Sciences de l'information : Questions médicales fréquentes
Nom anglais: Information Science
Descriptor UI:ML
Tree Number:L
Termes MeSH sélectionnés :
Competency-Based Education
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"text": "Incompréhension des sources et incapacité à évaluer la crédibilité."
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"name": "Quels symptômes peuvent résulter d'une désinformation ?",
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"text": "Anxiété, méfiance envers les professionnels de santé et comportements à risque."
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"name": "Comment la désinformation affecte-t-elle la santé publique ?",
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"@type": "Question",
"name": "Comment prévenir la désinformation en santé ?",
"position": 11,
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"text": "Par l'éducation, la vérification des sources et la promotion de l'esprit critique."
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"@type": "Question",
"name": "Quelles stratégies améliorent l'alphabétisation en santé ?",
"position": 12,
"acceptedAnswer": {
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"text": "Ateliers, ressources accessibles et campagnes de sensibilisation."
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"name": "Comment les professionnels peuvent-ils se former à l'information ?",
"position": 13,
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"text": "Par des formations continues et des certifications en gestion de l'information."
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"name": "Quels outils aident à la prévention des erreurs médicales ?",
"position": 14,
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"position": 15,
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"text": "En intégrant la sécurité dans la formation et en sensibilisant le personnel."
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{
"@type": "Question",
"name": "Quels traitements améliorent la gestion de l'information ?",
"position": 16,
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"text": "Formations, logiciels de gestion et systèmes d'information intégrés."
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"@type": "Question",
"name": "Comment les technologies influencent-elles les traitements médicaux ?",
"position": 17,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles permettent une personnalisation des soins et un accès rapide aux données."
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{
"@type": "Question",
"name": "Quels outils facilitent l'accès à l'information médicale ?",
"position": 18,
"acceptedAnswer": {
"@type": "Answer",
"text": "Les applications mobiles, les portails patients et les bases de données en ligne."
}
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{
"@type": "Question",
"name": "Comment évaluer l'efficacité des traitements basés sur l'information ?",
"position": 19,
"acceptedAnswer": {
"@type": "Answer",
"text": "Par des études cliniques, des retours d'expérience et des indicateurs de performance."
}
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{
"@type": "Question",
"name": "Quels traitements sont disponibles pour la gestion de la santé numérique ?",
"position": 20,
"acceptedAnswer": {
"@type": "Answer",
"text": "Télémédecine, applications de suivi et plateformes de gestion de la santé."
}
},
{
"@type": "Question",
"name": "Quelles complications peuvent résulter d'une mauvaise gestion de l'information ?",
"position": 21,
"acceptedAnswer": {
"@type": "Answer",
"text": "Erreurs de diagnostic, traitements inappropriés et perte de confiance des patients."
}
},
{
"@type": "Question",
"name": "Comment la désinformation peut-elle aggraver des maladies ?",
"position": 22,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elle peut mener à des retards de traitement et à des choix de soins inappropriés."
}
},
{
"@type": "Question",
"name": "Quels impacts la surcharge d'information a-t-elle sur les professionnels ?",
"position": 23,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elle peut entraîner du stress, de l'épuisement et une baisse de la qualité des soins."
}
},
{
"@type": "Question",
"name": "Quelles sont les conséquences d'une mauvaise communication en santé ?",
"position": 24,
"acceptedAnswer": {
"@type": "Answer",
"text": "Confusion, erreurs de traitement et insatisfaction des patients."
}
},
{
"@type": "Question",
"name": "Comment les erreurs d'information affectent-elles les résultats cliniques ?",
"position": 25,
"acceptedAnswer": {
"@type": "Answer",
"text": "Elles peuvent mener à des complications, des hospitalisations prolongées et des décès."
}
},
{
"@type": "Question",
"name": "Quels facteurs augmentent le risque de désinformation ?",
"position": 26,
"acceptedAnswer": {
"@type": "Answer",
"text": "Manque d'éducation, accès limité à des sources fiables et vulnérabilité psychologique."
}
},
{
"@type": "Question",
"name": "Comment l'âge influence-t-il l'alphabétisation en santé ?",
"position": 27,
"acceptedAnswer": {
"@type": "Answer",
"text": "Les personnes âgées peuvent avoir plus de difficultés à naviguer dans l'information numérique."
}
},
{
"@type": "Question",
"name": "Quels sont les risques liés à l'utilisation des réseaux sociaux ?",
"position": 28,
"acceptedAnswer": {
"@type": "Answer",
"text": "Propagation rapide de fausses informations et influence sur les comportements de santé."
}
},
{
"@type": "Question",
"name": "Comment le niveau d'éducation affecte-t-il la gestion de l'information ?",
"position": 29,
"acceptedAnswer": {
"@type": "Answer",
"text": "Un niveau d'éducation plus élevé est souvent associé à une meilleure gestion de l'information."
}
},
{
"@type": "Question",
"name": "Quels facteurs socio-économiques influencent l'accès à l'information ?",
"position": 30,
"acceptedAnswer": {
"@type": "Answer",
"text": "Le revenu, l'éducation et l'accès à Internet jouent un rôle crucial."
}
}
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Few published articles provide a comprehensive overview of the available evidence on the topic of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefor...
This systematized review was conducted following the systematic reviews approach with minor modifications to synthesize the findings of published studies that examined the evaluation of CBME undergrad...
Thirty-eight articles met the inclusion criteria and reported evaluation practices in CBME curricula from various countries and regions worldwide, such as Canada, China, Turkey, and West Africa. 57% o...
This review calls attention to the importance of ensuring that reports of evaluation experiences include certain essential elements of evaluation to better inform theory and practice....
Residents and faculty have described a burden of assessment related to the implementation of competency-based medical education (CBME), which may undermine its benefits. Although this concerning signa...
Competency-based education, pivotal in nursing programs, emphasizes learning methods over knowledge accumulation, integrating ongoing assessments for performance and outcomes. The American Association...
Competency-based medical education (CBME) is an outcomes-based curricular paradigm focused on ensuring that graduates are competent to meet the needs of patients. Although resident engagement is key t...
We conducted semi-structured interviews with 16 residents in seven Canadian postgraduate training programs, exploring their experiences with CBME. Participants were equally divided between family medi...
Residents were receptive to the goals of CBME, but in practice, described several drawbacks primarily related to assessment and feedback. For many residents, the significant administrative burden and ...
Although residents value the potential for CBME to improve the quality of education, assessment and feedback, the current operationalization of CBME may not be consistently achieving these objectives....
The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competen...
This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in p...
Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related post...
Twenty-eight studies were included in the review, all of which originate from high-income countries, spanning a range of educational levels and research designs. A total of 20 features and 21 supporti...
This review summarises common features of CBE across the globe which can be used to guide further developments in pharmacy education. Mutual consensus on the design and delivery of CBE features ensure...
Although competency-based education (CBE) is becoming a popular form of medical education, it has not been used to train residents. Recently, the Korean Society of Anesthesiologists completed a pilot ...
The chief training faculty from each hospital took a one-hour online course about CBE. Emails on the seven core competencies and their evaluation were sent ahead of a pilot core competency evaluation ...
A total of 68 out of 84 hospitals participated in the pilot CCE. The survey response rate was 55.9% (38/68) for chief training faculty, 10.2% (91/888) for training faculty, and 30.2% (206/683) for res...
This study's results may be helpful in improving resident education quality to meet the expectations of both teaching faculty and residents while establishing CBE....
The widespread adoption of Competency-Based Medical Education (CBME) has resulted in a more explicit focus on learners' abilities to effectively demonstrate achievement of the competencies required fo...
Cardiac surgery has advanced with novel techniques and growing patient complexity. Surgical training has gone in the opposite direction with reduced duty hours and an increased emphasis on activities ...
Competency-based medical education (CBME) relies on frequent workplace-based assessments of trainees, providing opportunities for conscious and implicit biases to reflect in these assessments. We aime...
This retrospective cohort study took place from August 2017 to January 2021 using resident assessment data from two workplace-based assessments: the Anesthesia Clinical Encounter Assessment (ACEA) and...
In total, 14,376 ACEA and 4,467 EPA assessments were analyzed. There were no significant differences in entrustment ratings on either assessment tool between men and women residents. Regardless of whe...
We found no gender-based differences in entrustment ratings for both the ACEA and EPAs, which suggests an absence of resident gender bias within this CBME system. Given considerable heterogeneity in r...