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Download Files from Individual Courses from the So MATERIALS and METHODS Called Public Files volume 6 issue 1 2019 Development of clinical case reports database to improve preparation of medical students for bedside teaching and clinical practice Ten years with AKUTNĚ.CZ® The use of LMS Moodle and Moodle Mobile App in educational process at the Faculty of Medicine in Hradec Králové MEFANET 2017 conference: simulation without penalty Cooperation between European countries and Western Balkan at the modification of nursing study program CONTENTS DEVELOPMENT OF CLINICAL CASE REPORTS DATABASE 3 TO IMPROVE PREPARATION OF MEDICAL STUDENTS FOR BEDSIDE TEACHING AND CLINICAL PRACTICE Jaroslav Majerník, Jozef Gonsorčík TEN YEARS WITH AKUTNĚ.CZ® 9 Jitka Chlupová, Tereza Prokopová, Petr Štourač, Hana Harazim, Jan Hudec, Martina Kosinová, Marek Kovář, Olga Smékalová, Ivo Křikava, Roman Štoudek, Martina Klincová, Daniel Schwarz THE USE OF LMS MOODLE AND MOODLE MOBILE APP 18 IN EDUCATIONAL PROCESS AT THE FACULTY OF MEDICINE IN HRADEC KRÁLOVÉ David Kordek, Martin Kopeček MEFANET 2017 CONFERENCE: SIMULATION WITHOUT PENALTY 23 Martin Komenda, Jakub Gregor, Lenka Šnajdrová COOPERATION BETWEEN EUROPEAN COUNTRIES AND WESTERN 25 BALKAN AT THE MODIFICATION OF NURSING STUDY PROGRAM Anna Hudáková, Gabriela Kuriplachová, Dagmar Magurová, Štefánia Andraščíková, Ľubica Rybárová Editor-in-ChiEf Daniel Schwarz (Institute of Biostatistics and Analyses, Faculty of Medicine at Masaryk University, Czech Republic) Contacts: [email protected], [email protected]; +420 549 492 854 honorary advisors Ladislav Dušek (Institute of Biostatistics and Analyses, Faculty of Medicine at Masaryk University, Czech Republic); Vladimír Mihál (Fac- ulty of Medicine and Dentistry at Palacký University in Olomouc, Czech Republic); Aleš Ryška (Faculty of Medicine in Hradec Králové at Charles U niversity in Prague, Czech Republic); Stanislav Štípek (1st Faculty of Medicine at Charles University in Prague, Czech Republic). Managing Editors E-health and Telemedicine: Jaroslav Majerník (Faculty of Medicine at Pavol Jozef Šafárik University in Košice, Slovak Republic); E-learning in Medical Education: Terry Poulton (St George’s University of London, United Kingdom); Jitka Feberová (2nd Faculty of Medicine at Charles University in Prague, Czech Republic); E-learning in Healthcare Sciences: Andrea Pokorná (Faculty of Medicine at Masaryk Uni- versity, Czech Republic); Ivana Bóriková (Jessenius faculty of Medicine in Martin at Comenius University, Slovak Republic); Information Science and Evidence-Based Medicine: Jarmila Potomková (Faculty of Medicine at Palacký University in Olomouc, Czech Republic); Inno- vative Teaching Methods: Martin Vejražka (1st Faculty of Medicine at Charles University in Prague, Czech Republic); Medical Educational Informatics and Learning Analytics: Panagiotis Bamidis (Medical School, Aristotle University of Thessaloniki, Greece); Martin Komenda (Institute of Biostatistics and Analyses, Faculty of Medicine at Masaryk University, Czech Republic); Modeling and Simulation: Radu Iliescu (University of Medicine and Pharmacy “Gr. T. Popa” Iasi, Romania & University of Mississippi, U.S.A.); Jiří Kofránek (1st Faculty of Medi- cine at Charles University in Prague, Czech Republic); Petr Štourač (Faculty of Medicine at Masaryk University, Czech Republic); Multime- dia: Lukáš Bolek (Faculty of Medicine in Pilsen at Charles University in Prague, Czech Republic); Social Media Pedagogy: Čestmír Štuka (1st Faculty of Medicine at Charles University in Prague, Czech Republic). © Facta Medica, Ltd. © Institute of Biostatistics and Analyses, Faculty of Medicine at Masaryk University, Brno, Czech Republic MEFANET Journal | Periodicity twice a year | Registration code of Ministry of Culture of the Czech Republic MK ČR E 21223| ISSN (print) 1805-9163| ISSN (on-line) 1805-9171| Title abbreviation Mefanet J | Publisher Facta Medica, Ltd., Srbská 2186/19, 612 00 Brno, Czech Re- public, Company identification number 28298110, GSM +420 737 985 593, +420 737 287 512; email [email protected] | Editor--in-charge Boris Skalka | Copy-editing Jakub Gregor | Graphic design and typesetting Radim Šustr (Institute of Biostatistics and Ana lyses, Faculty of Medicine at Masaryk University, Czech Republic) | Composed in Skolar, typeface designed by David Březina in 2011 | On-line version avail- able at WWW <http://mj.mefanet.cz/> ORIGINAL ARTICLE MEFANET Journal 2019; 6(1): 3-8 DEVELOPMENT OF CLINICAL CASE REPORTS DATABASE TO IMPROVE PREPARATION OF MEDICAL STUDENTS FOR BEDSIDE TEACHING AND CLINICAL PRACTICE Jaroslav Majerník*, Jozef Gonsorčík Faculty of Medicine Pavol Jozef Šafárik University in Košice, Slovakia * Corresponding author: [email protected] Article history: ABSTRACT Received 13 April 2018 Accepted 15 November 2018 Clinical case reports play an invaluable role in education of medi- Available online 27 March 2019 cal students, especially in their preparation for bedside teaching. In general, it is because of the real background based on true Peer review: stories and integration of professionals’ experiences involved in Martin Komenda, strategies used to solve particular clinical case. In addition, the Andrea Pokorná real clinical case reports are often the core and essential part of another teaching methods including problem-based learning, vir- tual patients etc. The inconsistency in such education materials Keywords: offered to our students forced us to initiate activities leading to the Clinical case report; medicine; development of clinical case reports database and to the motivati- education on of our academic clinicians to participate on it and to utilize it in the education process. INTRODUCTION Medical education involves various teaching methods and strategies showing students clinical stories and examples based on real patients’ health related problems. Even if the evidence-based medicine is conside- red to be one of the most relevant methods revealing background of systematic research and scientific cli- nical outputs, individual case reports have still a great potential to increase students’ medical knowledge. Clinical case reports, as the sources of evidence located at the bottom parts of the evidence-based me- dicine hierarchy [1], represent the rich source of practical knowledge and experiences applicable in any medicine oriented pedagogical process. In general, the clinical case reports are offered as documentation of clinical observations that describe common and rare cases; characteristics of known and unknown di- seases; novelty and/or new ideas in medicine; variations in diseases and their combinations; positive and negative effects of interventions; side effects of drugs usage as well as the ways the professionals use to solve particular clinical case, respecting their best recent knowledge. 3 Jaroslav Majerník Because of the absence of general reporting guide- elements according to the characteristics of their lines designed for case reports, the clinicians and particular clinical case and to share it through web- teachers report their clinical cases to the students -based tools as well. in various heterogeneous forms. These forms can be either electronic or paper based. However, there are efforts to generate guidelines for clinical case MATERIALS AND METHODS reports in specific clinical domains. One of the po- sitive developments in this area is an initiative of To develop a clinical case reports database, which international group of experts that developed Case will serve medical students as additional source of Reports guidelines (CARE guidelines) [2,3]. With the clinically relevant study materials and which shou- aim to reduce bias, to increase transparency and to ld help them in better preparation for their later real provide first outputs of clinically working methods, clinical practice, we solved both the methodologi- these guidelines are useful mostly for publication cal and the technological problems. The methodo- of high-quality clinical cases in scientific journals. logical problem aimed to find a framework of case reports that best fits to the most of the clinical Several medical journals already stopped to pub- disciplines. To solve the technological problem, lish case reports as for the low citation index and we searched for the best way to create, share and thus negative effect on journal’s impact factor [4]. maintain the database of clinical case reports that Contemporary studies pointed out the case reports should be available to students anytime and any- based on guidelines, whether modified or derived where. from CARE guidelines, have their usefulness and are not rarely cited. Thus, the well-written clinical To find the best consensus across various clini- case reports are again popularly published either in cal disciplines we studied the forms of case re- new medical journals or in special supplements, vo- ports presented to our students at individual cli- lumes or websites of many prestigious publishers. nical departments. Not surprisingly, the clinical teachers used a broad scale of options, starting Aiming at higher educational level, the reporting by reading the examination notes in paper-based of modern clinical cases tends to take the form of health records, through PowerPoint presentations narratives to reveal problem solution [5]. However, and ending with study of the records and labora- CARE guidelines can be used to develop frame- tory test results stored in clinicians’ information work of clinical case reports for education purpose systems. However, no one offered comprehensi- as well [6]. On the other hand, one have
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