Using movies in family medicine teachingZalika Klemenc-Ketiš
, Igor Švab
, 2017, izvirni znanstveni članek
Opis: Introduction: Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies.
Methods: A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach.
Results: The list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies.
Conclusions: All key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.
Ključne besede: family practice, medical education, narration, professional competences, movies, family medicine, education, EURACT
Objavljeno: 06.04.2017; Ogledov: 227; Prenosov: 3
Polno besedilo (665,34 KB)
From virtual library over dictum and intel until refineVladimir Šimunović
, Hans-Günther Sonntag
, Richard Marz
, Maja Ostojić
, Axel Horsch
, Bojana Filej
, Danica Železnik
, Ana Marušić
, 2008, pregledni znanstveni članek
Opis: The purpose of this paper is to recall how we, medical teachers in Bosnia-Herzegovina (BH), coped with the challenge of reform in higher education and to analyze what in our doing was fashion, which trends we have chosen to follow, and what were the real, substantial and tangible results of our work. Financial support for reform across the board came through the Trans-European Program for Co-operation in Higher Education in Central and Eastern Europe (Tempus), and, since 1997, the five schools of medicine in Bosnia and Herzegovina partnered with academic institutions from nine EU countries in seven granted Tempus projects. The results were tangible: a network of medical libraries was established; medical schools were assessed internally and externally; several important documents were drafted and agreed on; a core group of faculty from Bosnia and Herzegovina was trained in new teaching methods; and research was done and published. Not less important,there were also some less tangible, but perhaps even more important fruits of this cooperation. A sense of trust was established, which is essential for any future collaborative action. Representatives from all sides, previously divided by the war, had a chance to communicate with each other, dispelling some prejudices and regaining belief that it is possible to work together. This example of the schools of medicine of Bosnia and Herzegovina shows that higher education can be a favorable arena for reconciliation. Financial incentive can serve as a catalyst in the process and the presence of impartial partners (in our case, schools of medicine from the EU) proved beneficial for establishing and maintaining trust and good-will.The conclusion is that society rebuilding can be promoted indirectly,through formal education and professional engagement,not necessarily by pressing the “opposing” sides to talk about reconciliation and sign peace declarations.
Ključne besede: medical education, Tempus, ECTS, Quality assurance, curriculum reform, catalogue, knowledge and skills
Objavljeno: 24.07.2017; Ogledov: 100; Prenosov: 1
Polno besedilo (204,63 KB)
Deficiency areas in decision making in undergraduate medical studentsZalika Klemenc-Ketiš
, Janko Kersnik
, 2014, izvirni znanstveni članek
Opis: Background: In family medicine, decisions can be difficult due to the early presentation of often poorly developed symptoms or the presentation of undifferentiated conditions that require competencies unique to family medicine, such as; primary care management, specific problem-solving skills, and a comprehensive and holistic approach to be taught to medical students.
Purpose: The aim of this study was to assess the decision-making process covering all theoretical aspects of family practice consultation and to recognize possible areas of deficiency in undergraduate medical students.
Materials and methods: This was a cross-sectional, observational study performed at the Medical School of the University of Maribor in Slovenia. The study population consisted of 159 fourth-year medical students attending a family medicine class. The main outcome measure was the scores of the students' written reports on solving the virtual clinical case. An assessment tool consisted of ten items that could be graded on a 5-point Likert scale.
Results: The final sample consisted of 147 (92.5%) student reports. There were 95 (64.6%) female students in the sample. The mean total score on the assessment scale was 35.1+-7.0 points of a maximum 50 points. Students scored higher in the initial assessment items and lower in the patient education/involvement items. Female students scored significantly higher in terms of total assessment score and in terms of initial assessment and patient education/involvement.
Conclusion: Undergraduate medical education should devote more time to teaching a comprehensive approach to consultation, especially modification of the health behavior of patients and opportunistic health promotion to patients. Possible sex differences in students' performance should be further evaluated.
Ključne besede: assessment, family medicine, undergraduate medical education, decision making
Objavljeno: 03.08.2017; Ogledov: 41; Prenosov: 0
Polno besedilo (240,92 KB)