по теме, клинические ситуационные задачи по теме и список литературы. Раздел «Конспект темы» на данный момент может быть представлен в виде текстового файла, или презентации, или видеолекции, или монографии сотрудников кафедры, или Постановлением Правительства РФ и т.д. Раздел этот постепенно пополняется новыми материалами. Раздел «Контрольные тесты по теме» предназначен для контроля за самостоятельной работой студентов и содержит 15 тестов, на решение которых даётся 15 минут и две попытки, проходной результат для зачета 71% правильных ответов. Раздел «Клинические ситуационные задачи» служит для самоконтроля студента по освоению темы – если он понял содержание задачи, поставил предварительный диагноз и знает тактику ведения больного, тема освоена. Кроме того, ЭОР имеет раздел «Итоговый тестовый контроль», в котором собраны тестовые задания из всех тем практических занятий. Программа методом случайной выборки формирует итоговый тест из 50 заданий, для решения отводится 50 минут, студент имеет право на две попытки. Засчитывается результат больше 71% правильных ответов.

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Prudkov, Mikhail, Elena Shurygina, Alexey Stolin et Vasily Ermolaev. Electronic educational resource "Surgical diseases" for 4th year students of the Faculty of Preventive Medicine. SIB-Expertise, juillet 2022. http://dx.doi.org/10.12731/er0585.29072022.

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Учитывая мировые тенденции медицинского образования, опираясь на приказ ректора о гибридном преподавании в медицинском университете, сотрудники кафедры Хирургии, колопроктологии и эндоскопии создали электронный образовательный ресурс (ЭОР) по нескольким хирургическим нозологиям для студентов медико-профилактического факультета, изучающих предмет ""Хирургические болезни"". Студенты медико-профилактического факультета изучают дисциплину Хирургические болезни на 4 курсе в VII семестре и экзамен сдают в зимнюю сессию.

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Veretennikova, Svetlana. The website of the teacher of surgery, traumatology, critical care medicine, the tutor of the students’ initiatives group VITA. Science and Innovation Center Publishing House, mai 2020. http://dx.doi.org/10.12731/veretennikova-vita.

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