Retour à 1/20181/2018 pp. 26-32
Wybrane metody dydaktyczne stosowane w edukacji studentów medycyny w Zakładzie Dydaktyki Medycznej Uniwersytetu Jagiellońskiego Collegium Medicum. Co nowego w dydaktyce medycznej?
Texte intégral au format pdfRésumé
The Department of Medical Education of the Jagiellonian University Medical College holds courses for students of the Faculty of Medicine. Future doctors are prepared for the first contact with a patient already during basic nursing skills course such as blood pressure measurement or blood collection. During Laboratory Training of Clinical Skills course, which has been implemented since the 2nd year, and lasts for 4 years of the studies, students acquire communication skills and have possibility to practice practical and manual skills necessary in the medical profession in safe and standardised conditions. Exceptional emphasis in teaching is placed on the training of communication skills and on the attitude of future doctors, particularly respect and understanding of the patients' perspective. Also surgical skills, such as suturing, are mastered at the Department. The classes use various teaching methods, e.g. giving mini-lecture, watching original films, however, the most important advantage of all courses implemented in the Department is the possibility of practical, individual training under the supervision of a qualified academic teacher. In the academic year 2017/2018, the modified Peyton method was introduced to the physical examination training. The method of crediting courses is adapted to the purpose of a course. It is both a continuous assessment in the classroom, as well as the OSCE (Objective Structured Clinical Examination) exams.
Mots-clésmedical didactics, medical education, clinical communication, medical simulation, doctor-patient communication, methodology of clinical communication teaching, Department of Medical Education of Jagiellonian University Medical College, OSCE
References1. Małecki, Ł., Stalmach-Przygoda, A., Górski, S., Kocurek, A., Skrzypek, A., Kowalska, B., Nowakowski, M., Wprowadzenie całościowego kursu komunikacji medycznej dla studentów Wydziału Lekarskiego Uniwersytetu Jagiellońskiego Collegium Medicum (The introduction of a comprehensive communication course for medical students of the Faculty of Medicine at the Jagiellonian University Medical College), Uniwersytet Jagielloński Collegium Medicum, Zakład Dydaktyki Medycznej, Sztuka Leczenia, 1, 2017, s. 73–84.
2. Skrzypek, A., Kocurek, A., Stalmach–Przygoda, A., Małecki, Ł., Górski, S., Kowalska, B., Szeliga, M., Jabłoński, K., Matłok, M., Cebula, G., Nowakowski, M., Rola profesjonalnych pacjentów symulowanych w nauczaniu komunikacji klinicznej (The role of professional simulated patients in teaching of clinical Communications), General and Professional Education, 4, 2017, s. 29-35.
3. Skrzypek, A., Cegielny, T., Szeliga, M., Jabłoński, K., Nowakowski, M., Different perceptions of Problem Based Learning among Polish and Scandinavian students. Is PBL the same for everyone? Preliminary study, General and Professional Education, 3, 2017, pp. 58-64.
4. Maran, N.J., Glavin, R.J., Low- to high –fidelity simulation – a continuum of medical education? Medical Education, 37, 2003, pp. 22-28.
5. Rush, S., et al., Implementation and evaluation of peer assessment of clinical skills for first year student nurses, Nurse education in practice, 12(4), 2012, pp. 219-226.
6. Nikendei, Ch., Huber, J., Stiepak, J., Huhn, D., Lauter, J., Krautter, M., Modification of Peyton’s four-step approach for small group teaching – a descriptive study, BMC Medical Education, 2014.
7. Skrzypek, A., Szeliga, M., Jabłoński, K., Nowakowski, M., A groundbreaking exam OSCE in the Jagiellonian University Collegium Medicum. Impact of the clinical department's profile on the exam results of the cardiac and pulmonary auscultation skills (Przełomowy egzamin typu OSCE w Collegium Medicum Uniwersytetu Jagiellońskiego. Wpływ profilu oddziału klinicznego na wyniki egzaminu z interpretacji sercowych i płucnych zjawisk osłuchowych), General and Professional Education, 3, 2016, pp. 44-49.
8. Silverman, J., Kurtz, S., Draper, J., Skills for Communicating with Patients, 3rd edition, CRC Press, London, 2016.
9. Czekajlo, M,D.M., Symulacja medyczna jako profesjonalne narzędzie wpływające na bezpieczeństwo pacjenta wykorzystywane w procesie nauczania, Merkur Lekarski, XXXVII, 2015, s. 360–363.
10. Green, M.R., Improving Patient Safety through Simulation Training in Anesthesiology: Where Are We?, Anesthesiol Res Pract, 2016, 423752.
11. Dieckmann, P.P.M., Variation and adaptation: learning from success in patient safety-oriented simulation training. Adv Simul (Lond), 2017 Oct 31;2:21. doi: 10.1186/s41077-017-0054-1, eCollection 2017.