The Five-Minute Moment

Chi, Jeffrey; Artandi, Maja; Kugler, John; Ozdalga, Errol; Hosamani, Poonam; Koehler, Elizabeth; Osterberg, Lars; Zaman, Junaid A.B.; Thadaney, Sonoo; Elder, Andrew; Verghese, Abraham

doi:10.1016/j.amjmed.2016.02.020

Cited by 22 publications

(12 citation statements)

References 15 publications

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“…Another method, called the "The 5-minute moment", was introduced by preceptor physicians participating in a study group with the same name in Stanford, with the objective of developing a technique to optimize bedside teaching. In this method, the preceptor uses brief stories or anecdotes to facilitate the memorization of the maneuver or clinical sign to be explored in the physical examination, which are followed by the practical demonstration, repetition by the student, and possible corrections, all within 5 minutes 9,10 .…”

Section: Resultsmentioning

confidence: 99%

“…In addition to this model that seeks to optimize both the content and the time of the discussion between preceptor and student, another method, known as "SNAPPS", addresses how the case will be presented to the teacher 9,18 . This method is very intuitive and easy to learn, as it is an adaptation of clinical history, physical diagnosis, differential, evaluation and therapeutic plan.…”

Section: Discussionmentioning

confidence: 99%

“…This method is very intuitive and easy to learn, as it is an adaptation of clinical history, physical diagnosis, differential, evaluation and therapeutic plan. It also emphasizes the active role and the identification of useful lessons for future professional experience 9 .…”

Section: Discussionmentioning

confidence: 99%

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Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Leitão

Vianna

Delmiro

et al. 2021

Rev. Med. (São Paulo)

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Introdução: Diante da demanda para a elaboração de estratégias de ensino adaptadas para realidade atual, o conhecimento sobre metodologias ativas de ensino-aprendizagem tem grande valor, para a educação médica. Há diversos tipos de metodologias ativas e aquelas baseadas em casos-problema tem sido implementadas na graduação médica de forma mais precoce; apesar de ser parte integrante e necessária do currículo das instituições de ensino médico, não há consenso sobre sua forma de orientação, aplicabilidade e avaliação. Propõe-se revisar a literatura sobre as metodologias de ensino-aprendizagem em ambientes reais, conhecendo seus benefícios e a aplicações. Materiais e Métodos: O presente estudo trata-se de uma revisão integrativa da literatura na qual foram incluídos 23 artigos e 1 capítulo de livro entre os anos 1992 e 2018, em língua portuguesa e inglesa, sendo exploradas as bases de dados PubMed, SciELO, Lilacs e Periódicos CAPES. Discussão: Os métodos propostos para orientação, avaliação e feedback são variados, adaptáveis e estão em constante modificação. “Preceptor em um minuto”, “O momento em cinco minutos” e “Método SNAPPS” são diferentes maneiras de discussão nesses cenários a fim de facilitar o processo de interação estudante-paciente-preceptor. Estratégias de aprendizagem em ambientes reais apresentam benefícios em relação ao aprendizado de conteúdos teóricos estritos, pois coloca o aluno em ambiente de atuação verídico e estimula a elaboração de raciocínio diagnóstico sistematizado, que exige a recuperação de conhecimentos prévios. Acredita-se que o profissional que seja formado com essas metodologias ativas terá um perfil de autonomia, autodidatismo e atitude profissional proativa e com base científica. Conclusão: Não há “regra prática” para inserção das metodologias ativas no currículo das universidades, seu uso deve ser adaptado à realidade e ao perfil de cada instituição. Ressalta-se que o professor/preceptor deve refletir sobre seus métodos de ensino, buscando entender sua metodologia e ressignificar a sua atuação, estimulando a busca de tarefas mais ativas e eficientes.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Leitão

Vianna

Delmiro

et al. 2021

Rev. Med. (São Paulo)

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“…Ophthalmoscopy takes longer than most elements of the physical examination, and it is rare these days for a physician to not feel time pressure during patient encounters. 32 Preceptors of medical students, residents, fellows, and junior faculty, especially those who were not themselves well-trained or who are not skilled in the procedure, may actually discourage the practice of direct ophthalmoscopy among their trainees. 21,33,34 In addition, even if the ocular fundus is visualized, many nonophthalmology practitioners do not recognize what they see or appreciate the implications of what they observe.…”

Section: Scope Of the Problemmentioning

confidence: 99%

“…48 (14) 239 (68) 237 (40) Abnormalities correctly detected by ED physician examination, n (%) 0 (0) 16 (46) 24 (32) Abbreviation: DBP = diastolic blood pressure. a These sum to more than 100% because patients were allowed to report more than one complaint.…”

Section: Ed Physician Fundus Examination Technique Direct Ophthalmoscmentioning

confidence: 99%

Ophthalmoscopy in the 21st century

2018

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Although the usefulness of viewing the ocular fundus is well-recognized, ophthalmoscopy is infrequently and poorly performed by most nonophthalmologist physicians, including neurologists. Barriers to the practice of ophthalmoscopy by nonophthalmologists include not only the technical difficulty related to direct ophthalmoscopy, but also lack of adequate training and discouragement by preceptors. Recent studies have shown that digital retinal fundus photographs with electronic transmission and remote interpretation of images by an ophthalmologist are an efficient and reliable way to allow examination of the ocular fundus in patients with systemic disorders such as diabetes mellitus. Ocular fundus photographs obtained without pharmacologic dilation of the pupil using nonmydriatic fundus cameras could be of great value in emergency departments (EDs) and neurologic settings. The Fundus Photography vs Ophthalmoscopy Trial Outcomes in the Emergency Department (FOTO-ED) study showed that ED providers consistently failed to correctly identify relevant ocular funduscopic findings using the direct ophthalmoscope, and that nonmydriatic fundus photography was an effective alternate way of providing access to the ocular fundus in the ED. Extrapolating these results to headache clinics, outpatient neurology clinics, and adult and pediatric primary care settings seems self-evident. As technology advances, nonmydriatic ocular fundus imaging systems will be of higher quality and more portable and affordable, thereby circumventing the need to master the use of the ophthalmoscope. Visualizing the ocular fundus is more important than the method used. Ocular fundus photography facilitates nonophthalmologists' performance of this essential part of the physical examination, thus helping to reestablish the value of doing so.

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Teaching in the ICU

CarlosIII

Cochard

2019

Medical Education in Pulmonary, Critical Care, and Sleep Medicine

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The Five-Minute Moment

Cited by 22 publications

References 15 publications

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Ophthalmoscopy in the 21st century

Teaching in the ICU

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