Pre-graduate teaching of human parasitology for medical laboratory technologist programs in Japan

Sekine, Sho

doi:10.1057/s41599-022-01246-w

Cited by 3 publications

(2 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En este modelo, corresponde al profesor la autoridad en la relación con su estudiante (modelo cognoscitivo-paternalista), con clara tendencia a la imposición, coerción y escasa flexibilidad, ya que se considera al estudiante como un simple receptor de información, con plena desvinculación de los procesos que participan en la asimilación del conocimiento y de la estructura interna humana que determina la conducta individual y social, y la influencia que esta puede tener sobre el aprendizaje. Por lo tanto, debido a que la parasitología es una ciencia de la biología de patógenos en constante cambio en su cuerpo de conocimiento, además de estar indisolublemente influenciada por el medio ambiente y el contexto social, es fundamental que se fortalezca el aprendizaje constructivo (28,34,(42)(43)(44)(45)(46)(47)(48)(49) .…”

Section: Pedagogía Tradicional En Parasitologíaunclassified

Programa pedagógico tradicional de la parasitología humana o médica

Bastidas,

Malavé,

Bastidas

et al. 2024

Horizmed

View full text Add to dashboard Cite

The teaching of human parasitology is essential for students of health sciences, especially medicine, because it is a major global public health problem-occurring with high frequency in low-income countries-and because of its presence in countries considered developed. In this sense, it is estimated that worldwide there are 2,800 million individuals infected with soil-transmitted helminths, 20 to 30% people infected with Toxoplasma gondii, 300 to 500 million new cases of malaria per year, and nearly 15 million Latin Americans with Chagas disease, an infection caused by Trypanosoma cruzi.This narrative review article analyzes information available in digital repositories on aspects of the traditional educational program of human or medical parasitology using descriptors or keywords closely related to the topic. The reviewed articles were mainly those published in peer-reviewed, indexed and prestigious scientific journals. Moreover, the traditional program of parasitology and the prevailing pedagogy are described with the purpose of encouraging discussion on the Horiz Med (Lima) 2024; 24(1): e2482 Gilberto Bastidas; Carlos Malavé; Daniel Bastidas;Geraldine Bastidas Delgado methods that lead to its learning. Also, given the dynamic nature of this process and the constant challenges that must be faced in this field, said information can help to explore new ways of teaching parasitology in answer to the demands of the context.In conclusion, parasitic diseases have affected humankind throughout history, causing illness, disability and death in millions of people. Therefore, among the measures to fight such a terrible scourge, the training of more and better professionals in the area is promoted due to their leading role in the design and execution of control programs. As a result, the need to describe in detail the characteristics of the traditional teaching of this branch of knowledge arises-as shown in this paper-in view of the new human teaching methods: participatory learning, problem-based learning and Internetassisted learning.

show abstract

Section: Pedagogía Tradicional En Parasitologíaunclassified

Programa pedagógico tradicional de la parasitología humana o médica

Bastidas,

Malavé,

Bastidas

et al. 2024

Horizmed

View full text Add to dashboard Cite

show abstract

“…In Japan, education on clinically meaningful parasites is provided mainly to students of medicine, pharmacy, and medical laboratory science (Kobayashi & Ikeda, 2015;Sekine, 2022). Although parasites (such as the Japanese indigenous lymphatic filaria, Schistosoma japonicum, and malaria parasites) have been eradicated, parasitic diseases have not disappeared (Tada, 2008;Kasai, Nakatani, Takeuchi, & Crump, 2007).…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Effectiveness: Improving Japanese Medical Laboratory Science Students’ Identification of Parasite Eggs

Kobayashi¹,

Kosuge²,

Akazawa³

2023

JEL

View full text Add to dashboard Cite

Parasitic infections are declining in Japan, resulting in fewer hours of parasitology instruction in medical laboratory science and medical schools. However, there are growing concerns that the parasite identification skills of medical laboratory technologists and the diagnostic skills of physicians may be compromised as a result. Effective teaching methods are required to improve the identification of parasites in pre-graduate education. We therefore adopted a new teaching method: the blended learning method, in 2018. This method combined the e-learning and jigsaw methods, which had already been implemented separately in 2017. This study aimed to evaluate the pedagogical effectiveness of this blended learning approach compared to that of 2017 in teaching parasitology practice to students enrolled in the Department of Medical Laboratory Science. The results show that the median score for the practical test was 83.3 points for the blended learning lessons, which was not significantly different from the scores for jigsaw or e-learning lessons. However, blended learning had the lowest percentage of failures on the practical test, at 10.7%. Additionally, the microscopic image test results indicate a significant memory retention effect. From the questionnaire results, 94.7% of the students were satisfied with their practice. In conclusion, the blended learning did not significantly improve parasite identification skills, but it may reduce the number of failures, suggesting a knowledge retention effect and a high level of satisfaction with this practice.

show abstract

Chagas Disease Screening: Awareness, Practices and Perceived Barriers Among Health Care Providers in Connecticut

Rayack,

Gutierrez-Torres,

Lombo

et al. 2024

Preprint

View full text Add to dashboard Cite

Background. An estimated 288,000 people in the United States are infected with Chagas disease. Despite published recommendations for healthcare providers, the neglected nature of this disease persists, in part due to gaps in knowledge and low levels of Chagas disease awareness among healthcare providers. A survey was emailed to healthcare providers to assess knowledge of Chagas disease, screening practices, and provider-perceived barriers to screening. Methods. The survey link was emailed to healthcare providers and department heads. Providers answered a series of questions categorized either as knowledge (K), practice (P), or perceived barriers (B), which were then scored by category. The analysis included Spearman’s rho test to measure the strength of the correlation coefficient between K and P scores and between K and B scores, Kruskal-Wallis tests to see if average K, P, and B scores were equal across specialty groups, and Pairwise Wilcoxon Rank Sum Tests to assess for a significant difference between average scores of cardiology, infectious disease, and the “other specialties” category. Results. 92 providers consented to complete the survey, 88 of whom fit the inclusion criteria of either affiliation with Yale University or YNHH. Infectious disease scored highest on average in knowledge and practices and reported lower provider-perceived barriers (0.66±0.183, 0.35±0.247, 0.42±0.365). No specialty received higher than 0.66±0.183 on average for knowledge or screening practices. Average perceived barriers to screening were highest in the “other” specialty category (0.76±0.303). There was a significant positive association between knowledge scores and screening practice scores and a significant negative association between knowledge scores and perceived barriers to screening. Conclusions. This study revealed a knowledge deficit among healthcare providers in various specialties, which was associated with less frequent adherence to recommended screening practices for Chagas disease, as well as higher provider-perceived barriers to screening. This information can inform provider education initiatives so that patients at risk for Chagas disease may be better served in Connecticut and throughout the United States.

show abstract

Pre-graduate teaching of human parasitology for medical laboratory technologist programs in Japan

Cited by 3 publications

References 21 publications

Programa pedagógico tradicional de la parasitología humana o médica

Programa pedagógico tradicional de la parasitología humana o médica

Blended Learning Effectiveness: Improving Japanese Medical Laboratory Science Students’ Identification of Parasite Eggs

Chagas Disease Screening: Awareness, Practices and Perceived Barriers Among Health Care Providers in Connecticut

Contact Info

Product

Resources

About