Journal Cover TUTOR. An international, peer reviewed, openaccess journal on Medical Education and Practice
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   ISSN (Print) 1971-7296 - ISSN (Online) 1971-8551
   Published by Firenze University Press Homepage  [41 journals]
  • “S.E.E.D.S.” Un programma di insegnamento, supervisione e valutazione
           della consultazione medica nelle cure primarie

    • Authors: Giuseppe Parisi, Luca Pasolli
      Abstract: Background. The consultation is the most common diagnostic and therapeutic procedure, and it is the usual way in which primary care is delivered. Therefore it should be evaluated and taught as any medical procedure. In Italy little attention is paid to the management of the consultation, and as abroad clinicians and scholars usually consider clinical reasoning and communication in the consultation as two realms quite far away from one another. In this way the vision of the consultation as a complex encounter is lost. It is, therefore, necessary to teach clinical and communication competences together as one entity.
      Experience. An operational model of the consultation and the process of implementation of a teaching and evaluation program are described.
      Conclusion. The model is easy to teach and allows the evaluation of the consultation in a simple and direct way, enhancing reflection on the encounter and connecting clinical reasoning with communication skills.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • Briefing e debriefing nell’ambito della formazione specifica in Medicina
           Generale: descrizione di un’esperienza

    • Authors: Luca Pasolli, Giuseppe Parisi, Anna Brugnolli
      Abstract: The most qualifying aspect of the vocational training course in general practice is the training at the practice of primary care team. During this training, a debriefing was structured over eight sessions and proposed in the School of General Practice of Trento (Italy). It was evaluated by participants, the facilitator and a panel of experts, through the analysis of transcripts of the registered sessions and of the final session of assessment.
      The experience was positive because participants were aware of the importance of integrated knowledge, successfully reflected on their own learning process and were able to work in a group.
      Therefore, besides the vocational training course in general practice planning a structured and guided reflection is an opportunity to build a community practice, and make to emerge the “tacit knowledge”, in order to enhance the personalization of care. This is possible if facilitators have not only clinical competences, but also relational and managerial ones, and if they are skilled to elicit reflections about experiences without any judgement and in a friendly manner.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • The educational core competencies of a coordinator: an observational study

    • Authors: Giulia Franceschini, Susi Girotti, Gilda Pelusi
      Abstract: Background. Operational unit coordinators contribute to the realization of continuing professional development events and facilitate the learning process within the organization.
      Objectives. Evaluating coordinators’ pedagogical competencies.
      Design. An observational study has been conducted with the purpose of having healthcare coordinators undergo a self-evaluation process, analyzing their pedagogical knowledge and skills by means of a questionnaire.
      Setting. The framework was “Ospedali Riuniti” University Hospital Trust, Ancona, Italy.
      Participants. This study involved healthcare coordinators at Ancona’s “Ospedali Riuniti” University Hospital Trust. 68 out of 86 coordinators took part in the study.
      Methods. An observational study has been conducted by means of a questionnaire called “Core Competencies of Nurse Educators with Task Statements”.
      Results. Average values for knowledge and skills range between 2.70 and 3.07, with an average score of 2.89 for knowledge and 2.86 for skills (79.1% response rate).
      Conclusions. Self-evaluated knowledge and skills are good, especially in theoretical setting.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • Le sfide della pedagogia medica oggi. Un’analisi SWOT della SIPeM

    • Authors: Giulia Rampoldi, Maria Grazia Strepparava, Fabrizio Consorti
      Abstract: In modern times, the Italian Society of Medical Pedagogy (SIPeM) faces greater complexity. Over the last decades, great changes of the SIPeM goals and instruments there has been. Therefore it is necessary today a reflection on the goals reached, on the difficulties encountered and on future challenges. Procedure: a SWOT analysis of SIPeM was conducted with the members of the Direct Board and the Heads of the Local Sections. Results: 23 conceptual units were identified and divided into strength elements (5), weakness (7), opportunity (6) and risk (5). Conclusions: the analysis confirms some strategic choices made by SIPeM, such as the Green Line Project and underlines the need to define their own future goals in order to plan the resources distribution.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • Consigli per la didattica: l’utilizzo del PowerPoint

    • Authors: Lukas Lochner
      Abstract: Over the last two decades, the use of PowerPoint to create audiovisual material to support teaching in health professions education has registered an enormous increase. In literature, some advantages and disadvantages of the use of PowerPoint have been identified. The creation of a slide deck forces the teacher to structure his or her lectures, which constitutes a benefit for students because it facilitates the process of organizing their learning. In class, however, the use of PowerPoint can become problematic to learning when slides are projected in a fast sequence or when they contain too much information inducing cognitive overload. Based on research literature, this narrative review discusses the advantages and the disadvantages of using PowerPoint as instructional media in class, offers suggestions for creating slides and is intended to enable the reader to reflect on how to use PowerPoint in his or her own educational setting.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • Formare alla competenza narrativa nelle professioni sanitarie: prospettive
           d’intervento

    • Authors: Sabina Colombini, Gruppo NARRAVITA
      Abstract: The NARRAVITA team: Since 2013, the Multi-professional and Multidisciplinary team NARRAVITA (ASLTO4 - IVREA) has been working to raise awareness and spread the use of narrative medicine models to nursing processes. Introduction: National and international scientific literature still has many “grey areas” regarding the concept of narrative competences and how to apply them in heathcare training. Defining the specific competences (and practical skills) which need to be mastered and implemented in order make healthcare more effective has become an imperative. Identifying these skills is essential when designing training courses for students and healthcare staff. Discussion: Training using narrative competences means promoting a fuller awareness and knowledge of a set of communicative, relational, emotional and cognitive skills. Collecting and analysing narratives produced by the assisted person enable heathcare workers and identify which of them can be used to construct an effective and shared care pathway. The Narravita team’s work focuses on an analysis of recent literature on narrative skills training. While the literature contains no clear indications of what narrative competences are exactly, there are recurring nodes that will enable us to outline some indispensable skills and skill sets to be studied. Conclusions: The Narravita team intends to examine both the data emerging from specialised scientific literature as well as related beliefs, knowledge and experiences of operators. The latter will be invaluable in substantiating and/or completing what emerges in the literature. Integrating the two perspectives will help to identify the best criteria for evaluating the effectiveness of healthcare training paths.
      PubDate: 2017-10-06
      Issue No: Vol. 17 (2017)
       
  • Presentazione del numero

    • Authors: Bruno Moncharmont
      Issue No: Vol. 17
       
 
 
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