PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “PEDAGOGICS”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 163 records · Page 9Linked to original sources
PubMedDate not supplied

[Teacher-student communication across the Tizadora pedagogical problem].

Report of experience in the use of a social-cultural approach during the development of a work done by graduate students of Ribeiräo Preto School of Nursing-USP. As a form of reference for the didactic strategy, it was used the scheme of arch proposed by Charles Maguerez and presented by BORDENAVE, in an attempt to systematize the communication teacher-student talking about "Aspects related to the Undergraduate Teaching Problems".

Brazil↗
PubMedDate not supplied

[New graduate program at UNISINOS: sharing the experience of a pedagogical act].

In this article we present the process of creation of an innovative proposal for undergraduate teaching, developed by an interdisciplinary group at "Universidade do Vale do Rio dos Sinos--UNISINOS". Besides pointing out the theoretical-epistemological referential supporting this proposal, we will also be discussing the implications some paradigm ruptures have brought to the educational process presently being used at this University. We would like to introduce the reader to the process behind this way of understanding and living the educational practice, as well as to follow the account of an experience a group of teachers has had, when confronted with the task of pondering a new undergraduate program.

Brazil↗
PubMed2004

A Pedagogical approach of schistosomiasis -- an experience in health education in Minas Gerais, Brazil.

The experience described here is part of an extensive program that aims to stimulate schools to develop health integrated projects from theme generators, i.e., themes that have a meaning for the community. It was developed in Jaboticatubas, a town in the metropolitan region of Belo Horizonte, capital of the state of Minas Gerais, Brazil, and the focus was schistosomiasis. The selection was based on the expressive and historical prevalence of this disease in the county, which has been known as the "capital of schistosomiasis", in a national press release since the 1960's. Schistosomiasis is also a theme pointed out by teachers as requiring more information and methodologies to work with their students, most of them living in areas of high risk of transmission. In addition, during the last years, this disease has been transmitted silently through an increasing rural tourism in that region, requiring integrated and effective control actions. The developed strategy included four schools, whose teachers, students, and families took part in the process. It emphasizes in a critical pedagogy approach, which focuses on health issues as themes that may mobilize the school community and awake the population to a work which integrates environment, health, and citizenship. The results demonstrate that teachers and students not only acquired new knowledge and methodological skills, but also gained confidence in their ability to improve their health conditions. Thus, the project promotes a critical education that can result a more permanent effect on the control of schistosomiasis as well as other benefits for the schools and for the population.

Animals↗
PubMed1992

Pedagogical patronizing of the pharmacodynamic promises of illicit drugs.

A review of popular drug education textbooks and curricula indicated most juxtapose the physiologic effects of licitly manufactured drugs under headings representing illicitly prepared drugs. This misrepresentation ignores the literature, which is undivided, in reporting that illicit drugs contain adulterants and substitutes such as: sodium acetate, sodium cyclamate, dolomite, acetaminophen, gypsum, mannitol, inositol, lidocaine, amydricaine, benzocaine, caffeine, ephedrine, intercaine, phenylpropanolamine, piperocaine, procainamide, azopyridine, bromodiphenhydramine, ibuprofen, methaqualone, phenobarital trazodone, acetylcodine, codeine, quinine, quinidine, thallium, arsenic and strychnine. The temptation to extrapolate the results of licitly pure drug lots administered at precisely measured doses to represent the pharmacodynamics of illegally prepared drug lots administered at indiscernible doses must be avoided in drug educational resources. There is a pressing need to correct the factual base, both implied and suggestive, of drug education resources regarding the purity and toxicity of illicitly manufactured and purchased drugs.

Curriculum↗
PubMedDate not supplied

Implications of cognitive change for gerontological pedagogical practice.

The focus of this paper is the problem of designing educational systems for the aged so as to maximize their potential for success. Relevant geropsychological literature is briefly summarized. It is proposed that complex changes in working memory occur with advanced age; and that by understanding the nature of these changes, educational materials can be designed which properly bring to the fore concepts, refresh memory, and guide the comprehension process. In this way, the aged are more likely to maintain their performance and to acquire new skills, to the benefit of society.

Aged↗
PubMed2004

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

Adult↗
PubMed2005

[An inter-university diploma on tobacco and smoking cessation: pedagogical evaluation and professional impact].

The aim of the post-graduate degree course on tobacco and smoking cessation is to train professionals who have dedicated themselves to the fight against tobacco and smoking. An educational assessment of the degree programme was carried out in order to evaluate its impact on practice. A questionnaire was mailed to 60 students registered in the programme at Strasbourg University between 1997 and 2002 (with a response rate of 71.6%). The evaluation was able to shed light on the strengths and weaknesses of the teaching in the programme and the level of student satisfaction. The tobacco control and smoking cessation interventions of the students before and after completing the course were compared in order to assess the impact on their professional practice. The programme's participants came from a variety of professions including medical doctors (74.4%), paramedical staff (16.3%) and other professions (6.9%). The students acknowledged the course's high level of quality (the teachers were appreciated, and the programme was comprehensive). The structure of the course was operational; however, the students admitted that they felt that the practical application and the interactive aspects of the learning (such as case studies, role playing, training in a specific smoking cessation intervention were insufficient. They also noted a lack of emphasis on treatments that do not rely on pharmacotherapy such as behavioural therapy and psychological support. Tobacco cessation related problems or side effects of quitting like weight gain, anxiety or insomnia were not appropriately developed. The majority of students were very satisfied with the theoretical basis of the curriculum and with their internship in a tobacco cessation consultation intervention. Today, 69% of the students trained are working in smoking cessation and tobacco control. They have been able to diversify their activities, going from prevention to tobacco cessation, and vice versa. Course tracks focusing on pregnant women, adolescents and behavioural therapies have now been introduced into the degree programme. In terms of further investing in the improvement of skills and competencies, the programme could better respond to the students' needs by taking into account the development of interactive teaching methods such as role playing and workshops.

Adult↗
PubMed2026

Pedagogical Efficacy of LLM-Generated Synthetic Data Versus Real-World Clinical Records: A Randomized Controlled Non-Inferiority Trial.

BACKGROUND: Expert-reviewed clinical cases generated by large language models (LLMs) may supplement case resources in medical education, but their short-term educational performance relative to real-case-derived teaching materials remains uncertain. We compared immediate post-training test performance after teaching with the two types of case materials and assessed non-inferiority against a prespecified margin. METHODS: We conducted a prospective, parallel-group, randomized non-inferiority trial. Through the Wenjuanxing online platform, participants were randomized 1:1 to learn with either real-case-derived teaching cases compiled by clinicians and reviewed by experts or AI-generated clinical cases produced by Gemini 3.0 Pro from fully de-identified matched real cases and reviewed by three senior general surgery specialists with full-professor rank. The primary outcome was the total score on an independent 10-item immediate post-training test (0-10 points), with a prespecified non-inferiority margin of -0.5 points. Secondary outcomes included the training-phase performance score, learning efficiency index, single-item mental effort rating, case realism, and case-source judgment. RESULTS: A total of 403 participants were randomized, of whom 386 were included in the modified intention-to-treat analysis: 192 in the real-case group and 194 in the AI-generated case group. The mean post-training test score was 4.95 (SD, 3.35) in the real-case group and 4.61 (SD, 3.35) in the AI-generated case group. The mean difference (AI-generated minus real-case group) was -0.335 points (95% CI, -1.006 to 0.337). Because the lower bound of the confidence interval was below the prespecified non-inferiority margin of -0.5 points, non-inferiority was not demonstrated (one-sided P = 0.314). No significant between-group differences were observed in the training-phase performance score, learning efficiency index, or single-item mental effort rating. AI-generated cases received lower realism ratings for Level 3 cases. The proportion of participants with at least one high-confidence completely incorrect response was 1.6% in the real-case group and 2.1% in the AI-generated case group. CONCLUSIONS: In this short-term, text-based online case-learning setting, no statistically significant between-group difference was observed in immediate post-training test performance; however, non-inferiority of AI-generated clinical cases relative to real-case-derived teaching materials was not demonstrated.

Humans↗
PubMedDate not supplied

[New pedagogic approaches adapted to the teaching of pharmacology, the activities centered on the student].

The traditional way of teaching of pharmacology is discussed in three parts. First two trends are presented that impact on the evolution of medical education. The first trend orients teaching toward instructional formats that solicit, and often require full student involvement. This is justified by the second trend: the organization of knowledge into long-term memory is built around semantic networks linked to the clinical context, thus facilitating recall in clinical practice. In the second part a method is presented which illustrates these principles: problem-based learning (PBL). The tutor's is role and roles where the onus is on the students are specified. The last part explores how PBL could be a more relevant method for teaching pharmacology, provided that three prerequisite assumptions are respected.

Education, Medical↗