ID Consecutivo : 1729

Titulo

serie

Editorial

 

ISBN

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
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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: Gestion curricular 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 : 1729

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
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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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 : 1729

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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: Gestion curricular 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

 

ID Consecutivo : 1729

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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: Gestion curricular 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

 

ID Consecutivo : 1729

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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: Gestion curricular 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

 

ID Consecutivo : 1729

Titulo videos

Año de publicación

Resumen
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

Adjunte la Imagen del Video

 

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

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

Teaching the Physical Exam and Psychomotor Skills in the Clinical Setting

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

 

ID Consecutivo : 1729

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
The physical exam is a useful diagnostic tool in clinical care. Teaching physical diagnosis has been shown to improve students' skills. Clinical teaching faculty, however, may experience discomfort with incorporating teaching into their busy daily routine. Time constraints and lack of formal training on effective teaching are among the reasons for this. This workshop was developed to equip faculty with tools to more effectively teach physical diagnosis and psychomotor skills in the clinical setting. The workshop utilizes old and new technology and adult learning principles to allow practice of these skills in a safe learning environment. The interactive learning activities are novel methods of simulating the targeted skills (auscultation simulated with differentiating owl calls, psychomotor skills simulated with origami). The workshop can be implemented in a short-enough time to be incorporated into the workflow of busy clinicians, addressing the time barrier in participating. The provided tools decrease the resources needed to provide faculty development in this area. We have given this workshop to approximately 40 faculty in cardiology, internal medicine, and pediatrics. Attendance was voluntary. The workshop as well received with, an average overall rating of 4.23 out of 5. Particular positive aspects of the workshop highlighted by the faculty participants included that it was very interactive, addressed needed skills, and was hands-on. Participants' self-assessment of comfort with the skills taught was an average of 2.70 out of 5 prior to and 4.40 out of 5 after the workshop. On follow-up survey, a majority of responding faculty reported implementing these skills in their teaching.

 

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

Imagen de portada

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Gestion curricular 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