Academic literature on the topic 'Exercise of Professional Practice Evaluation. eng'

IntroductionTeaching, as a profession, is recognized as demanding and stressful.Objectives(1) Evaluate the professional teacher stress, (2) Identify possible factors associated with it.MethodsThis is a cross-sectional study, descriptive and analytical, conducted among teachers of high school Mahmoud Magdich in Sfax. (Tunisia). Participants were asked to complete the anonymous form detailing the socio-demographic, professional characteristics and any work stressors.The evaluation of occupational stress was evaluated by the scale of “Karasek”.ResultsThirty-six teachers replied to the questionnaires. The sex ratio (M/F) was 0.38. The mean age was 48.77 years. The average number of years of exercise was 23.20 years and the average number of hours worked per week was 16.25 hours. The participants stress profile according to the scale of “Karasek” was: 55.6% stressed, 27.8%, assets, 11.1% liabilities, and 5.6% relaxed. The main stress factors mentioned were respectively: the inadequate salary (58.3%), difficult working conditions (52.8%), problems with students and parents (25%) and lack of organization at work (22.2%). Factors correlated with the profile “stressed” were: female gender (P = 0.026), lack of pastime practice (P = 0.034), teaching high school degree (P = 0.04), feeling that they work “too hard” in their work (P = 0.005), they are “the end” at the end of the working day (P = 0.015) and low social support (P = 0.005).ConclusionThe occupational stress among teachers was quite important. Knowing how to identify factors and taking action would be interesting for the guarantee development for teachers. Students would be the ultimate beneficiaries.Disclosure of interestThe authors have not supplied their declaration of competing interest.

BackgroundThe needs of people with dementia and their carers are inadequately addressed at all key points in the illness trajectory, from diagnosis through to end-of-life care. The EVIDEM (Evidence-based Interventions in Dementia) research and development programme (2007–12) was designed to help change this situation within real-life settings.ObjectivesThe EVIDEM projects were (1) evaluation of an educational package designed to enhance general practitioners’ (GPs’) diagnostic and management skills; (2) evaluation of exercise as therapy for behavioural and psychological symptoms of dementia (BPSD); (3) development of a toolkit for managing incontinence in people with dementia living at home; (4) development of a toolkit for palliative care for people with dementia; and (5) development of practice guidance on the use of the Mental Capacity Act (MCA) 2005.DesignMixed quantitative and qualitative methods from case studies to large database analyses, including longitudinal surveys, randomised controlled trials and research register development, with patient and public involvement built into all projects.SettingGeneral practices, community services, third-sector organisations and care homes in the area of the North Thames Dementia and Neurodegenerative Diseases Research Network local research network.ParticipantsPeople with dementia, their family and professional carers, GPs and community mental health team members, staff in local authority social services and third-sector bodies, and care home staff.Main outcome measuresDementia management reviews and case identification in general practice; changes in behavioural and psychological symptoms measured with the Neuropsychiatric Inventory (NPI); extent and impact of incontinence in community-dwelling people with dementia; mapping of pathways to death of people with dementia in care homes, and testing of a model of collaborative working between primary care and care homes; and understandings of the MCA 2005 among practitioners working with people with dementia.ResultsAn educational intervention in general practice did not alter management or case identification. Exercise as a therapy for BPSD did not reduce NPI scores significantly, but had a significant positive effect on carer burden. Incontinence is twice as common in community-dwelling people with dementia than their peers, and is a hidden taboo within a stigma. Distinct trajectories of dying were identified (anticipated, unexpected and uncertain), and collaboration between NHS primary care and care homes was improved, with cost savings. The MCA 2005 legislation provided a useful working framework for practitioners working with people with dementia.ConclusionsA tailored educational intervention for general practice does not change practice, even when incentives, policy pressure and consumer demand create a favourable environment for change; exercise has potential as a therapy for BPSD and deserves further investigation; incontinence is a common but unrecognised problem for people with dementia in the community; changes in relationships between care homes and general practice can be achieved, with benefits for people with dementia at the end of life and for the UK NHS; application of the MCA 2005 will continue to improve but educational reinforcements will help this. Increased research capacity in dementia in the community was achieved. This study suggests that further work is required to enhance clinical practice around dementia in general practice; investigate the apparent beneficial effect of physical activity on BPSD and carer well-being; develop case-finding methods for incontinence in people with dementia; optimise working relationships between NHS staff and care homes; and reinforce practitioner understanding of the MCA 2005.Trial registrationEVIDEM: ED-NCT00866099; EVIDEM: E-ISRCTN01423159.FundingThis project was funded by the Programme Grants for Applied Research programme of the National Institute for Health Research.

Diabetes is a serious health condition that significantly impacts physical and emotional well-being. Working with primary care providers, clinical mental health counselors have an opportunity to contribute to its efficacious treatments. Researchers and clinicians have suggested a multidisciplinary approach to diabetes care may be useful. To increase knowledge and awareness about the use of collaborative care models for diabetes care, the authors—a licensed professional counselor and a family physician—share lessons learned from their experiences designing and cofacilitating a series of multidisciplinary-led diabetes groups in 2007, 2008, and 2009. The series covered education, support, and self-management techniques related to diabetes care. All 57 participants were asked to complete a program evaluation survey. All 29 participants who did so (100%) reported having a better understanding of diabetes, and 21 (71%) reported applying what they had learned (e.g., increasing exercise and making better nutritional choices). Implications for counselors in practice and research are discussed.

6 Background: Narrative medicine (NM) is acknowledged as an effective approach for valuing patient and provider experiences. The NM approach requires developing narrative competence to “recognize, absorb, interpret, and honor” the stories of self and other (Charon, 2010). Given the difficulties providers face engaging in end-of-life (EOL) and advance care planning (ACP) conversations, this study reports the results of a NM workshop to 1) develop skills in attending and responding to the stories of others as part of ACP conversations and 2) reflect on their own stories of loss in relation to their professional practice. Methods: 80 health care professionals participated in a workshop on NM principles for end-of-life care and completed both pre- and post-workshop surveys. Workshop activities included a close reading on a professional’s story of personal loss and a reflective writing exercise sharing one’s own personal story of loss. Small groups debriefed after each exercise. 2 participants were current students and were dropped from analysis, for a final analytic sample of 78. Participants completed surveys at baseline and at the conclusion of the workshop. Surveys included questions on participant demographics, confidence for EOL conversations, and the ACP Self Efficacy scale. Descriptive statistics were calculated for sample demographics and post-workshop evaluation questions. A paired sample t-test was used to compare ACP Self Efficacy scores pre- and post-workshop. Confidence for EOL conversations was compared pre- and post-workshop using Kendall’s tau-b. Results: The mean age of the sample was 46.6 years (SD 13.1), 94% were female, and 82% were White. Social workers represented 84.6% of the sample. 53% of the sample reported having some type of advance care directive for themselves. Self-efficacy for engaging in ACP conversations increased from pre- to post-workshop (p < 0.0001) and there was a statistically significant improvement in confidence discussing death and dying from pre- to post-workshop (p = 0.004). Conclusions: NM competencies improve self-efficacy and confidence for engaging in ACP and EOL conversations. Providers find the NM approach to be a useful framework for engaging in difficult conversations about end-of-life.

Curriculum development comprises a process to meet learners’ needs leading to learners’ learning improvement. For that reason, curriculum developers should gather as much information as possible toward the learners’ needs. This study aims to reveal the learners’ needs on local cultural based-textbook in learning Reading Professional Context at the English department of Universitas Kristen Indonesia (UKI) Toraja, South Sulawesi, Indonesia. This study employed qualitative with survey design. One-hundred-and-fifty-five learners of English program study of UKI Toraja participated in this study. The instruments used in this study are questionnaire and semi structured-interview. The technique of analyzing data applied in this research is descriptive analysis in the form of calculation and percentage, and in analyzing the qualitative data (interview), the researcher used cyclical data analysis. This study showed that the students’ need a learning objective to understand beliefs, norms, values, and social practices in Toraja for maintaining Torajan Culture and avoiding misunderstanding across the culture. This study also indicates that the students’ need themes about the cultural pattern in Toraja for learning materials include beliefs, values, norms, and social practices in Toraja. Besides, this study revealed that students’ need learning strategies and evaluation. Learning strategies are rooted in activities/exercises on the material content and the number of students. On-time evaluation is necessary during the process and at the end of the lesson.

The subject of evaluating foresight work has been around for almost as long as the professional practice itself has, but the field has done little to move closer to a systematic evaluation of its work. This special issue marks the second collection of articles on that project after a special issue of Futures in 2012 (Van Der Duin and Van Der Martin 2012). This issue takes a three-part approach: Part 1: evaluation of foresight in general and evaluation approaches and methods that can support designing an appropriate evaluation; Part 2: evaluation of foresight work in organizations and its impact on long-term thinking and decision-making; and Part 3: evaluation of specific foresight activities—an undergraduate learner foresight experience and a health sector scenario development exercise. The foreword ends with a reflection on the continuing issue of foresight and evaluation.

Describes the nature of accrediting prior learning (APL). Examines its potential from the perspectives of professional bodies, such as the IPM and the Government. As a prelude to examining a case study evaluation of a “Portfolio Exercise” used to detect non‐standard entrants to a suite of programmes in higher education discusses some problems of putting its principles into practice.

Value bracketing is a clinical practice proposed by graduate-level mental health counseling educators to help therapists-in-training learn how to avoid imposing their private values on clients as well as how to manage value conflicts with clients that emerge during the course of therapy. With value bracketing during professional work, a therapist does not refer to his or her private values so as not to influence a client’s decision-making process. When some academic writers describe this practice, however, they risk overemphasizing the distinction made between a therapist’s private values and the professional values that regulate his or her clinical work. This overemphasis is especially apparent in the assertion that a therapist’s religious morality must be entirely separated from the ethics of professional practice. In contrast with this viewpoint, I maintain that a Catholic therapist can both avoid imposing values on clients while at the same time balance value bracketing with the integration of religious morality into professional work. I approach this integration in two ways. First, I approach therapy from the perspective of the intellectual tradition from which value bracketing originates (the tradition of qualitative research involving phenomenological interviewing). From this perspective, I agree that bracketing is methodologically necessary during the stage of clinical interviewing but not necessarily during the stage of treatment planning (when both therapist and client consent to seek particular treatment goals). Second, I outline moral criteria derived from the Catholic intellectual tradition that can help therapists exercise practical wisdom when discerning their professional involvement in how clients will apply treatment outcomes outside of the therapy. Summary: The goal of the foregoing discussion has been to explore how therapists might balance the clinical practice of value bracketing with a supplemental practice of value integration. Ways were sought for Catholic therapists to adopt the practice of value bracketing without it requiring the professional affirmation (in thought, word, or deed) of client decisions and behaviors that contradict the therapist’s private value system. An integration strategy to professional acculturation was explored where students and professionals seek to balance value bracketing with value integration. This balance is primarily to be located in the collaborative work of the therapist and the client when formulating a treatment plan together. At this stage of clinical work, a Catholic therapist consents to seek goals not only as a professional but also as a follower of Christ.

Athletic training students need real-time patient experiences in order to transfer the knowledge and skills learned in the classroom into clinical practice. The objective is to present a description of an assignment that could be incorporated into a therapeutic exercise course giving the student an opportunity to evaluate a patient, design a program utilizing evidence-based practice (EBP), and work with the patient in a 1-on-1 capacity over a period of time to implement the program. Students may not always have the opportunity in the clinical education environment to develop a rehabilitation program for a patient based on their own evaluation of the patient and utilize EBP concepts in the development of a program. This assignment involves utilizing patient evaluation techniques, including the use of a patient-rated outcome measures instrument, as well as the use of clinician-based measures, to develop a rehabilitation program. The program must be anchored in sound evidence and patient needs, incorporating multiple facets (eg, range of motion exercises, strengthening exercises) within the limitations of the injury/condition. Students report increased confidence in their ability to design a rehabilitation program, as well as their ability to utilize EBP in the clinical setting. They also develop problem-solving skills and cultivate professional attributes (communication skills, interpersonal skills) through this activity. In conclusion, this assignment is 1 way to infuse EBP concepts into a classroom assignment that requires real-time patient care experience over a period of time.

This study builds with AHP (Analytic Hierarchy Process) the teaching ability system for martial arts teachers in institutions of higher learning, which falls into four layers: destination layer, criteria layer, feature layer and index layer. The destination layer refers to the teaching abilities of martial arts teachers; the criteria layer consists of two criterions, which are professional practice ability and teaching ability; the feature layer is made up of seven features, including martial arts skills, martial arts organization and judgment, martial arts culture, martial arts graph recognition and routine design, basic quality, basic skill and teaching organization; and the index layer consists of 19 indexes, which are self-defense skills, routine exercise skills, offensive and defensive skills, martial arts organization, martial arts judgment, schools of martial arts, martial arts culture, martial arts graph recognition, martial arts routine design, professional ethics, teamwork, humanistic quality, language expression, student management, teaching research, course design, teaching practice, teaching evaluation and teaching guide. The results show that the top five impact factors for the teaching ability of martial arts teachers in institutions of higher learning are course design, routine exercise skills, teaching practice, teaching research and martial arts routine design.

Orientador: Maria de Lourdes Morales Horiguela
Banca: Carmem Lucia Dias
Banca: Maria José Sanches Marin
Banca: Paulo Sérgio Teixeira do Prado
Banca: Sandra Regina Gimeniz Paschoal
Resumo: Esta investigação foi realizada em uma Faculdade de Medicina que tem uma concepção pedagógica híbrida, com a Aprendizagem Baseada em Problemas (ABP) orientando o processo ensino-aprendizagem e a Concepção Crítico-Reflexiva guiando a Unidade de Práticas Profissionais. Esta instituição trabalha com currículo por competências utilizando a avaliação critério-referenciada. O Exercício de Avaliação da Prática Profissional (EAPP) se realiza no final do ano letivo, em cenário simulado, com caráter somativo, fazendo parte da avaliação do estudante do quarto ano do Curso de Medicina, em conjunto com o Exercício de Avaliação Cognitiva (EAC) e o Portfólio Reflexivo. O instrumento de avaliação utilizado no EAPP é o Formato de Observação do Desempenho do Estudante (F6), onde são identificadas as necessidades de saúde das pessoas por meio de tarefas. Em nossa investigação objetivamos verificar a replicabilidade e homogeneidade em relação ao preenchimento do F6 no EAPP, em três grupos de professores colaboradores da instituição de ensino superior. Para tal realizamos duas filmagens, cada qual com duração aproximada de 20 minutos, no final do ano letivo de 2006, quando duas estudantes foram submetidas ao EAPP. O primeiro vídeo foi avaliado por meio de escala de desempenhos por professores assistenciais do Programa de Saúde da Família (PSF), das Unidades Básicas de Saúde (UBS) e docentes da instituição, no início do ano letivo de 2007. Após um semestre de reflexões com o grupo de professores, com utilização de metodologias ativas de aprendizagem em reuniões quinzenais de Educação Permanente (EP), percebemos na nova exibição do primeiro vídeo, no grupo de professores do PSF a adoção de uma forma mais homogênea de avaliar os estudantes, expressa por uma maior convergência de conceitos no preenchimento do F6 que se manteve homogênea na exposição... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research was carried out in a Medical School with a hybrid pedagogical concept: Problem Based Learning (PBL) guides teaching-learning, and Critical- Reflexive Conception guides the Professional Practices Unit. This school works with competences curriculum and uses criterium evaluation. The Exercise of Professional Practical Evaluation (EPPE) takes place in the end of the academic year in a simulated scenario; it is somative and is part of the student's evaluation in the fourth grade of the medical course together with the Exercise of Cognitive Evaluation (ECE) and the Reflexive Portfolio. The evaluation tool used in EPPE is the Student's Performance Observation Format (F6) in which there are identified people's health necessities by means of tasks. This research aims at verifying the replicability and homogeneity of F6 filling out in EPPE in three groups of university teachers. Two videos were made in the end of 2006; each one last 20 minutes approximately and the subject was two students being submitted to EPPE.The first video was evaluated through the performances scale by assistance teachers of the Family Health Program, of the Health Centers and by university teachers in the beginning of 2007. The author organized Permanent Education meetings with these teachers to discuss active learning methodologies at fifteen day intervals for one semester. Then the first video was showed again. The students were evaluated by the Family Health Program teachers more homogeneously: the concepts in F6 filling out were more convergent. The same happened with the second video with the concepts NA (non applicable), I (unsatisfactory) and S (satisfactory). This situation did not occur with the other groups analysed.
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Esta investigação foi realizada em uma Faculdade de Medicina que tem uma concepção pedagógica híbrida, com a Aprendizagem Baseada em Problemas (ABP) orientando o processo ensino-aprendizagem e a Concepção Crítico-Reflexiva guiando a Unidade de Práticas Profissionais. Esta instituição trabalha com currículo por competências utilizando a avaliação critério-referenciada. O Exercício de Avaliação da Prática Profissional (EAPP) se realiza no final do ano letivo, em cenário simulado, com caráter somativo, fazendo parte da avaliação do estudante do quarto ano do Curso de Medicina, em conjunto com o Exercício de Avaliação Cognitiva (EAC) e o Portfólio Reflexivo. O instrumento de avaliação utilizado no EAPP é o Formato de Observação do Desempenho do Estudante (F6), onde são identificadas as necessidades de saúde das pessoas por meio de tarefas. Em nossa investigação objetivamos verificar a replicabilidade e homogeneidade em relação ao preenchimento do F6 no EAPP, em três grupos de professores colaboradores da instituição de ensino superior. Para tal realizamos duas filmagens, cada qual com duração aproximada de 20 minutos, no final do ano letivo de 2006, quando duas estudantes foram submetidas ao EAPP. O primeiro vídeo foi avaliado por meio de escala de desempenhos por professores assistenciais do Programa de Saúde da Família (PSF), das Unidades Básicas de Saúde (UBS) e docentes da instituição, no início do ano letivo de 2007. Após um semestre de reflexões com o grupo de professores, com utilização de metodologias ativas de aprendizagem em reuniões quinzenais de Educação Permanente (EP), percebemos na nova exibição do primeiro vídeo, no grupo de professores do PSF a adoção de uma forma mais homogênea de avaliar os estudantes, expressa por uma maior convergência de conceitos no preenchimento do F6 que se manteve homogênea na exposição...
This research was carried out in a Medical School with a hybrid pedagogical concept: Problem Based Learning (PBL) guides teaching-learning, and Critical- Reflexive Conception guides the Professional Practices Unit. This school works with competences curriculum and uses criterium evaluation. The Exercise of Professional Practical Evaluation (EPPE) takes place in the end of the academic year in a simulated scenario; it is somative and is part of the student’s evaluation in the fourth grade of the medical course together with the Exercise of Cognitive Evaluation (ECE) and the Reflexive Portfolio. The evaluation tool used in EPPE is the Student’s Performance Observation Format (F6) in which there are identified people’s health necessities by means of tasks. This research aims at verifying the replicability and homogeneity of F6 filling out in EPPE in three groups of university teachers. Two videos were made in the end of 2006; each one last 20 minutes approximately and the subject was two students being submitted to EPPE.The first video was evaluated through the performances scale by assistance teachers of the Family Health Program, of the Health Centers and by university teachers in the beginning of 2007. The author organized Permanent Education meetings with these teachers to discuss active learning methodologies at fifteen day intervals for one semester. Then the first video was showed again. The students were evaluated by the Family Health Program teachers more homogeneously: the concepts in F6 filling out were more convergent. The same happened with the second video with the concepts NA (non applicable), I (unsatisfactory) and S (satisfactory). This situation did not occur with the other groups analysed.