Главная Коллекция "Revolution" Педагогика Теоретичний аналіз сучасних підходів до викладання акушерства та гінекології

Теоретичний аналіз сучасних підходів до викладання акушерства та гінекології

Результати теоретичного аналізу інноваційних методів викладання основних тем курсу акушерства та гінекології. Використання методу моделювання у процесі формування та розвитку практичних навичок пов’язаних із процесом проведення лікувальних процедур.

Рубрика Педагогика
Вид статья
Язык украинский
Дата добавления 21.06.2024
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5. Deshpande S., Ritzenthaler D., Sun A., Rudert N., et al. A unique flipped classroom approach shows promising results in physician assistant education.Med Teach.42(3), 2020. pp. 285-290. https://doi.org/10.1080/0142159X.2019.1679360

6. Berrocal Y., Regan J., Fisher J., Darr A., Hammersmith L., Aiyer M. Implementing rubric-based peer review for Video Microlecture Design in Health Professions Education. Med Sci Educ. 2021;31(6): рр. 1761-1765.

7. Tshitenge S. T., Ndhlovu C. E., Ogundipe R. Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana.The Pan African Medical Journal.27(13), 2017, pp. 1-8. https://doi.org/10.11604/pamj.2017.27.13.10623

8. de Leeuw R., de Soet A., van der Horst S., Walsh K., Westerman M., Scheele F. How we evaluate postgraduate medical E-Learning: systematic review. JMIR Med Educ. 5(1): 2019, рр. 13-128.

9. Torda A. How COVID-19 has pushed us into a medical education revolution. Intern Med J 50(9):2020, рр. 1150-1153

10. Cordovani L., Cordovani D. A literature review on observational learning for medical motor skills and anesthesia teaching.Adv Health SciEduc Theory Pract.21(5), 2016, pp. 1113-1121. https://doi.org/10.1007/s10459-015-9646-5

11. Donkin R., Askew E., Stevenson H. Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Med Educ 19(1): 2019, 310 р.

12. Nelissen E., Ersdal H., Mduma E., Evjen-Olsen B., Broerse J., van Roosmalen J., et al. Helping Mothers Survive Bleeding After Birth: Retention of knowledge, skills, and confidence nine months after obstetric simulation-based training. BMC Pregnancy Childbirth. 2015; 190 р. doi: 10.1186/s12884-015-0612-2.

13. Skochelak S. E., Stack S. J. Creating the medical schools of the future. Acad Med 92(1): 2017, рр. 16-19

14. Nan Y., Yuanyuan Z., Jianli W, et al. Study on the application of micro-class combined with PBL teaching method in obstetrics and gynecology teaching. China Continuing Med Educ. 2021;13(03): рр. 28-31

15. Burgess A., Bleasel J., Haq I., Roberts C., et al. Team-based learning (TBL) in the medical curriculum: better than PBL\BMC Med Ed.17, 2017, 243 р. https://doi.org/ 10.1186/s12909-017-1068-z

References

1. Al-Elq A. H. Simulation-based medical teaching and learning. J Family Community Med. 2010 Jan;17(1): рр. 35-40. https://doi.org/10.4103/1319-1683-68787

2. Gordon J. A., Wilkerson W. M., Shaffer D. W., Armstrong E. G.. “Practicing” medicine without risk: students' and educators' responses to high-fidelity patient simulation. Acad Med. 2001 May;76(5): рр. 469-472. https://doi.org/10.1097/00001888-200105000-00019

3. Dieckmann P., Patterson M., Lahlou S. et al. Variation and adaptation: learning from success in patient safety-oriented simulation training. Adv Simul 2, 21. 2017. https://doi.org/10.1186/s41077-017-0054-1

4. Mulugeta L., Drach A., Erdemir A., Hunt C. A., et al. Credibility, Replicability, and Reproducibility in Simulation for Biomedicine and Clinical Applications in Neuroscience.Frontiers in Neuroinformatics.12(18), 2018, pp. 1-16. https://doi.org/ 10.3389/fninf.2018.00018

5. Deshpande S., Ritzenthaler D., Sun A., Rudert N., et al. A unique flipped classroom approach shows promising results in physician assistant education.Med Teach.42(3), 2020. pp. 285-290. https://doi.org/10.1080/0142159X.2019.1679360

6. Berrocal Y., Regan J., Fisher J., Darr A., Hammersmith L., Aiyer M. Implementing rubric-based peer review for Video Microlecture Design in Health Professions Education. Med Sci Educ. 2021;31(6): рр. 1761-1765.

7. Tshitenge S. T., Ndhlovu C. E., Ogundipe R. Evaluation of problem-based learning curriculum implementation in a clerkship rotation of a newly established African medical training institution: lessons from the University of Botswana.The Pan African Medical Journal.27(13), 2017, pp. 1-8. https://doi.org/10.11604/pamj.2017.27.13.10623

8. de Leeuw R., de Soet A., van der Horst S., Walsh K., Westerman M., Scheele F. How we evaluate postgraduate medical E-Learning: systematic review. JMIR Med Educ. 5(1): 2019, рр. 13-128.

9. Torda A. How COVID-19 has pushed us into a medical education revolution. Intern Med J 50(9):2020, рр. 1150-1153

10. Cordovani L., Cordovani D. A literature review on observational learning for medical motor skills and anesthesia teaching.Adv Health SciEduc Theory Pract.21(5), 2016, pp. 1113-1121. https://doi.org/10.1007/s10459-015-9646-5

11. Donkin R., Askew E., Stevenson H. Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students. BMC Med Educ 19(1): 2019, 310 р.

12. Nelissen E., Ersdal H., Mduma E., Evjen-Olsen B., Broerse J., van Roosmalen J., et al. Helping Mothers Survive Bleeding After Birth: Retention of knowledge, skills, and confidence nine months after obstetric simulation-based training. BMC Pregnancy Childbirth. 2015; 190 р. doi: 10.1186/s12884-015-0612-2.

13. Skochelak S. E., Stack S. J. Creating the medical schools of the future. Acad Med 92(1): 2017, рр. 16-19

14. Nan Y., Yuanyuan Z., Jianli W, et al. Study on the application of micro-class combined with PBL teaching method in obstetrics and gynecology teaching. China Continuing Med Educ. 2021;13(03): рр. 28-31

15. Burgess A., Bleasel J., Haq I., Roberts C., et al. Team-based learning (TBL) in the medical curriculum: better than PBL\BMC Med Ed.17, 2017, 243 р. https://doi.org/ 10.1186/s12909-017-1068-z

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