ID Consecutivo : 1700

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Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1700

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1700

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1700

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1700

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1700

Titulo videos

Año de publicación

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

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Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://www.mededportal.org/doi/10.15766/mep_2374-8265.10155

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1700

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
Introduction: This module uses team-based learning (TBL) to help medical students understand and apply basic concepts of diagnostic testing such as sensitivity, specificity, and predictive values. The module was designed to occupy a single 2-hour session early in an undergraduate medical curriculum. Development of this activity was motivated by our experiences with learners at a variety of levels who continued to struggle with application and interpretation of test characteristics in clinical settings despite being proficient with the basic calculations. TBL was chosen as a format because of its focus on applications and the growing evidence base for its effectiveness in medical education. Methods: The session was implemented early in the first course of our medical curriculum, with students who had been introduced previously to basic principles of statistics as well as calculations of test characteristics. Teams of five to seven members were maintained throughout the year. Individual sessions included preparatory material (reading and learning objectives) with which students became familiar in advance, individual and group readiness tests taken at the beginning of the session, and a brief review of any challenging concepts from these tests. After a short break, students spent the bulk of the session working in teams on more complex applications, with each application question followed by simultaneous reporting of answers and faculty-facilitated whole-class discussion. Results: This session was implemented for the first time in 2014 and was well received by first-year medical students. Both the overall session and the specific applications were rated as useful or very useful by 76% and 87% of students, respectively. Faculty facilitators were pleased with the levels of engagement and understanding apparent during the session, and students scored a mean of 85.6% on related exam questions. Discussion: We made minor revisions to clarify the wording of several questions and plan to implement the session as described here in the coming year, with timing adjusted in response to student feedback to quicken the pace of applications.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Investigacion Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores