Browsing by Author "Martins, M."
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- O impacto da tecnologia do código de barras na redução dos erros de medicaçãoPublication . Rodrigues, A. S.; Gil, Marisa; Marques, I.; Martins, M.; Graça, Anabela; Coelho, AndréA tecnologia do código de barras possibilita que a identificação e a história do doente se relacionem com todos os momentos de prestação de cuidados, como sejam: a prescrição médica, a dispensa e administração de medicamentos. Para tal, é necessário dispor de uma ferramenta informática apropriada, que gera os códigos de barras e respectivas ligações e dispositivos de leitura desses mesmos códigos. Segundo a American Society of Hospital Pharmacists, os tipos de erros de medicação podem agrupar-se em categorias, que não podem ser mutuamente exclusivas, devido à natureza multifatorial e multidisciplinar. Estas são as seguintes: prescribing error; omission error; wrong time error time; unauthorized drug error; wrong dosage form error; wrong drug-preparation error; wrong administration-technique error; deteriorated drug error; monitoring error; compliance error; other medication error. Para a correcta utilização do medicamento tem que se garantir que o doente certo toma o medicamento certo, na quantidade certa, na via de administração e hora certa (5RIGHTS). A evidência científica demonstrou que esta tecnologia conduz a uma REDUÇÃO DOS ERROS DE MEDICAÇÃO, nomeadamente na categoria da administração de medicamentos. Objectivo do estudo: demonstrar o impacto da tecnologia do código de barras na redução dos erros de medicação em meio hospitalar.
- Potential benefits of social media in educating healthcare professionals and students on medical imaging with ionizing radiation: a scoping reviewPublication . Vieira, Lina Oliveira; Kang, C.; Martins, M.; Grilo, AnaIntroduction: Advancements in medical imaging with ionizing radiation have significantly transformed the field and enhanced the education and training of medical professionals. A notable development in this educational landscape is the use of social media, which engages millions of users worldwide. This scoping review aims to explore the potential of social media as an educational tool for healthcare professionals and students in medical imaging with ionizing radiation, highlighting its benefits and disadvantages. Methods: In March 2024, research was conducted on three databases: PubMed, Scopus, and Web of Science. The research equation combined the terms "Social Media," "Education," and "Medical Imaging." Data extraction was based on PRISMA-ScR guidelines for scoping reviews. Results: Seventeen articles published between 2017 and 2023 were included in this review, all of which were descriptive cross-sectional studies and primarily focused on popular platforms such as Twitter, Facebook, and YouTube. The key advantages of social media use for medical imaging education were accessibility, ease of use, and broad reach, while the main limitation was the potential for misinformation. Conclusion: While there is clear potential to integrate social media into medical imaging education, more must be done to understand their effectiveness. This ongoing process requires the active engagement of all stakeholders. While promising, further research is needed to validate social media as an educational tool. Implications for practice: Successfully integrating social media into medical imaging education, thus enhancing learning, communication, and collaboration between healthcare professionals, requires a strong commitment to managing accurate and reliable content sources on social media.
- Teaching and learning in a multilingual Europe: findings from a cross-European studyPublication . Dockrell, J. E.; Papadopoulos, T. C.; Mifsud, C. L.; Bourke, L.; Vilageliu, O.; Bešić, E.; Seifert, S.; Gasteiger-Klicpera, B.; Ralli, A.; Dimakos, I.; Karpava, S.; Martins, M.; Sousa, Otília; Castro, S.; Søndergaard Knudsen, H. B.; Donau, P.; Haznedar, B.; Mikulajová, M.; Gerdzhikova, N.School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.