Traditional educational program of human or medical parasitology
DOI:
https://doi.org/10.24265/horizmed.2024.v24n1.12Keywords:
Parasitology, Teaching, Curriculum, ProgramAbstract
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 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.
Downloads
References
Hobbs EC, Trevisan C, Johansen MV, Dorny P, Gabriël S. Value of electronic educational media in combatting parasitic diseases. Trends Parasitol [Internet]. 2019;35(3):173-6.
Al-Malki JS. Prevalence and risk factors of parasitic diseases among Saudi children: An updated review. Saudi Med J [Internet]. 2021;42(6):612-9.
Silva Oliveira FM, Cruz RE, Gomide Pinheiro GR, Caliari MV. Comorbidities involving parasitic diseases: A look at the benefits and complications. Exp Biol Med (Maywood) [Internet]. 2022;247(20):1819-26.
Rosas-Aguirre A, Patra KP, Calderón M, Torres K, Gamboa D, Arocutipa E, et al. Anti-MSP-10 IgG indicates recent exposure to Plasmodium vivax infection in the Peruvian Amazon. JCI Insight [Internet]. 2020;5(1):e130769.
Valencia Ayala E, Rodrigues da Cunha G, Araujo Azevedo M, Calderon M, Jimenez J, Venuto A, et al. C57BL/6 α-1,3-galactosyltransferase knockout mouse as an animal model for experimental chagas disease. ACS Infect Dis [Internet]. 2020;6(7):1807-15.
Flores CA, Jimenez J, Gomez-Puerta LA, Palacios C, O’Neal SE, Muro C, et al. Seroprevalence of Toxoplasma gondii in free-range pigs in northern Peru. Vet Parasitol Reg Stud Reports [Internet]. 2021;23:100533.
Steinberg HE, Bowman NM, Diestra A, Ferradas C, Russo P, Clark DE, et al. Detection of toxoplasmic encephalitis in HIV positive patients in urine with hydrogel nanoparticles. PLoS Negl Trop Dis [Internet]. 2021;15(3):e0009199.
Pinedo-Cancino V, Arista KM, Valle-Campos A, Saavedra-Langer R, Roca C, Ramos-Rincón José-Manuel, et al. Hematological profiles of malaria-infected patients in an endemic area of Peru. Rev Peru Med Exp Salud Publica [Internet]. 2022;39(3):336-44.
Barba Téllez MN, Cuenca Díaz M, Gómez AR. Piaget y LS Vigotsky en el análisis de la relación entre educación y desarrollo. Rev Iberoam Educ [Internet]. 2007;42(7):1-12.
Escribano A, Del Valle A. El aprendizaje basado en problemas: una propuesta metodológica en educación superior. 1 ed. Madrid: Narcea; 2008.
Lifschitz V, Bobadilla A, Esquivel P, Giusiano G, Merino L. Aplicación del aprendizaje basado en problemas para la enseñanza de la microbiología en estudiantes de medicina. Educ Med [Internet]. 2010;13(2):107-11.
Reinhard K. Reestablishing rigor in archaeological parasitology. Int J Paleopathol [Internet]. 2017;19:124-34.
Hui-Hui Z, Men-Bao Q, Chang-Hai Z, Ting-Jun Z, Ying-Dan C. Establishing evaluation system for health education products of parasitic diseases by Delphi method. Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi [Internet]. 2018;30(3):307-11.
Barnish G, Crewe W, Theakston RD. Parasitologists lost? Trends Parasitol [Internet]. 2006;22(10):454-5.
Chen J, Ding W, Li Z, Zhou Dan-Dan, Yang P, Wang Ru-Bo, et al. From parasitic disease control to global health: New orientation of the national institute of parasitic diseases, China CDC. Acta Trop [Internet]. 2020;201:105219.
Horikoshi Y, Ibrahim UM, Morris SK. School-based approach for parasitic disease control in Japan and Africa. Pediatr Int [Internet]. 2021;63(3):264-9.
Peng Hong-Juan, Zhang C, Wang Chun-Mei, Chen Xiao-Guang. Current status and challenge of human parasitology teaching in China. Pathog Glob Health [Internet]. 2012;106(7):386-90.
Bastidas G. Atención primaria en salud. El caso Venezuela. Horiz sanitario [Internet]. 2018;17(3):165-6.
Bastidas G, Medina T, Báez M, Antoima M, Bastidas D. Perspectivas metodológicas de la investigación en salud pública. Breve mirada. Rev Peru Med Exp Salud pública [Internet]. 2018;35(2):317-20.
OPS. Enseñanza de la parasitología en las escuelas de medicina de la América Latina. Primer informe del comité de expertos OPS/OMS [Internet]. Washington DC: OPS; 1973. Disponible en: https://iris.paho.org/handle/10665.2/40874
Krecek RC, Avenant-Oldewage A, Fisher M, Penzhorn BL, Phiri IK, Prichard R, et al. Model of success: world association for the advancement of veterinary parasitology African foundation (19972019). J S Afr Vet Assoc [Internet]. 2020;91(0):e1-e6.
Amini M, Mikaeili F, Handjani F, Hatam G, Asgari Q. The effect of integration of basic and clinical aspects of a specific topic in a parasitology course on medical students learning: A randomized controlled trial. J Educ Health Promot [Internet]. 2021;10:390.
Arteaga Navas E, Bastidas Pacheco GA, Pérez Rivero AJ. Desempeño académico y competencia transversal en estudiantes de Medicina, universidad de Carabobo, Venezuela. Contextos Educ [Internet]. 2021;28:167-82.
Jabbar A, Gauci C, Anstead CA. Parasitology education before and after the COVID-19 pandemic. Trends Parasitol [Internet]. 2021;37(1):3-6.
Zhao G, He S, Chen L, Shi N, Bai Y, Zhu Xing-Quan. Teaching human parasitology in China. Parasit Vectors [Internet]. 2012;5:77.
Benavides Ortiz E. Enseñanza de la parasitología veterinaria a partir del uso de organismos vivos y tecnologías de la información y de la comunicación (TIC). Revista med veterinaria [Internet]. 2012;23:97-109.
Thompson RCA, Lymbery AJ, Hobbs RP. Teaching of parasitology to students of veterinary medicine and biomedical sciences. Vet Parasitol [Internet]. 2002;108(4):283-90.
Cantón R, Sánchez-Romero MI, Gómez-Mampaso E. Panorama actual de la docencia de la especialidad de microbiología y parasitología en España. Enferm infecc microbiol clín [Internet]. 2010;28(Supl 3):1624.
Ausina Ruiz V, Mirelis Otero B, Prats Pastor G. La docencia de la microbiología y parasitología en los estudios de grado de medicina y su adaptación al espacio europeo de educación superior. Enferm infecc microbiol clín [Internet]. 2010;28(Supl 3):8-15.
Lin C, Zhi-Peng X, Min-Jun J, Guan-Ling W. Thinking on integration of ideological and political education into Human Parasitology teaching. Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi [Internet]. 2019;31(4):431-3.
Summers MM, Kong N, Nykyforuk C, Finney CAM. Collaborative parasitology: student partnerships in open education. Trends Parasitol [Internet]. 2023;39(9):711-5.
Zhao W, Tan F,Huang H, Liang S. The design and implementation of a medical parasitology teaching case database based on the online and offline hybrid teaching model. JCER [Internet]. 2022;6(3):49-53.
Arteaga E, Joya M, Bastidas GA. Identidad estudiantil universitaria en la escuela de medicina, sede Carabobo, universidad de Carabobo, Venezuela. Rev educ cienc salud [Internet]. 2014;11(1):18-25.
Luciano G, Jobbins K, Rosenblum M. A curriculum to teach learners how to develop and present a case report. MedEdPORTAL [Internet]. 2018;14:10692.
Kim EA. Global citizenship education through curriculum-asrelations. Prospects (Paris) [Internet]. 2021;51(1-3):129-41. 36. Ramadurai D, Sarcone EE, Kearns MT, Neumeier A. A casebased critical care curriculum for internal medicine residents addressing social determinants of health. MedEdPORTAL [Internet]. 2021;17:11128.
Shomaker TS, Ricks DJ, Hale DC. A prospective, randomized controlled study of computer-assisted learning in parasitology. Acad Med [Internet]. 2002;77(5):446-9.
Chen X, Chen D, Shen H, Ma C, Li X. Thinking of application of PBL teaching model in teaching reform of parasitology. China Trop Med [Internet]. 2007;7:1277-8.
Jabbar A, Gasser R, Lodge J. Can new digital technologies support parasitology teaching and learning? Trends Parasitol [Internet]. 2016;32(7):522-30.
Van Doorn DCK, Nijsse ER, Ploeger HW. Pitfalls and opportunities of teaching veterinary parasitology within an integrated curriculum. Vet Parasitol [Internet]. 2018;252:85-8.
Pfeiffer CN, Jabbar A. Adaptive e-Learning: Emerging digital tools for teaching parasitology. Trends Parasitol [Internet]. 2019;35(4):270-4.
Liu Y, Li J, Yin J, Cao K, Deng X, Dai F, et al. Application of participating teaching method in clinical parasitology and parasite examination. Practical Prev Med [Internet]. 2009;16:1283-4.
Mateo AL. Los estudios generales y el currículum por competencia [Internet]. Santo Domingo: Intec; 2014. Disponible en: https://repositoriobiblioteca.intec.edu.do/bitstream/ handle/123456789/3088/DOCINTEC-21-103-109.pdf?sequence=2. 44. Patiño Torres M, Tróccoli M, López C, Hernández E, Navas T, Suarez L, et al. Proceso de diseño de un currículo por competencia profesional para los postgrados de medicina interna de la universidad central de Venezuela. Med Interna (Caracas) [Internet]. 2015;31(1):16-24.
Arteaga E, Bastidas G. Contexto y sujeto en la actitud del estudiante de medicina de la universidad de Carabobo (Valencia, Venezuela) sobre su rendimiento académico. Dialógica [Internet]. 2017;14(1):208-29.
Sekine S. Pre-graduate teaching of human parasitology for medical laboratory technologist programs in Japan. Humanit Soc Sci Commun [Internet]. 2022;9:225.
Cao DP, Jiang LP, Chen G, Li DY, Mo G, Peng XH. Reconstruction of teaching mode of human parasitology among rural order-oriented medical students in the context of curriculum ideology and politics. Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi [Internet]. 2022;34(2):187-90.
Jahns H, Markey BK, De Waal T, Cassidy JP. Climbing the integration ladder: A case study on an interdisciplinary and case-based approach to teaching general pathology, parasitology and microbiology in the veterinary curriculum. J Vet Med Educ [Internet]. 2022;49(2):210-22.
Wang LM, Wang WQ, Wang H, Chunyu WX, Li J, Xian Z, et al. A practice of curriculum ideological and political education in medical parasitology teaching based on the situation of Yunnan province. Zhongguo Xue Xi Chong Bing Fang Zhi Za Zhi [Internet]. 2022;34(5):537-41.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Horizonte Médico (Lima)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Horizonte Médico (Lima) (Horiz. Med.) journal’s research outputs are published free of charge and are freely available to download under the open access model, aimed at disseminating works and experiences developed in biomedical and public health areas, both nationally and internationally, and promoting research in the different fields of human medicine. All manuscripts accepted and published in the journal are distributed free of charge under the terms of a Creative Commons license – Attribution 4.0 International (CC BY 4.0).
