ID Consecutivo : 2062

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
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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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

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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 : 2062

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
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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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

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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 : 2062

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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

 

ID Consecutivo : 2062

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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

 

ID Consecutivo : 2062

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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 : 2062

Titulo videos

Año de publicación

Resumen
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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

https://pubmed.ncbi.nlm.nih.gov/32173801/

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 : 2062

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
Background: Family medicine was considered officially and legally in early 2019 in Tunisia. In order to help general practitioners to fit with the new profile of family doctors, the faculty of medicine of Tunis launched an MBA curriculum in 2018. Teaching evidence-based-medicine (EBM) principals was planned in a one-day training and was divided into a morning lecture-based session and an afternoon work team session. Aim: To assess the acceptability of this training by the participants and to highlight the consequences of this tutoring on the research skills of the trainees. Methods: This is a cross sectional, prospective and descriptive study including the trainees registered in the MBA curriculum. A web site was created and contained a pre-test. After the work team session, the participants were asked to fulfill a post test and a feed back form. Results: 20 trainees participated to the training day. 17 participants agreed to fulfil the pre-test, the post test and the feed back form. The mean and the median scores of the pre-test were estimated respectively to 11.19 and 14/20. The mean score and the median of the post-tests scores were estimated respectively to 12.69, and 14/20. No significant statistical difference was observed between the pre and post test scores (p=0.2). The majority of the trainees were totally satisfied with the training program. 13/17 participants estimated their needs' scale in EBM practice to 4/5. Conclusion: Our results highlighted the acceptability of EBM teaching in family medicine curriculum. The absence of significant difference pre test and post test scores can be explained by the fact that all participants obtained their doctorate and were able to perform a critical appraisal of medical articles.

 

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