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Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.
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Simpson, Donald. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /." Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.
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Generoso, James John. "What Participating Students Say About the College Bound Program at Boston College." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2164.
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Thesis advisor: Irwin BlumerThe focus of this dissertation is the student voice in College Bound (CB), a pre-college preparation program at Boston College. College Bound has existed on the Boston College campus for more than twenty years as an academic enrichment and supportive program that benefits urban students from two Boston Public high schools. The two essential questions of the research are "What do students say they learn at CB?" and "What suggestions do students have to improve the CB Program?" Literature about the importance of the student voice in the educational enterprise is reviewed as a means of giving context to the study. Primary data included student surveys (n=29), interviews (n=12), and focus groups (n=3). Other sources utilized included field notes and observations of the researcher as participant-observer, in addition to official College Bound documents. The constant comparative method was used to analyze data from the primary data sources. Data was also analyzed by data type and findings were presented thematically. Major findings included: CB students know a lot of what is going on and do not attend CB as empty vessels, but bring their own knowledge and experience to the CB Program. Students say they learn academic self-discipline, a more focused search for potential colleges to attend, and value their experience attending the CB program on the Boston College campus. Suggestions for improving the CB Program include: creating a regular schedule, re-establishing a community meeting experience, ensuring a consistent connection with their Boston College mentors, and providing more field trips to other colleges and museums. Participating student voices should be encouraged and respected as an important source of information in educational programs that exist to benefit those very students
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership
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Ablett, Sue. "The medical school of the University of Nottingham : origins and development." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304864.
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Elder, Heather M. "Medical availability in Delaware high school athletics." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/heather_m_elder/Elder_Heather_M_200901_MS.pdf.
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Thesis (M.S.)--Georgia Southern University, 2009."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Jim McMillan. ETD. Includes bibliographical references (p. 48-50) and appendices.
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LeSueur, Philip. "Assessing the University of Arizona Medical School Admission Committee Members’ Knowledge of Predictors of Rural Practice for Medical School Applicants." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/281773.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.Objective: There is a disparity in physician to population ratios between rural and urban Arizona. The University of Arizona Medical School has a unique opportunity to increase the supply of physicians serving in rural Arizona through its admissions process. This study is a quality improvement project which examined whether or not the admission committee members at both the Tucson and Phoenix campuses are considering probability of future rural practice when making admission decisions and if they know the evidence based predictors for rural practice. Methods: The admission committee members from the University of Arizona Medical School were asked to fill out a questionnaire regarding their preferences for future rural practitioners and if they knew the two most accurate predictors for rural practice. Results: There were 22 respondents to the survey- 12 out of 13 from Phoenix and 10 out of 14 from Tucson. Fifty-nine percent (n=13) of the total respondents listed likelihood to practice in a rural community as positively affecting their admission decision, 27 percent (n=6) said it does not affect their decision at all, and 13 percent (n=3) said it affects their decision very positively. All 22 respondents correctly identified rural background as one of the two strongest predictors of rural practice while 11 correctly identified stated interest in family practice as the other. Conclusion: The University of Arizona Medical School admissions committees are well positioned to increase the supply of rural physicians in Arizona. Even still, some of the members of the committee could benefit from education regarding accurate predictors of rural practice.
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Derosa, Donald. "Mental models as indicators of scientific thinking." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33453.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
One goal of science education reform is student attainment of scientific literacy. Therefore, it is imperative for science educators to identify its salient elements. A dimension of scientific literacy that warrants careful consideration is scientific thinking and effective ways to foster scientific thinking among students. This study examined the use of mental models as evidence of scientific thinking in the context of two instructional approaches, transmissional and constructivist. Types of mental models, frequency of explanative information, and scores on problem solving transfer questions were measured and compared among subjects in each instructional context. METHODS: Subjects consisted of sophomore biology students enrolled in general biology courses at three public high schools. The Group Assessment of Logical Thinking instrument was used to identify two equivalent groups with anN of 65. Each group was taught the molecular basis of sickle cell anemia and the principles of hemoglobin gel electrophoresis using one of the two instructional approaches at their schools during five instructional periods over the course of one week. Laboratory equipment and materials were provided by Boston University School of Medicine's MobileLab program. Following the instructional periods, each subject was asked to think aloud while responding to four problem solving transfer questions. Each response was audiotaped and videotaped. The interviews were transcribed and coded to identify types of mental models and explanative information. Subjects' answers to the problem solving transfer questions were scored using a rubric. RESULTS: Students taught in a constructivist context tended to use more complete mental models than students taught in a transmissional context. Fifty two percent of constructivist subjects and forty four percent of transmissional subjects demonstrated evidence of relevant mental models. Overall fifty two percent of the subjects expressed naive mental models with respect to content. There was no significant difference in the frequency of explanative information expressed by either group. Both groups scored poorly on the problem solving transfer problems. The average score for the constructivist group was 30% and the average score for the transmissional group was 34%. A significant correlation was found between the frequency of explanative information and scores on the problem-solving transfer questions, r = 0.766. CONCLUSION: The subjects exhibited difficulty in formulating and applying mental models to effectively answer problem solving transfer questions regardless of the context in which the subjects were taught. The results call into question the extent to which students have been taught to use mental models and more generally, the extent to which their prior academic experience has encouraged them to develop an awareness of scientific thinking skills. Implications of the study suggest further consideration of mental modeling in science education reform and the deliberate integration of an awareness of scientific thinking skills in the development of science curricula.
2031-01-01
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Graham, Diana L. "An evaluation of the utilization of the dental health services at Boston University Goldman School of Graduate Dentistry by participants in the dental screening programs." Thesis, Boston University, 1987. https://hdl.handle.net/2144/37811.
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Thesis (M.S.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1987 (Dental Public Health).Includes bibliographical references (leaves 63-66).
The shortage of clinical patients utilizing the services provided at dental schooI clinics is a concern shared by many institutions. In an effort to help increase the patient pool at BostOn University Goldman School of Graduate Dentistry, dental screening programs were begun in 1983, which focused at targeting the college student population as prospective clinical patients. The following study was designed to evaluate the effectiveness of the screening programs, conducted during the fall of 1986, in recruiting dental patients for the school and ascertain specific reasons which expediate or preclude college students from utilizing the dental services at Boston University. The results of the study demonstrate the moderate success of the screening programs and indicate the need for continued efforts in improving the visibility and organization of the screening sessions at the college institutions participating in the Dental Screening Programs.
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Myszkowski, Erin. "Medical School Prerequisite Courses Completed at Two-Year Colleges by Medical School Matriculants: An Analysis at the University of Central Florida." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5349.
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Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Brahmi, Frances A. "Medical students' perception of lifelong learning at Indiana University School of Medicine." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.
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Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007.Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.
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Seabrook, Mary Angela. "Apprenticeship or university course? : a study of change in one medical school." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/apprenticeship-or-university-course--a-study-of-change-in-one-medical-school(4745411e-4086-4ece-b4f3-c8e9d556aab1).html.
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Isba, Rachel Elizabeth. "DREEMs, myths and realities : learning environments within the University of Manchester medical school." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509731.
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Lam, Tai-pong. "A study of curriculum reform in an Asian medical school and the implications for medical education." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35781452.
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Mindel, Merle Naomi. "The construction of medical education in an unequal society : a study of the University of Cape Town Medical School, 1904-1997." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10020434/.
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Wright, James Scott. "Academic Lineage and Student Performance in Medical School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2206/.
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This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institutions; and (4) establish a model by which the relative academic strengths of applicants from a variety of undergraduate institutions can be understood more clearly based on the previous performance of medical students from schools with similar institutional characteristics. A review of the literature on medical school admissions was completed and used to develop this research. Medical students from the University of Texas Southwestern Medical Center at Dallas who enrolled between the years 1990 and 1994 and graduated or were dismissed between the years 1994 and 1998 were selected as the sample for the study (n=933). The undergraduate institution of origin for each student was coded based on its Carnegie classification, admissions selectivity group, and whether its governing control was public or private. Because the sample was not randomly selected and the data likely would not meet the assumptions of equal means and variance with the population, nonparametric analyses of variance and multiple comparison tests were completed to compare the groups of the independent variables over each dependent variable. The analyses revealed that for the sample of medical students selected for this study there was an association between academic lineage and student performance in medical school. Differences were found among Carnegie classifications on the dependent variables of cumulative medical school grade point average, class rank, failure rate, and score on Step 1 of the United States Medical Licensure Examination. Further, it was found that admission selectivity was also associated with student performance in medical school for each dependent variable except failure rate. Finally, the study results indicated no association between public or private governing control and student performance in medical school.
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Bampton, Betsy A. "Nursing in the university : an historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618638.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture.;Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed.;Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogues and other official publications of the school and university also were used.;The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.
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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.
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MacFarlane, Matthew Phillip. "Proposal for a Gender, Sex, and Sexuality Curriculum in Undergraduate Medical Education at the Lewis Katz School of Medicine at Temple University." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502268.
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Urban BioethicsM.A.
Understanding gender, sex, and sexuality is required in order to be a competent, patient-centered physician, and, therefore, inclusion of these topics in undergraduate medical education is essential. Current medical education is not producing physicians equipped to manage the complaints and issues that face their patients in these areas. LGBTQ populations are most affected by the inadequacy of training related to these topics. LGBTQ patients face unique issues in healthcare in terms of their normal development, pathology, social determinants of health, and healthcare system practices. Additionally, LGBTQ people and those who engage in behaviors that parallel these identities are prevalent in the general population. The addition of a gender, sex, and sexuality curriculum would simultaneously address LGBTQ disparities as well as the need for improved sexual health education that would benefit all patients. Currently, undergraduate medical curricula have limited, non-standardized education on gender, sex, and sexuality. A few American institutions have published both qualitative and quantitative studies that indicate medical students’ attitudes are malleable and their clinical skills can be improved in these areas. Further, numerous national medical societies have created curriculum guidelines and recommendations in order to aid medical schools looking to bolster their gender, sex, and sexuality related curricula. This paper will synthesize research and these guidelines to propose a robust gender, sex, and sexuality curriculum that is tailored to the environment found at the Lewis Katz School of Medicine at Temple University.
Temple University--Theses
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Chur-Hansen, Anna. "An investigation of the English language proficiency and academic and clinical performance of University of Adelaide Medical School undergraduates /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc5595.pdf.
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Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychiatry, 1998.Author's revision to her thesis is in envelope on back page. Copies of author's previously published works inserted. Bibliography: leaves 472-502.
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Poulin, Michelle J. "The sexual and social relations of youth in rural Malawi : strategies for AIDS prevention /." Citation, abstract and full text online, 2007. http://proquest.umi.com/pqdweb?did=1158526321&sid=1&Fmt=2&clientId=3740&RQT=309&VName=PQD.
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Takeuchi, Yuto, Emi Morita, Mariko Naito, and Nobuyuki Hamajima. "Smoking Rates and Attitudes to Smoking Among Medical Students: A 2009 Survey at the Nagoya University School of Medicine." Nagoya University School of Medicine, 2010. http://hdl.handle.net/2237/14177.
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Sekhadia, Nima Ashok. "Outreach and the Medical School: A Case Study of Institutional Logics of the University of Arizona College of Medicine." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144957.
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Verma, Rajiv, and n/a. "Clinical outcomes of dental implant treatment provided at the School of Dentistry, University of Otago from 1989 to 2005." University of Otago. School of Dentistry, 2008. http://adt.otago.ac.nz./public/adt-NZDU20081219.145402.
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Objective: The aim of the study was to evaluate the clinical outcomes of oral implant treatment provided at the School of Dentistry, University of Otago from 1989 to 2005.
Methods: Oral implant patients (n=320) with 586 implants were identified and invited to attend for a clinical examination. Implant demographics of all the patients were extracted from the files. Implant demographics of the examined and unexamined patients were compared to assess if the examined patients were representative of the total group. One hundred and three patients with 214 implants agreed to attend for an examination. In the clinical examination full mouth plaque scores, probing depths, bleeding on probing and suppuration were measured. In addition, around implants recession and width of keratinized gingiva were also recorded. For the radiographic examination, baseline radiographs and radiographs taken at the time of examination were digitized and compared to measure the amount of bone lost or gained around implants using NIH Image J software.
Results: There were equal numbers of males and females with a mean age of 46.3 � 15 years at the time of implant placement. The smoking history at the time of examination was recorded, 56% of the patients were non-smokers, 37% former smokers, and 7% were current smokers. More than half of the implants (56%) were placed in the anterior region. Based on the type of implant system, 79% were Branemark implants, 10% Straumann, 6% Southern implants and 4% were unknown. Most of the patients (64%) had implant-supported crowns, 19% had fixed denture prostheses, and 17% had implant-supported overdentures. The overall implant survival rate was 97.7% with five implants lost (2.3%) and 8 implants treated for peri-implantitis (3.8%). The mean PD around implants was 2.3mm (SD 0.6mm), mean recession was 0.5mm (SD 0.8mm) and mean attachment level of 2.8mm (SD 0.9mm). Probing depths [greater than or equal to] 4mm with BOP were recorded around implants in 8.9% of patients. The mean full mouth plaque score was 30% while mean plaque score around implants was 15.9%. The average bone loss around implants was 0.3mm (SD 0.8). Maximum bone loss observed was 2.9 mm.
Conclusion: The prevalence of peri-implant inflammation and implant survival rates in this group of patients appeared comparable to that reported in the literature. The prevalence of peri-implant lesions was low in the group of patients examined.
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Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.
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Namusoke, Kiwanuka Suzanne. "The Ugandan private students scheme at Makerere University School of Medicine and its effect on increasing the number of medical doctors enrolled and trained from 1993 to 2004." University of the Western Cape, 2010. http://hdl.handle.net/11394/3059.
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Magister Public Health - MPHBackground: The global human resources for health crisis has affected Uganda deeply as is evidenced by grossly inadequate medical doctor to population ratios. Strategies to increase training and retention initiatives have been identified as the most promising ways to address the problem. In Uganda, the dual track tuition policy of higher education (called the Private Students Scheme or PSS) at the University of Makerere was initiated in the academic year 1993/94, to boost student intake and to supplement university revenue. However, the impact of this scheme on the enrolment and graduation of medical students at this University is unknown. Aim: This study aimed to assess the effect of the PSS on enrolment, time to completion, attrition and number of graduated medical students at Makerere University Medical School after (post-) the Private Students Scheme (PSS). Study design: A quantitative cross-sectional descriptive study based on a retrospective review of enrolment and graduation records of medical students was conducted comparing records of students enrolled five years before and after the privatisation scheme. Numbers enrolled, attrition rates, time to completion and graduation numbers were analysed. Results: There were 895 students enrolled in the study period, 612 (72.2%) males and 236 (27.6%) females. Pre- and post-PSS periods had 401 and 494 enrolments respectively (a net increase of 93 students). During the post-PSS period, 447 (90.5%) government sponsored students were enrolled - 351 (71.1%) males and 143 (28.9% females); in the same period, 47 (9.5%) private students were enrolled, 30 (63.8%) male and 17 (36.2%) female. Graduation rates for the entire study period were 96% (859), which represented 44% (378) in the pre-PSS and 56% (481) in the post-PSS periods. Private students contributed 8.9% (43) of the graduates 9in the post-PSS period. The majority of students (90.4%) graduated in five years. Thirty four students (3.8%) dropped out in the entire period, constituting significantly more in the pre-PSS - 22 (5.5%) than in the post PSS-period - 12 (2.4%). Males were more likely to drop out: 31 males did so (4.4%) compared with 3 (1.2%) females. In the post-PSS period, males made up 83.3% (10/12) of the attrition rate. Nine of them were government sponsored while three were private students. Conclusions: The PSS resulted in a 10% increase in enrolments when compared to the pre-PSS period. Furthermore the number of private medical student enrolments contributed 8.9% of the total graduations indicating that PSS succeeded in increasing the number of medical doctors graduated at MUSM. More males than females enrolled across all the years which might indicate a tendency for females to pursue non-medical professions which should be discouraged. Attrition of students was low which is encouraging but the finding that males were more likely to drop out than females deserves attention.
South Africa
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Palacz, Michal Adam. "Polish School of Medicine at the University of Edinburgh (1941-1949) : a case study in the transnational history of Polish wartime migration to Great Britain." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/31032.
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More than 400 Polish medical refugees were associated with the Polish School of Medicine (PSM) at the University of Edinburgh between 1941 and 1949. This dissertation argues that the history of the PSM can fully be understood only as a part of the refugees’ broader experience of impelled or forced migration during and immediately after the Second World War. The key findings of this case study demonstrate that the opportunity to study or work at the PSM enabled the majority of Polish exiles to overcome, to a varying extent, their refugee predicament, while medical qualifications, transferable skills and trans-cultural competency obtained in wartime Britain allowed them to pursue professional and academic careers in different countries of post-war settlement, thus in turn contributing to a global circulation of medical knowledge and practice, especially between the University of Edinburgh and Poland. This specific case study contributes to the existing knowledge of Polish wartime migration to Britain in three interrelated ways. Firstly, an overarching transnational approach is used to combine and transcend Polish and British scholarly perspectives on, respectively, emigration or immigration. Secondly, the conceptual insularity of the existing literature on the topic is challenged by analysing archival, published and digital sources pertaining to the PSM with the help of various theoretical models and concepts borrowed from forced migration and diaspora studies. Thirdly, the conventional historiography of Polish-British wartime relations is challenged by emphasising the genuinely global ramifications of the PSM’s history. By interpreting the history of the PSM with the help of different analytical tools, such as Kunz’s and Johansson’s models of refugee movement and Tweed’s theory of diasporic religion, this dissertation provides a conceptual blueprint for further research on Polish wartime migration to Britain. In turn, this case study contributes to the development of forced migration and diaspora studies not only by empirically testing the explanatory power of existing theoretical models, but also by suggesting possible new conceptual avenues, such as analysing the pre-existing trans-cultural experiences of both Polish medical refugees and their hosts at the University of Edinburgh, and adding to the ‘triadic relationship’ of diaspora, homeland and host society a fourth dimension, i.e. conflict and cooperation between different migrant or refugee communities within the same host society.
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Medal, Diana Steed. "Distance instruction in medical terminology for occupational therapy students in Yokkaichi, Mie, Japan." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1999.
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Esson, Rachel Margaret. "How good is survey design in medical libraries? a systematic review of user surveys : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1282.
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Rossouw, Tania. "Strategic options for the physiotherapy industry in the current context of private healthcare in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50644.
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Thesis (MBA)--Stellenbosch University, 2006.ENGLISH ABSTRACT: South Africa's healthcare industry is at a crossroad as pressure in both the public and private sectors is increasing. The extent of change in the industry is overwhelming and it is seen as a very turbulent and unstable environment. Healthcare professionals must reconsider their position in the industry and adapt in this ever-changing environment. The physiotherapy profession forms a small part of the healthcare value chain, but it fulfils an important role in the healthcare system. Unfortunately the profession shows no clear direction and purpose. There also exists a mismatch between the current healthcare environment demands and the physiotherapy service delivery. If they do not adapt in this environment which is in turmoil and have a clear strategy for the way forward, they will be pushed out of the healthcare value chain and become obsolete. The aim of this research report was then to do an in depth analysis of the private healthcare industry in which physiotherapy is operating, to analyse the external physiotherapy industry and an internal analysis of the profession so as to construct a generic strategy for the physiotherapy profession in the private healthcare sector in South Africa. To achieve this aim, it was determined that qualitative, investigative research would be conducted. The research methodology used in this research report was a combination of primary and secondary research. Firstly, secondary research in the form of a literature review was conducted to provide a comprehensive insight into the provision of health care in South Africa. Thereafter, primary research was conducted through semi-structured, in-depth interviews with a purposive sample of physiotherapy industry experts to analyse the external physiotherapy Industry as well as the internal profession environment. Main findings include that the physiotherapy industry is becoming less attractive as competitive forces in the physiotherapy and private healthcare industry are moderate to strong. Deconstruction of the healthcare value chain in the private sector is increasing intra- and inter-professional competition. Government plays a major role in the attractiveness of the industry as they are restricting competitive and market forces and minimising profits through legislation. Medical schemes are trying to contain costs and managed healthcare is coming to the forefront. The physiotherapy market is stagnating and the clients' needs and requirements are changing. Opportunities that were identified we~e the expansion into new markets, involvement in other industries and broadening the scope of practice. Threats are mainly from governmental legislation and policies, vertical integration from the hospital and medical scheme industries and the threat of substitutes, especially alternative health. From the internal profession analysis a current strategy was identified and a strategic intent was formulated as the physiotherapy profession wants to be the preferred and relevant health care service provider in prevention, management and rehabilitation of potential and actual movement impairments of individuals. Strengths to help build this vision included their high regard and profile, quality training, increase in research and evidence and their whole service package. Weaknesses that must be overcome include poor business, managerial and marketing skills, limited role models and leaders and the high levels of intra-professional competition leading to the demise of the profession. Having completed the analysis, major strategic thrusts with a focussed differentiated approach for the profession could then be formulated: • Define physiotherapy and the scope of practice. • Reinstate physiotherapy in the healthcare system. • Develop leadership. • Cooperate within the profession. • Maintain professional autonomy. • Develop business skills.
AFRIKAANSE OPSOMMING: Gesondheidsprofessies moet hul posisie in die industrie herevalueer en aanpas in hierdie steeds wisselende omgewing. Die fisioterapie professie beslaan 'n klein deeltjie van die gesondheidsorg waardeketting, maar dit vervul 'n baie belangrike rol in die gesondheidsorg stelsel. Ongelukkig blyk dit asof die professie geen rigting en doeleindes het waarna dit beweeg en streef nie. Verder bestaan daar ook 'n wanbelyning tussen die huidige gesondheidsorg omgewingvereistes en die dienste wat fisioterapie verrig. Indien die fisioterapie professie nie aanpas in hierdie onstuimige omgewing nie en 'n duidelike strategie ontwikkel vir die toekoms nie, staan dit in gevaar om te verval uit die gesondheidsorg-waardeketting en te vergaan. Die doel van hierdie navorsingswerkstuk is dan om 'n in diepte analise te doen van die privaat gesondheidsorgindustrie waarin fisiolerapeute funksioneer, om die eksterne fisioterapie-industrie sowel as die interne professie te analiseer; ten einde 'n generiese strategie vir die fisiolerapie-professie in privaat gesondheid in Suid Afrika te ontwikkel. Om hierdie doelwitte te bereik is daar besluit om kwalitatiewe navorsing te doen. Die navorsingsmetodologie wat gebruik is bestaan uit 'n kombinasie van primere en sekondere navorsing. Sekondere navorsing is gedoen in die vorm van 'n literatuuroorsig om 'n omvattende oorsig te gee van die gesondheidsorg dienslewering in Suid Afrika. Daarna is primere navorsing gedoen in die vorm van gedeeltelike gestruktureerde, in diepte onderhoude met 'n doelbewuste steekproef van fisioterapie-kundiges om die eksterne omgewing en interne professie te evalueer. Hoof bevindings uit die analise is dat die fisioterapie-industrie se aantreklikheid besig is om te verminder as gevolg van gemiddelde tot sterk kompeterende kragte. Dekonstruksie van die gesondheidsorg-waardeketting in die privaatsektor lei tot verhoogde intra- en inter-professionele kompetisie. Die regering speel ook 'n groot rol in die aantreklikheid van die industrie en hulle beperk natuurlike kompetisie en markkragte en minimaliseer winste deur middel van wetgewing. Mediese fondse probeer kostes beperk en besturende gesondheidsorg begin ontluik. Die huidige fisioterapiemark is besig om te stagneer en kliente se behoeftes en vereistes is besig om te verander. Geleenthede wat geidentifiseer is sluit in die uitbreiding na nuwe markte, betrokkenheid by ander industrie; en die verbreding van fisioterapie se bestek van praktyk. Bedreigings bestaan hoofsaaklik vanaf regeringswetgewing en regulasies, vertikale integrasie van die hospitaal en mediese fonds industriee en die bedreiging van plaasvervangers, veral alternatiewe gesondheid. Vanaf die interne professie-analise is daar 'n huidige strategie geidentifiseer en 'n strategiese intensie kon geformuleer word. Hierdie intensie is dat die fisioterapieprofessie die gewenste en relevante gesondheidsorg diensverskaffer sal wees in die voorkoming, bestuur en rehabilitasie van potensiele en werklike bewegingsaantastings van individue. Sterkpunte in die professie wat hierdie intensie kan ondersteun, sluit in hul goeie profiel en agting, kwaliteit opleiding, toename in navorsing en hul volledige dienspakket. Swakpunte wat oorkom moet word is swak besigheids-, bestuur - en bemarkingsvaardighede, beperkte rolmodelle en leiers en die intra-professionele kompetisie wat die professie as 'n geheel ondermyn. Nadat die analise gedoen is kon daar hoof strategiese rigtings geformuleer word met 'n gefokusde differensiasie benadering: • Definieer fisioterapie en bestek van praktyk. • Hervestig fisioterapie in die gesondheidsorgstelsel. • Ontwikkel leierskap. • Samewerking in die professie. • Behou professionele outonomiteit. • Ontwikkel besigheidsvaardighede.
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Pibulsilp, Thanawadee. "An investigation of cultural influence on academic library usage and experience of international medical students from Asian countries a case study of students at the Christchurch School of Medicine, University of Otago, Christchurch : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1273.
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Tavano, Patricia Teixeira. "Onde a morte se compraz em auxiliar a vida: a trajetória da disciplina de anatomia humana no currículo médico da primeira faculdade oficial de medicina de São Paulo - o período de Renato Locchi (1937-1955)." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15062011-101817/.
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Esta dissertação visa à caracterização da Anatomia Humana enquanto disciplina no contexto da Faculdade de Medicina da Universidade de São Paulo (FMUSP) no período de cátedra de Renato Locchi (1937-1955). Considerada ponto de convergência entre uma medicina mais mística e uma medicina mais objetiva, a Anatomia e a dissecação traçam trajetória sócio-histórica de proximidade com a profissão médica, constituindo-se em parte da racionalidade profissional, o que acaba por justificar sua constância nos currículos médicos embasado na imprescindibilidade do conhecimento do corpo-máquina humano para a plena execução das atividades deste profissional. Propõe-se aqui distinguir as características iniciais da constituição da Anatomia Humana enquanto disciplina nesta Instituição; determinar seu espaço de legitimidade curricular; estabelecer seus elementos constitutivos diante da documentação analisada; e discutir possíveis permanências e rupturas da disciplina no período de Renato Locchi. Para tanto, o estudo baseou-se nas teorias da construção sócio-histórica das disciplinas escolares, notadamente as discussões de André Chervel e Ivor Goodson, donde se elenca os elementos constitutivos de uma disciplina, a saber: as finalidades ou objetivos que direcionam as seleções disciplinares; os conteúdos de ensino; os métodos para a impregnação dos conteúdos e disciplina nos sujeitos-estudante; os exercícios e avaliações que fixam e verificam se a disciplina sensibilizou seus sujeitos; a comunidade representativa desta disciplina, que a defende e sustenta; e as tradições, que trazem para a disciplina novos integrantes e os mantém por se identificarem com elas. Estes elementos formam sua cultura disciplinar, cultura esta que apresenta uma face de unicidade à sociedade geral, porém, internamente é formada por diversas subculturas amalgamadas que disputam espaços e privilégios. Estas categorias foram utilizadas como referência para a análise da documentação resgatada nos acervos do Museu de Anatomia Humana Alfonso Bovero do ICB/USP e do Museu Histórico Carlos da Silva Lacaz da FMUSP, bem como os documentos da Assessoria Técnica Acadêmica dessa mesma Faculdade. Tendo como base a análise documental privilegiando fontes primárias, traçou-se o percurso de uma disciplina sustentada em uma forte retórica legitimadora empreendida por Renato Locchi, que distingue o espaço-tempo da cadeira em duas vertentes a Anatomia como campo de pesquisa e a Anatomia escolar, sendo esta composta por seleções históricas mediadas pela primeira. Com a organização da comunidade disciplinar, o redirecionamento das finalidades disciplinares, a revisão e ampliação dos conteúdos e o fortalecimento do método prático-dissecatório, Renato Locchi constrói a disciplina de Anatomia na FMUSP na acepção estrita do conceito.Where death delights to help the life: the history of the discipline of human anatomy in the medical curriculum of the first official medicine school of São Paulo - the period of Renato Locchi (1937-1955).
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Lucas, D. Pulane. "Disruptive Transformations in Health Care: Technological Innovation and the Acute Care General Hospital." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2996.
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Advances in medical technology have altered the need for certain types of surgery to be performed in traditional inpatient hospital settings. Less invasive surgical procedures allow a growing number of medical treatments to take place on an outpatient basis. Hospitals face growing competition from ambulatory surgery centers (ASCs). The competitive threats posed by ASCs are important, given that inpatient surgery has been the cornerstone of hospital services for over a century. Additional research is needed to understand how surgical volume shifts between and within acute care general hospitals (ACGHs) and ASCs. This study investigates how medical technology within the hospital industry is changing medical services delivery. The main purposes of this study are to (1) test Clayton M. Christensen’s theory of disruptive innovation in health care, and (2) examine the effects of disruptive innovation on appendectomy, cholecystectomy, and bariatric surgery (ACBS) utilization. Disruptive innovation theory contends that advanced technology combined with innovative business models—located outside of traditional product markets or delivery systems—will produce simplified, quality products and services at lower costs with broader accessibility. Consequently, new markets will emerge, and conventional industry leaders will experience a loss of market share to “non-traditional” new entrants into the marketplace. The underlying assumption of this work is that ASCs (innovative business models) have adopted laparoscopy (innovative technology) and their unification has initiated disruptive innovation within the hospital industry. The disruptive effects have spawned shifts in surgical volumes from open to laparoscopic procedures, from inpatient to ambulatory settings, and from hospitals to ASCs. The research hypothesizes that: (1) there will be larger increases in the percentage of laparoscopic ACBS performed than open ACBS procedures; (2) ambulatory ACBS will experience larger percent increases than inpatient ACBS procedures; and (3) ASCs will experience larger percent increases than ACGHs. The study tracks the utilization of open, laparoscopic, inpatient and ambulatory ACBS. The research questions that guide the inquiry are: 1. How has ACBS utilization changed over this time? 2. Do ACGHs and ASCs differ in the utilization of ACBS? 3. How do states differ in the utilization of ACBS? 4. Do study findings support disruptive innovation theory in the hospital industry? The quantitative study employs a panel design using hospital discharge data from 2004 and 2009. The unit of analysis is the facility. The sampling frame is comprised of ACGHs and ASCs in Florida and Wisconsin. The study employs exploratory and confirmatory data analysis. This work finds that disruptive innovation theory is an effective model for assessing the hospital industry. The model provides a useful framework for analyzing the interplay between ACGHs and ASCs. While study findings did not support the stated hypotheses, the impact of government interventions into the competitive marketplace supports the claims of disruptive innovation theory. Regulations that intervened in the hospital industry facilitated interactions between ASCs and ACGHs, reducing the number of ASCs performing ACBS and altering the trajectory of ACBS volume by shifting surgeries from ASCs to ACGHs.
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Carr, Jessica Raye. "Effectiveness of pre-learning online modules in the first year medical school curriculum." Thesis, 2016. https://hdl.handle.net/2144/16780.
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INTRODUCTION: Healthcare practices are rapidly evolving, shifting to multidisciplinary initiatives, and prompting a reevaluation of the current structure in the preparation of medical students. The response of medical schools is to adopt newly modeled curricula that use a flipped classroom structure to implement an integrated curriculum encouraging the practice of multidisciplinary inquiry within the basic sciences to develop physicians capable of thoughtful clinical reasoning skills. This pedagogical shift in medical education and the prevailing reaction of medical schools to fundamentally reform curriculum has lead to the emergence of a demand for innovative educational technology capable of effective distribution of pre-class material.
OBJECTIVE: Assess student experience of SoftChalk online biochemistry modules as a pre-class learning tool to determine effectiveness in fostering student learning and engagement. In evaluating perceptions on improvement, future modules can be knowledgeably revised to maximize educational gains and elucidate effective/ineffective implementation practices. Data was stratified by previous biochemistry experience to determine if students who have taken the same traditionally instructed graduate biochemistry course (BI751) would have differing thematic opinions of the flipped model’s pre-learning environment.
METHODS: Participants were Boston University’s first year medical school students (n=165) class of 2019’ in an integrated curriculum containing basic science modules. After completion of the modules a mixed-methods anonymous survey with a thematic approach to assess experience and improvement of SoftChalk biochemistry modules were emailed, with reminders. The survey contained demographic data, qualitative free response questions, and likert scale assessment questions with no incentive for completion. The data was analyzed independently by researchers to assess common themes and stratified by previous biochemistry experience.
RESULTS: Three main themes emerged in assessment of data: SoftChalk as a quality learning tool, lack of integration/consistency, and formatting concerns with an overall positive perception of the pre-learning tool. Respondents commented on quality of SoftChalk as a pre-learning tool; the majority deeming it helpful, interactive, and having beneficial activities. Integration and consistency concerns surfaced in both experience, with commentary on pre-class modules being too dense, and improvement by consolidating information into one resource. The major formatting concern was the ability to maintain module value in paper form. Themes were furthered by the quantitative data with students perceiving SoftChalk as effective, providing a foundation for material in-class, and questions having the correct difficulty. When data was stratified BI751 disagreed that SoftChalk helped students stay on track with course material despite the class on average agreeing.
CONCLUSIONS: While SoftChalk is an effective pre-class learning tool, the challenge is in reversing students’ perceptions that basic material should be instructed and that a comprehensive syllabus is necessary. Future SoftChalk modules can enhance success if pre-class modules are condensed, have a stronger transition from pre-class information to in-class activities and maintain consistency among instructor expectations.
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Pinto, Inês da Costa Carvalho Moreira. "Mental stigma in medical students - Medical School of Oporto University." Dissertação, 2015. https://repositorio-aberto.up.pt/handle/10216/78949.
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Pinto, Inês da Costa Carvalho Moreira. "Mental stigma in medical students - Medical School of Oporto University." Master's thesis, 2015. https://repositorio-aberto.up.pt/handle/10216/78949.
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"Predicting medical school exam performance from note taking and study strategies, MCAT scores, college GPA, and medical school grades." Tulane University, 1988.
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The purpose of this study was to determine the relationships among lecture note-taking and study strategies, MCAT scores, college GPA, previous medical school course grades, and medical school exam performance. Seventy-two 1st-year Tulane Medical School students were supplied with questionnaires during the 9 weeks of a genetics course and indicated their attendance, lecture note-taking strategies, and time studied for the course. On the day of the final exam in the course, the subjects completed a questionnaire asking them to indicate the study strategies they used and their predicted exam score. Tulane Medical School students have a system for note-taking called MEDREP notes. These notes are prepared by selected students (one student per lecture) from tape-recorded lectures and notes taking during the lectures. The notes are typed and distributed to the other students for each lecture. The results indicated that the following variables were significant predictors of exam score: (a) college GPA, (b) MCAT scores, (c) previous medical school grades, (d) predicted exam score, (e) highlighting or underlining important information while reading, and (f) rereading selected parts of the text. The four former variables were positively related to exam score and the two latter variables were negatively related to exam scoreacase@tulane.edu
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Acheampong, Cassandra Dixon. "Worldviews, mental health, career values, and academic success of medical students at a southeastern medical school." 2008. http://www.lib.ncsu.edu/theses/available/etd-12042008-185729/unrestricted/etd.pdf.
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Vu, Thomas. "Preliminary evaluations of Mini Medical School at the University of California, Riverside." Thesis, 2016. https://hdl.handle.net/2144/19490.
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A structured conceptualization evaluation is made on the community- based education program called Mini Medical School at the University of California, Riverside. Two surveys were created with the intention of characterizing the socioeconomic and health background of the population that attends the Mini Medical School events in Riverside County. The surveys were distributed to general Mini Medical School venues as well as a School of Medicine Open House event held in spring of 2016. Results of the survey are then compared to similar socioeconomic and health reports of Riverside County through various online databases. We found significant statistical differences in the racial and ethnic breakdown of the Mini Medical School population and Riverside County. We found no statistical differences in the poverty levels between the Mini Medical School population and Riverside County. We found mixed results on the prevalence of each of the health conditions listed on the survey. Further formative and summative evaluations need to be completed on both the population that attends the Mini Medical School events as well as the pre-health students who volunteer for the program to ensure that goals laid out are being met and that the program is being delivered as intended.
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Daniels, Daryl Keith. "African-Americans at the Yale University School of Medicine 1810-1960 /." 1991. http://ymtdl.med.yale.edu/theses/available/etd-02052004-085604/unrestricted/text-T113+y125908.pdf.
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"Egresado de la Facultad de Negocios se gradúa con honores en la prestigiosa School of Management de Boston University." Universidad Peruana de Ciencias Aplicadas - UPC, 2015. http://hdl.handle.net/10757/575966.
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Rodrigo José Delgado Ehni, egresado de la carrera de Administración y Marketing de la Facultad de Negocios de la UPC, se graduó del MBA Internacional de la prestigiosa School of Management de Boston University; donde fue el único alumno peruano entre casi 30 estudiantes de más de 15 países.
Es importante resaltar que fue el único de la promoción de dicho programa en graduarse con doble especialización, Marketing y Liderazgo y Transformación Organizacional, en ambas con la distinción de honores.
Sus logros académicos se percibieron desde que estudiaba el pregrado en la UPC, donde se graduó como el segundo puesto de su promoción, perteneciendo al décimo superior.
Actualmente, es autor de un blog de Administración, especializado en temas de marketing, del portal web de RPP Noticias (http://blog.rpp.com.pe/marketingmix/), donde cuenta con más de 50 artículos publicados y un gran número de seguidores en Facebook y Twitter.
“Durante mis años de estudio en la UPC, no solo logré aprender las diversas prácticas determinantes que me convirtieron en el marketero que soy hoy en día, sino también contemplar los diversos campos de la administración, como finanzas, economía, negocios internacionales, entre otras; que complementaron mi formación y que ayudan a ser un profesional de la más alta calidad”, señala Rodrigo Delgado.
Felicitamos los logros académicos y profesionales que viene alcanzando nuestro egresado de la UPC.
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Sommerville, Thomas Edward. "Curriculum reform at the University of Natal Medical School : purging content and changing paradigm." Thesis, 1999. http://hdl.handle.net/10413/7929.
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This work discusses issues of curriculum in terms of a case study of curriculum reform at a
South African medical school, from the viewpoint of a clinical department of which teaching input
is predominantly postgraduate rather than undergraduate. Concepts of curriculum and content
are explored. A distinction is drawn between different uses of the term 'paradigm'. The context
underlying the current educational climate nationally and internationally is described, and the
course of medical education and teaching in anaesthesia traced historically. Results of a
questionnaire circulated amongst general practitioners in KwaZulu-Natal, and informal
interactions and semi-structured interviews with members of staff and students at the medical
school, are documented. The general practitioners were broadly in favour of the changes
contemplated by the Curriculum Development Task Force and indicated support for movement
towards newer modes of teaching and learning. Staff and students were more equivocal about
proposed change, conceding their conservatism and pointing out practical problems with
initiating change in the direction envisaged, but appearing willing to proceed. Anaesthetics staff
on the whole seemed more optimistic about change; they differed from the GPs, other staff and
students in advising against attempting to teach specific - as against generic - anaesthetic skills
to undergraduates. The responses of the different groups' opinions are discussed against the
national and international background in terms of curricular paradigm, educational strategies,
curriculum content and aspects of change. It is concluded that Medicine in general has operated
in the natural science paradigm and that a degree of inertia has resisted changes suggested for
at least the past century. The impetus for change from within medical schools, the profession
and society at large is now such that transition directly to a critical mode, strongly influenced by
postmodernism, is pending, the effect being that of a Kuhnian paradigm shift. The
interdependence of curriculum as a whole and of content - one of its elements - is noted. Local
teaching changes in Anaesthetics are compared with those of the faculty as a whole and the
interaction of the now fragmented elements of anaesthesia core teaching with the reform
process are sketched.Thesis (M.Ed.)-University of Natal, 1999.
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.
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Erratum pasted onto front end paper.Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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Su, Yen-Chen, and 蘇彥蓁. "A study on the learning effects of medical students from multiple entrance systems for the university — an example of one medical school." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/4y832g.
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碩士輔仁大學
公共衛生學系碩士班
99
Background: Medical Doctor is a unique career.The basic criteria for doctors are the professional knowledge and skills of treatments.It therefore requires doctors to have spiritual for pursuing life-long learning and carry compassion caring,empathy and respect to people to be an excellent doctor in term of full function care.Choosing the character-fit students to attend medical schools and giving the comprehensive medical training to make them become outstanding medical doctors is what medical schools are looking for. After the multi entrance systems was in effect in year 2002,the ways to select the character-fit medical students for school have more approaches and the written tests are no longer the only consideration.Through entrance interview to understand the applicants’ personal character has been the policy that medical colleges want to carry out.To study the feasibility of recommendation approach,we first need to consider applicants performance in all aspects as the criteria for selection. Purpose: To study whether six learning effectiveness indicators-professional knowledge,skills, recognition,overall academic average,medical doctor license test and affection part of the field-empathy among medical students are affected by the approaches which they are admitted into schools under the multi entrance systems for college admission. Methods: Utilize secondary data analysis and questionnaire.The analysis subjects of secondary data is the medical schools admitted students from joint college entrance examination, application,recommendation and overseas totaled at 443 persons at year 2000 through year 2009.The Kruskal-Wallis Test is used to study the performance of school grade on the related subjects of recognition,skills,affection,overall academic average,medical doctor license test.Questionnaire is conducted by the Jefferson Scale of Physician Empathy-Student Version,JSPE.The JSPE is to measure presence of the affection part of the field-empathy.Factor Analysis Approach then is utilized to reduce JSPE into three sub measurement tables including communication ability(factor one),compassion(factor two), empathy(factor three).Those tables are to measure the opinions or attitude toward medical treatment environment.Sampling objects are the medical students who were admitted during year 2004 through year 2009,and two hundred and seventy survey questionnaires were issued. The valid questionnaires were two hundred and six copies.They were analyzed by Kruskal-Wallis Test and Factor Analysis Approach. Result: 1.The learning effectiveness of students through multi entrance systems for college admission. 1.1 The indicators of professional knowledge, skills, recognition, overall academic average shows statistical significance for Chinese students from overseas 1.2 The indicators of professional knowledge, skills, recognition, overall academic average, medical doctor license test no statistical significance for students admitted through joint registration,placement entrance examination,or application and recommendation. 2.Learning effectiveness by gender Impact of gender shows statistical significance for indicators of professional knowledge, skills,recognition and overall academic average.Female students perform better on leaning effectiveness than male students. 3.Analysis of variation in empathy(affection part of the field-empathy ) 3.1Grade of students reach statistical significance. Empathy decreases as grade of students increase. 3.2Gender and admission approaches have no statistical significance related to empathy. 4.Analysis of factors of empathy(affection part of the field-empathy ) 4.1Grade: Communication ability(factor one)-The second grade students perform better than fourth grade students. Compassion(factor two)-The third grade students perform better than fifth grade students. Empathy(factor three)-The second grade students perform better than fifth grade students, and the fourth grade students perform better than sixth grade students. 4.2Gender-has no statistical significance. Admission approaches have statistical significance with compassion care. Students from application and recommendation perform better than admitted through joint registration. Students from joint registration perform better than Chinese students from overseas. Communication ability(factor one)and empathy(factor three) has no statistical significance with admission approaches. Conclusion- impact of multi entrance systems for college admission toward learning effectiveness of medical students: 1.The learning effectiveness of medical students has not significantly affected by college admission approaches. The current admission policy and carry out approaches of medical schools requires further studies. 2.It also requires further research to verify if the current measurement tools and indicators are sufficient to distinguish the learning effectiveness of students from different admission approaches,the character-fit students to attend medical schools,and are able track the interactive of doctors and patients as well as the treatment effectiveness.
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Whittaker, John Peter. "Selecting a permanent site and planning an urban campus for the University of Massachusetts-Boston, 1964-1973: A case study of the impact of state and local politics on policy formulation and planning for an urban public university." 1989. https://scholarworks.umass.edu/dissertations/AAI9001578.
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Major decisions for public universities are often shaped by the political dynamics which function continuously inside the institution and within the larger external community. A persistent problem in the study of higher education is the need to better understand this complex external environment and to build adequate consideration of it into the planning and decision making process. This study examined a particular instance of planning and decision making for an urban public university; the site selection process for the Boston campus of The University of Massachusetts. It identified the major components and dynamics of this prolonged search and developed recommendations which can be generalized to similar institutions. Study methods included review of University archives and contemporary news media, interviews, and review of public records. The researcher first sought to describe the broader context in which Massachusetts public higher education developed during the decades prior to the sudden decision to create a Boston campus for the University of Massachusetts in 1964. Then a chronology was constructed describing major events and decisions reached during the site selection process. A particular effort was made to determine the nature and methodology of the University's planning process. The study then examined the internal organizational structure and political environment within the university and the broader political and economic environment in the external community in order to assess their impact on the final outcome. A key finding was that the immediate local political and economic context surrounding an urban public university will have a profound impact upon policy decision making for the university. Since the near neighbors of such an institution will tend to view its presence in terms of its immediate impact on their daily lives and not in terms of its broader long term benefit to society, this local context must be known and understood by the university's decision makers. Lack of adequate state-wide coordination of the development of public higher education in Massachusetts during the 1960's and the lack of an adequate public relations effort on the part of the University were major contributing factors which hampered the site selection process.
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Abbas, Majed. "Performance in credential enhancing masters program facilitates future success in the health professions." Thesis, 2016. https://hdl.handle.net/2144/16790.
Full textAbstract:
This paper examined the critical factors and potential predictors necessary for successful admission to dental school for students participating in the credential enhancing Oral Health Sciences (OHS) master’s program at Boston University. The academic parameters of OHS-DMD and traditional (four year) college graduate DMD students were compared to determine if OHS graduates performed at a comparable academic level in dental school as DMD students who entered dental school without completing a credential enhancing master’s program.
To accomplish this, we examined data from students who matriculated to the Oral Health Sciences program from 2006 to 2015 and collected demographic, undergraduate grade point average (GPA), dental admissions test (DAT) scores and Oral Health Sciences GPA from Admissions and Registrar records for our analyses. To compare dental school performance and success on national board exams we obtained data for both OHS-DMD and traditional DMD students who enter the Boston University Goldman School of Dental Medicine.
We performed unpaired T-tests to evaluate differences in undergraduate GPA, DAT and OHS GPA data for those OHS students matriculating to any dental school to
determine what criteria, if any, can be used to predict success. We found that two factors were significant in determining acceptance to dental school: the Oral Health Sciences GPA (3.501 ± 0.301 vs 2.914 ± 0.336, p <0.0001*) and DAT scores (18.380 ± 2.089 vs 17.231 ± 1.833, p= 0.0365*). Comparison of academic performance between DMD and OHS-DMD at BU dental school found that students perform equally as well in Year 1 but dropped lower in Year 2 when comparing GPA (3.40 ± 0.052 vs 3.290 ± 0.259*, p=0.043). Lastly, first attempt fail rates on national board examinations (8.3% + 4.78 vs 7.4% + 5.1, p=0.024) between traditional DMD and OHS-DMD students were reduced however retake pass rates were equivalent (p=0.120).
These studies demonstrate that both OHS-GPA and DAT scores are significant factors in successful admission to dental school for those who had been unable to gain acceptance without the credential enhancing master’s program. Additionally, students performing well in the Oral Health Sciences program matriculate to dental school and are nearly as successful academically and on board exams as traditional four-year students DMD. Lastly, in keeping with the original mission of the OHS program, we have been largely successful in allowing underachieving and/or underrepresented minority and socioeconomically disadvantaged students to gain acceptance dental school.
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Guillot, III Gerard Majella. "Does time matter? : a search for meaningful medical school faculty cohorts." Thesis, 2014. http://hdl.handle.net/1805/6297.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.
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Tsai, Pei-Shan, and 蔡佩珊. "A Study of Usability on Medical School Library's Website-A Case Study of Yang Ming University Library." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12717617838668713980.
Full textAbstract:
碩士國立臺灣師範大學
圖書資訊學研究所在職進修碩士班
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The main service targets of a medical school library are the teaching staff and the students of the school. Moreover, the service goal of the library is to support the three major information needs of teaching, research and medical services. Along with the rise of the Internet, most of the medical school teachers and students obtain information mainly from Internet resources. However, all medical information must be accessible, authoritative, reliable, accurate and up-to-date. Hence, the construction of a medical school library website and the integration of resources and services are vitally important. In the research, the main focus was the investigation on the usability of Yang Ming University Library website. After the missions of the usability testing were produced by log analysis, the actual usability testing was conducted along with the think-aloud protocol. The subjects were asked to fill-in the System Usability Scale when the usability testing was completed. As qualitative and quantitative data were obtained using various usability evaluation methods, they were analyzed to understand the usage status and the usability issues of Yang Ming University Library website. Specific improvement suggestions were proposed in the end. The research results indicated that, the overall satisfaction the subjects had toward Yang Ming University Library website was around 60%. The 12 services often used by the subjects included: Service Number, User’s Guide, Library Catalog, Thesis, Audio-visual materials, Monthly New Arrivals, E-book Search, E-journal, University System of Taiwan, Interlibrary Loan, Service Setup Guide and List of Password. The usability issues of Yang Ming University Library website found were: 1. The labeling were difficult to understand; 2. The categories were difficult to differentiate; 3. The page layout was not organized in accordance with the priority order; 4. The font size was too small and the color contrast was not obvious; 5. The labeling were too colorful; 6. The website links were repeated many times and lacked links to essential contents. Based on the research result, five suggestions were proposed: 1. The construction of the website should be designed and planned in concert with the university curriculum; 2. The consistency of the page layout, label names and font design should be enhanced; 3. An internal search engine of the library content should be added; 4. The importance of library user education should be promoted; 5. The usability evaluation of the website should be carried on.
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Harris, M. "Clinical thinking: does your choice of university make a difference?" 2003. http://eprints.vu.edu.au/913/1/Harris_et.al_2003.pdf.
Full textAbstract:
Currently two osteopathic courses exist in Melbourne. The course at RMIT, until last year offered a double Bachelors degree and has undergone several revisions, whilst the course at VU is a Bachelors degree followed by a Masters course. Whether a difference exists in the clinical thinking of students, depending on their choice of university, has not been investigated. The objective of this study is to determine whether a difference exists between the clinical thinking of fifth year osteopathic students dependent on their university of choice. Nine fifth year students, four from RMIT and five from VU, took part in the study. The study consists of two parts. An examination which followed the model of a Victoria University Clinical Practicum Four case history assessment and a focus group where the students discussed among their student peers the thinking and criteria they used to answer each of the sections of the examination. Although students of both universities considered similar differentials for the given case, substantial differences existed in the thought processes behind the generation of the differentials. Several possible reasons were identified for this, furthermore, most participants focused upon a musculoskeletal osteopathic diagnosis and merely considered a pathological diagnosis fleetingly indicating the need for osteopathic examinations to be tailored to include not only biomechanical diagnosis but also systemic investigations. This minor thesis was written by a post-graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
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Ezeala, Christian Chinyere. "Analysis of the undergraduate students' learning environment in a medical school in Zambia." Thesis, 2016. http://hdl.handle.net/10500/22650.
Full textAbstract:
This study analysed the learning environment of undergraduate medical and health sciences students of the School of Medicine University of Zambia who were studying at the Ridgeway Campus. Premised on the theory that learner’s perception of the learning
environment determines approach to learning and learning outcome, the study utilized a descriptive, quantitative, and non-experimental design to articulate the issues that characterise the learning environment of the programmes. The aim was to provide
framework based on these, and use it to propose a strategy for improving the learning environment of the School. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was administered to 448 participants from year 2 to year 7 classes of medicine, pharmacy, and physiotherapy programmes. Total DREEM,
subscale, and individual items’ scores were analysed statistically and compared by analysis of variance among the programmes. The issues determined formed the framework for strategy development, and strategic options were proposed based on evidence obtained from literature. With a global DREEM score of 119.3 ± 21.24 (59.7 %),
the students perceived their learning environment as “more positive than negative.” One sample binomial test of hypothesis for categorical variables returned a p value <0.05, with a verdict to ‘reject the null hypothesis,’ thereby confirming a more positive than negative
perception. Subscale scores also showed ‘more positive’ perception. There were no significant differences between scores from the different programmes when compared by Games Howell test, P> 0.05, thereby upholding the second hypothesis. Analysis of individual items revealed problems in six items, which were summarised into four strategic ssues: inadequate social support for stressed students, substandard teaching and mentoring, unpleasant accommodation, and inadequate physical facilities. The implications of the findings for theory and practice were discussed and strategic options proposed to address the issues. The study concludes that analysis of the learning environment of medical schools provides more insight for strategic planning and
management.Health Studies
D.Litt. et Phil. (Health Studies)
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Fancher, Laurie Michelle. "From Hometown to Practice: Mapping and Analyzing the Medical Student Pipeline at the Indiana University School of Medicine." Thesis, 2019. http://hdl.handle.net/1805/21296.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Indiana University School of Medicine (IUSM) teaches approximately 350 medical students each year. These students come from varied backgrounds and eventually end up practicing in a vast array of clinical specialties and settings. It is extremely important to monitor specialties and practice locations to understand exactly how IUSM is fulfilling physician workforce needs. This knowledge can help policymakers and school administrators shape programs and policies to better fulfill physician workforce needs. Geographic information technologies provide a framework to organize, analyze and visualize medical student data. Maps are a convenient and easily understandable method of conveying information with a location-based component. This project represents a step towards creating a coherent student database visualized with maps. Using data about the graduating classes from 2011-2018, a database was created that linked together geographic information of students from the various segments of their medical education such as residency, fellowship, and practice location. ArcGIS 10.5 was used to produce maps visualizing segments of this database. These maps also served to answer questions about the medical student graduates at IUSM, such as how many came from an in-state location and how many practice in-state. SPSS 25 was also used to compare results of various segments of the medical education pipeline. The database proves to be an incredibly necessary tool for keeping track of all IUSM graduates. Coherent, clean, and complete data is necessary for researchers at all levels as well as administrators. Keeping data up to date and centralized is essential and this project provides an easily updateable and useable format. The maps created from this database are also useful in showing trends across the graduates of IUSM, such as the Indiana counties that the graduates are most likely to practice in or the likelihood of practicing in specific shortage areas.