3 résultat(s) recherche sur le mot-clé 'التعليم الطبي'    

ACQUISITION OF COMPETENCIES IN MECHANICAL VENTILATION : COMPARISON OF THREE LEARNING METHODS / AMMAR NADIR

Public ISBD Titre : ACQUISITION OF COMPETENCIES IN MECHANICAL VENTILATION : COMPARISON OF THREE LEARNING METHODS Type de document : thèse Auteurs : AMMAR NADIR, Auteur Année de publication : 2024 Langues : Anglais (eng) Mots-clés : Critical care  Mechanical ventilation  Medical education  Self-perceived-knowledge  Mechanical ventilation handbook  Soins intensifs  Ventilation mécanique  enseignement médical  connaissance perçue  Manuel de ventilation mécanique  العناية المركزة  التنفس الصناعي  التعليم الطبي  المعرفة المتصورة  دليل التنفس الصناعي Résumé : Introduction Residents and interns play vital role in caring for critically ill patients, and proficiency in mechanical ventilation (MV) is essential for their success. This study investigated the gap between their self-perceived knowledge and actual competency in MV. Methods The study involved interns and residents within four Intensive Care Units. Participants completed a self-reported survey to assess their perceived knowledge, satisfaction with training, and comfort level in caring for MV patients followed by a standardized test to assess their knowledge of MV. Results The study revealed concerning weaknesses in residents' MV management skills. Scores on the standardized test were low, particularly in interpreting waveforms (25.74%) and understanding patient-ventilator interactions (37.06%). Residents' SPK scores were significantly higher than their test scores (65.32% vs. 45.67%), indicating an overestimation of their abilities. Most participants reported limited dedicated MV training during their residency programs, averaging only 3.2 hours, with prevalent dissatisfaction (75%) even among those who received training. Residents' comfort levels in caring for MV patients varied, with no significant correlations found between knowledge, SPK scores, satisfaction, and comfort within departments during the initial residency months. Discussion 77% of critical care residency programs allocate less than three hours per year for MV training, mirroring our observations. Dissatisfaction levels varied across studies but were consistently above 50%, reaching as high as 89% dissatisfaction. The lack of correlations between knowledge, SPK, satisfaction, and comfort levels during the initial residency months suggests that current training programs may not be effectively equipping residents with the necessary MV skills and confidence early on. Other factors, such as prior knowledge or individual learning styles, might also play a significant role in residents' MV proficiency. Conclusion Residents often lack the confidence and knowledge to manage MV patients effectively within the first six months, highlighting a critical gap in residency training programs. Numéro (Thèse ou Mémoire) : M2532024 Président : Mamoun FAROUDY Directeur : Mamoun FAROUDY Juge : Aziza BENTALHA Juge : Rachid MOUSSAOUI Juge : Hamza HAMZAOUI ; Mohamed ANDALOUSSI ACQUISITION OF COMPETENCIES IN MECHANICAL VENTILATION : COMPARISON OF THREE LEARNING METHODS [thèse] / AMMAR NADIR, Auteur . - 2024. Langues : Anglais (eng) Mots-clés : Critical care  Mechanical ventilation  Medical education  Self-perceived-knowledge  Mechanical ventilation handbook  Soins intensifs  Ventilation mécanique  enseignement médical  connaissance perçue  Manuel de ventilation mécanique  العناية المركزة  التنفس الصناعي  التعليم الطبي  المعرفة المتصورة  دليل التنفس الصناعي Résumé : Introduction Residents and interns play vital role in caring for critically ill patients, and proficiency in mechanical ventilation (MV) is essential for their success. This study investigated the gap between their self-perceived knowledge and actual competency in MV. Methods The study involved interns and residents within four Intensive Care Units. Participants completed a self-reported survey to assess their perceived knowledge, satisfaction with training, and comfort level in caring for MV patients followed by a standardized test to assess their knowledge of MV. Results The study revealed concerning weaknesses in residents' MV management skills. Scores on the standardized test were low, particularly in interpreting waveforms (25.74%) and understanding patient-ventilator interactions (37.06%). Residents' SPK scores were significantly higher than their test scores (65.32% vs. 45.67%), indicating an overestimation of their abilities. Most participants reported limited dedicated MV training during their residency programs, averaging only 3.2 hours, with prevalent dissatisfaction (75%) even among those who received training. Residents' comfort levels in caring for MV patients varied, with no significant correlations found between knowledge, SPK scores, satisfaction, and comfort within departments during the initial residency months. Discussion 77% of critical care residency programs allocate less than three hours per year for MV training, mirroring our observations. Dissatisfaction levels varied across studies but were consistently above 50%, reaching as high as 89% dissatisfaction. The lack of correlations between knowledge, SPK, satisfaction, and comfort levels during the initial residency months suggests that current training programs may not be effectively equipping residents with the necessary MV skills and confidence early on. Other factors, such as prior knowledge or individual learning styles, might also play a significant role in residents' MV proficiency. Conclusion Residents often lack the confidence and knowledge to manage MV patients effectively within the first six months, highlighting a critical gap in residency training programs. Numéro (Thèse ou Mémoire) : M2532024 Président : Mamoun FAROUDY Directeur : Mamoun FAROUDY Juge : Aziza BENTALHA Juge : Rachid MOUSSAOUI Juge : Hamza HAMZAOUI ; Mohamed ANDALOUSSI

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SCIENTIFIC RESEARCH PRODUCTIVITY OF FINAL-YEAR MOROCCAN MEDICAL STUDENTS AND GRADUATES: INSIGHTS FROM A NATIONAL INVESTIGATION AND EVALUATION OF A PILOT MENTORSHIP PROGRAM (SCOD) / CHAOUI GHITA

Public ISBD Titre : SCIENTIFIC RESEARCH PRODUCTIVITY OF FINAL-YEAR MOROCCAN MEDICAL STUDENTS AND GRADUATES: INSIGHTS FROM A NATIONAL INVESTIGATION AND EVALUATION OF A PILOT MENTORSHIP PROGRAM (SCOD) Type de document : thèse Auteurs : CHAOUI GHITA, Auteur Année de publication : 2024 Langues : Anglais (eng) Mots-clés : Scientific productivity  Research self-efficacy  Academic mentorship  Medical education  Morocco.  Scientific productivity  Research self-efficacy  Academic mentorship  Medical education  Morocco  الكفاءة الذاتية في البحث  الإرشاد الأكاديمي  التعليم الطبي  طلاب الطب المغربيون  التدريب على البحث  برنامج الإرشاد SCOD  الإنتاجية العلمية Résumé : This study evaluates the research self-efficacy, experiences, and scientific productivity of final-year Moroccan medical students and graduates, along with the impact of the Student Centered mentOring proDuction (SCOD) mentorship program. Despite the mandatory inclusion of a thesis in the Moroccan medical curriculum, our findings reveal significant gaps in students' practical research skills and productivity. These gaps stem from limited research training and inadequate mentorship, which hinder the translation of positive attitudes towards research into effective knowledge application. Our cross-sectional survey, conducted with 670 respondents from eight Moroccan medical schools, assessed research self-efficacy, training, experiences, and perceptions. The study found that 71.2% of participants report not receiving research training during their education, resulting in low research self-efficacy scores. Additionally, qualitative data indicated numerous barriers to effective research, including lack of mentorship and support. The SCOD mentorship program, implemented at the National Institute of Oncology in Rabat, aimed to address these challenges by providing structured, hands-on research training and mentorship program developed following the ADDIE model. Our evaluation of the SCOD program demonstrated a significant positive impact on the scientific productivity and research skills of its participants. Bibliometric analysis revealed an increase in publications and citations among mentees, and the Mentorship Competency Assessment indicated high satisfaction levels. The results suggest that incorporating structured and effective academic mentorship within the medical curriculum can enhance students' research skills, and overall outcome their thesis projects. These insights are crucial for guiding educational reforms and improving the research capabilities of future medical professionals in Morocco. In conclusion, the SCOD mentorship program exemplifies the potential benefits of structured mentorship in medical education, providing a model for similar initiatives aimed at bridging the research training gap in low- and middle-income countries. Numéro (Thèse ou Mémoire) : M2632024 Président : Brahim LEKEHAL Directeur : Amine SOUADKA Juge : Redouane ABOUQAL Juge : Laila HESSISSEN Juge : Saber BOUTAYEB SCIENTIFIC RESEARCH PRODUCTIVITY OF FINAL-YEAR MOROCCAN MEDICAL STUDENTS AND GRADUATES: INSIGHTS FROM A NATIONAL INVESTIGATION AND EVALUATION OF A PILOT MENTORSHIP PROGRAM (SCOD) [thèse] / CHAOUI GHITA, Auteur . - 2024. Langues : Anglais (eng) Mots-clés : Scientific productivity  Research self-efficacy  Academic mentorship  Medical education  Morocco.  Scientific productivity  Research self-efficacy  Academic mentorship  Medical education  Morocco  الكفاءة الذاتية في البحث  الإرشاد الأكاديمي  التعليم الطبي  طلاب الطب المغربيون  التدريب على البحث  برنامج الإرشاد SCOD  الإنتاجية العلمية Résumé : This study evaluates the research self-efficacy, experiences, and scientific productivity of final-year Moroccan medical students and graduates, along with the impact of the Student Centered mentOring proDuction (SCOD) mentorship program. Despite the mandatory inclusion of a thesis in the Moroccan medical curriculum, our findings reveal significant gaps in students' practical research skills and productivity. These gaps stem from limited research training and inadequate mentorship, which hinder the translation of positive attitudes towards research into effective knowledge application. Our cross-sectional survey, conducted with 670 respondents from eight Moroccan medical schools, assessed research self-efficacy, training, experiences, and perceptions. The study found that 71.2% of participants report not receiving research training during their education, resulting in low research self-efficacy scores. Additionally, qualitative data indicated numerous barriers to effective research, including lack of mentorship and support. The SCOD mentorship program, implemented at the National Institute of Oncology in Rabat, aimed to address these challenges by providing structured, hands-on research training and mentorship program developed following the ADDIE model. Our evaluation of the SCOD program demonstrated a significant positive impact on the scientific productivity and research skills of its participants. Bibliometric analysis revealed an increase in publications and citations among mentees, and the Mentorship Competency Assessment indicated high satisfaction levels. The results suggest that incorporating structured and effective academic mentorship within the medical curriculum can enhance students' research skills, and overall outcome their thesis projects. These insights are crucial for guiding educational reforms and improving the research capabilities of future medical professionals in Morocco. In conclusion, the SCOD mentorship program exemplifies the potential benefits of structured mentorship in medical education, providing a model for similar initiatives aimed at bridging the research training gap in low- and middle-income countries. Numéro (Thèse ou Mémoire) : M2632024 Président : Brahim LEKEHAL Directeur : Amine SOUADKA Juge : Redouane ABOUQAL Juge : Laila HESSISSEN Juge : Saber BOUTAYEB

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تاريخ التعليم الطبي في الحضارة اإلسالمية في العصر الوسيط / سكينة كيدا

Public ISBD Titre : تاريخ التعليم الطبي في الحضارة اإلسالمية في العصر الوسيط Type de document : thèse Auteurs : سكينة كيدا, Auteur Année de publication : 2023 Langues : Français (fre) Mots-clés : التعليم الطبي  التكوين الطبي  الطب العربي  الطب اإلسالمي  الطب في العصر الوسيط Résumé : حاولنا في هذا البحث دراسة مظاهر التعليم الطبي في الحضارة اإلسالمية في العصر الوسيط بين القرن التاسع والسادس عشر ميالدي. حيث ذكرنا في البداية األماكن التي كان يتم بها التعليم الطبي والتي تنوعت بين مجالس التدريس الخاصة التي يعقدها األساتذة في منازلهم والبيمارستانات والمجالس العامة لتدريس الطب والجوامع والمدارس الخاصة بالطب فقط وأيضا المدارس الفقهية التي كانت تدرس العلوم الشرعية والعقلية معا. ثم درسنا المراجع الطبية التي اعتمدت في تدريس الطب وبينا ان األطباء في العالم االسالمي لم يكتفوا بالمراجع الطبية المترجمة وانما ظلوا يؤلفون مراجع جديدة اصيلة على امتداد قرون العصر الوسيط وغالبيتها كان باللغة العربية. وبينا ايضا انه كان يتم امتحان ومراقبة عمل األطباء من طرف المحتسب ورئيس األطباء، ورغم ان وظيفة رئاسة األطباء تواجدت ببغداد ومصر والشام فقط فان وظيفة الحسبة كانت في المقابل منتشرة في غالبية المدن االسالمية. كما عرضنا مختلف الشواهد التي كانت تمنح بعد انتهاء التعليم الطبي والتي شملت شهادة القراءة والعرض والسماع وشهادة التزكية واالجازة لممارسة الطب او تدريسه وبينا انه في مصر والشام في العهد االيوبي والمملوكي كانت االجازة والتزكية ضرورية لممارسة الطب. وأخيرا بينا ان الطب االسالمي لم يعرف تراجعا بعد القرن الثالث عشر ميالدي كما هو معروف وانما استمر االبداع في التعليم والتأليف الطبي باللغة العربية في العالم اإلسالمي على األقل الى نهاية القرن السادس عشر ميالدي Numéro (Thèse ou Mémoire) : M5482023 Président : محمد الشرتي Directeur : جمال الدين البرقادي Juge : فؤاد العبودي Juge : لبشير بنجلون تاريخ التعليم الطبي في الحضارة اإلسالمية في العصر الوسيط [thèse] / سكينة كيدا, Auteur . - 2023. Langues : Français (fre) Mots-clés : التعليم الطبي  التكوين الطبي  الطب العربي  الطب اإلسالمي  الطب في العصر الوسيط Résumé : حاولنا في هذا البحث دراسة مظاهر التعليم الطبي في الحضارة اإلسالمية في العصر الوسيط بين القرن التاسع والسادس عشر ميالدي. حيث ذكرنا في البداية األماكن التي كان يتم بها التعليم الطبي والتي تنوعت بين مجالس التدريس الخاصة التي يعقدها األساتذة في منازلهم والبيمارستانات والمجالس العامة لتدريس الطب والجوامع والمدارس الخاصة بالطب فقط وأيضا المدارس الفقهية التي كانت تدرس العلوم الشرعية والعقلية معا. ثم درسنا المراجع الطبية التي اعتمدت في تدريس الطب وبينا ان األطباء في العالم االسالمي لم يكتفوا بالمراجع الطبية المترجمة وانما ظلوا يؤلفون مراجع جديدة اصيلة على امتداد قرون العصر الوسيط وغالبيتها كان باللغة العربية. وبينا ايضا انه كان يتم امتحان ومراقبة عمل األطباء من طرف المحتسب ورئيس األطباء، ورغم ان وظيفة رئاسة األطباء تواجدت ببغداد ومصر والشام فقط فان وظيفة الحسبة كانت في المقابل منتشرة في غالبية المدن االسالمية. كما عرضنا مختلف الشواهد التي كانت تمنح بعد انتهاء التعليم الطبي والتي شملت شهادة القراءة والعرض والسماع وشهادة التزكية واالجازة لممارسة الطب او تدريسه وبينا انه في مصر والشام في العهد االيوبي والمملوكي كانت االجازة والتزكية ضرورية لممارسة الطب. وأخيرا بينا ان الطب االسالمي لم يعرف تراجعا بعد القرن الثالث عشر ميالدي كما هو معروف وانما استمر االبداع في التعليم والتأليف الطبي باللغة العربية في العالم اإلسالمي على األقل الى نهاية القرن السادس عشر ميالدي Numéro (Thèse ou Mémoire) : M5482023 Président : محمد الشرتي Directeur : جمال الدين البرقادي Juge : فؤاد العبودي Juge : لبشير بنجلون

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