Volver al buscador
Vista en detalle del documento
Titulo Artículo:
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Fecha de publicación:
2016.
Autores :
Matthew A. Sparks;
Ruediger W. Lehrich;
John K. Roberts;
Autor corporativo:
Renal failure,
Editores:
Medline-PubMed ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
1683
ISBN:
1525-6049
Existencias:
1693
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Fecha de publicación:
2016.
Autores :
Matthew A. Sparks;
Ruediger W. Lehrich;
John K. Roberts;
Autor corporativo:
Renal failure,
Editores:
Medline-PubMed ;
Signatura Topográfica:
10
Idioma:
Inglés
Páginas:
1683
Existencias:
1693
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Autores:
Matthew A. Sparks
,
Ruediger W. Lehrich
,
John K. Roberts
,
.
Titulo Revista:
Renal failure,
.
Numero:
10
Volumen:
38
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1683
Página Final:
1693
ISBN:
1525-6049
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Autores :
Matthew A. Sparks;
Ruediger W. Lehrich;
John K. Roberts;
Autor corporativo:
Renal failure,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Autores :
Matthew A. Sparks;
Ruediger W. Lehrich;
John K. Roberts;
Autor corporativo:
Renal failure,
Fecha de publicación:
2016.
Paginas:
1683.
ISBN:
1525-6049.
Idioma:
Inglés
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study
Resumen:
Interest in nephrology among trainees is waning in the US. Early perceptions and attitudes to subject matter can be linked to the quality of pre-clinical curricula. We wanted to explore these attitudes in the setting of modern curriculum redesign. We utilized Q methodology to understand first-year medical student attitudes after an innovative kidney physiology curriculum redesign that focuses on blending multiple learning methods. First-year medical students were invited to take a Q sort survey at the conclusion of a kidney physiology course. Students prioritized statements related to their understanding of kidney physiology, learning preferences, preferred course characteristics, perceived clinical relevance of kidney physiology, and interest in nephrology as a career. Factor analysis was performed to identify different student viewpoints. At the conclusion of our modified course, all students (n = 108) were invited to take the survey and 44 (41%) Q sorts were returned. Two dominant viewpoints were defined according to interest in nephrology. The Potentials are students who understand kidney physiology, perceive kidney physiology as clinically relevant, attend class sessions, utilize videos, and are willing to shadow a nephrologist. The Uninterested are students who are less satisfied with their kidney physiology knowledge, prefer to study alone with a textbook, avoid lectures, and are not interested in learning about nephrology. In an updated renal physiology course, students that use multiple learning methods also have favorable attitudes towards learning kidney physiology. Thus, modern curriculum changes that accommodate a variety of learning styles may promote positive attitudes toward nephrology.
Fecha de publicación:
2016.
Autor corporativo:
Renal failure,
.
Idioma:
Inglés
Palabras claves:
Renal physiology
Medical student
Nephrology; attitudes
Medical education
Público objetivo:
Decanatura
Docentes
Medicos
Educadores Medicos
Citar
Enviar por correo electrónico
Imprimir
Guardar
Consultar
INGRESE LOS SIGUIENTES DATOS
PARA ENVIAR EL CORREO
Sus nombres:
Sus apellidos:
Su correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Correo electrónico destino:
Se necesita un valor.
Formato no válido.
Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Matthew A. Sparks; Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1807
INGRESE LOS SIGUIENTES DATOS
PARA RESERVA EN SALA
Sus nombres:
Sus apellidos:
Correo electrónico:
Se necesita un valor.
Formato no válido.
Inscribirme al e-boletin de ASCOFAME
Programar la fecha de su visita:
Programar la hora de su visita:
7:00 AM
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 M
1:00 PM
2:00 PM
3:00 PM
¿Cómo citar este documento?
Seleccionar y copiar el texto.
Matthew A. Sparks Ruediger W. Lehrich John K. Roberts Matthew A. Sparks Ruediger W. Lehrich John K. Roberts Medical Student Attitudes towards Kidney Physiology and Nephrology: A Qualitative Study. 2016; 38Ed. 1683.
