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1
Mercer, Annette. "Selecting medical students : an Australian case study /." Mercer, Annette (2007) Selecting medical students: an Australian case study. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/748/.
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The recognition that medical practitioners require more than simply a high level of academic ability to function successfully in their profession, together with a sharp increase in the number of academically qualified applicants to medical courses, has led to new ways of selecting medical students. Consequently the selection of students into the high-stakes course of medicine has become an area of considerable interest and research activity. The issues involved in selection are now prominent in the medical and medical education literature published in the UK, the USA, Australia, New Zealand and Canada, and in some European countries. At the same time as the introduction of new selection procedures, and independently of it, due to advances in pedagogy the nature of the medical curriculum has also changed. Changes have been characterised by the use of problem-based learning, and an emphasis on self-directed learning, as well as an increase in interaction between the students in classes and between students and their teachers. The recognition that problemsolving, communication and interaction skills in the courses, in addition to the requisite intellectual capacity, would enhance performance as practitioners, has reinforced the need for students to be selected on a different set of attributes from those used previously.
In Australia, changes in the way in which medical students are selected were initiated by the University of Newcastle in the early 1990s, with the introduction of some tests of cognitive skills and an interview. Over the following ten years, the other Australian undergraduate medical schools followed suit and a three-component selection process developed in an attempt to differentiate among the high calibre applicants to medical courses, by identifying additional important skills and attributes. The three components are the academic score, results on an aptitude test and results on a selection interview. Two of the nine undergraduate medical schools chose not to use a selection interview.
The focus of this thesis is on evaluating the new selection processes and investigating the consequences of the admission of school-leaver applicants into undergraduate medical courses, where the Tertiary Entrance Rank (TER) is the academic criterion for determining suitability to undertake tertiary studies. Each undergraduate medical school has developed its own unique way to operationalise the selection of its students. However, the use of the Undergraduate Medicine and Health Sciences Admissions Test (UMAT), which developed out of the University of Newcastle’s test of cognitive skills, and the conduct of an interview for a select group of applicants are common to these practices. The implementation of the new selection processes has not been without its critics, mainly from within the medical profession. This thesis studies the issues which underlie the three components of selection (the TER, the UMAT and a selection interview) and uses as a case study the particular process used to select students into the six year undergraduate medical course at The University of Western Australia (UWA).
The UWA selection process involves applicants passing a threshold score on each of the three components and then being ranked by a mechanism which combines the three scores with equal weight. This is a compensatory system in which applicants can compensate for a score near the threshold on one component by high scores on the other two components. This study showed that the resultant cohort is eclectic in its characteristics, with the full range of scores (above the threshold) in each component being represented.
Both qualitative and quantitative methods of data collection were used to address the issues surrounding the way in which medical students are selected and the outcomes of such processes. First, semi-structured interviews were held with different groups of stakeholders, including the staff at secondary schools which prepare the students for tertiary entrance; academic and administrative staff at The University of Western Australia (UWA); academic and administrative staff at other Australian universities; and senior staff at the major teaching hospitals in Western Australia. Secondly, quantitative studies on UWA data addressed the predictive validity of the components of selection; inter-rater reliability and the internal consistency of the data sets from the selection interview; and the attrition rate in the course.
Outcomes from the research showed that in general, the reactions from stakeholders have been positive. Importantly, academic levels amongst medical students and recent graduates do not appear to have been eroded by the new process, in which the academic threshold has been lowered. The UMAT is a contentious national test which has had its validity as a selection instrument questioned. A recent construct and content validity study on the UMAT (Mercer and Chiavaroli, 2006) has gone some way towards settling some of these issues, but the question of predictive validity has yet to be addressed adequately. The existence of commercially available preparation courses has been controversial because of the equity issues involved for those applicants who for some reason do not have access to such courses.
The selection interview, one of the three components of selection, conducted by the Faculty of Medicine, Dentistry and Health Sciences at UWA, whilst attracting criticism from some for appearing stilted and overly prescriptive, was judged to be robust and rigorous by many of those directly involved in its implementation. Furthermore a high proportion of medical students were judged by their teachers to have good communication skills, which is a positive outcome for future members of the profession. A study to quantify reliability indices for the UWA selection interviews indicated high levels of inter-rater reliability and internal consistency of the ratings data produced.
The predictive validity study conducted as part of this study showed the two major predictors of course outcomes at UWA to be the TER and female gender. The TER predicts outcomes in the knowledge-based units across the course and in some clinically-based units in the later years. However, the interview score (in particular the Communication Skills component) and scores on the first section of UMAT (Logical reasoning and problem solving) also predict outcomes in some of the clinically-based units.
The results of these studies are encouraging to those who believe that the new selection process, whilst imperfect, has gone some way towards solving the problems attached to selection based solely on academic merit. The question now becomes how to improve further on the selection of medical students and to do so in an evidence-based way. The characteristics to be included in selection remain controversial. The rigorous assessment of such characteristics needs to be addressed in the longer term and will be an evolving issue, as the medical curriculum and the nature of the profession also continue to change.
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Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.
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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.
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Chen, Deborah. ""Christian gentlemen and thorough doctors" the establishment of medical missionary education in Guangzhou /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/79/01/2004ChenD.pdf.
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Yamini, T. R., M. Nichter, M. Nichter, P. Sairu, S. Aswathy, K. Leelamoni, B. Unnikrishnan, et al. "Developing a fully integrated tobacco curriculum in medical colleges in India." BioMed Central Ltd, 2015. http://hdl.handle.net/10150/610292.
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BACKGROUND: This paper describes a pioneering effort to introduce tobacco cessation into India's undergraduate medical college curriculum. This is the first ever attempt to fully integrate tobacco control across all years of medical college in any low and middle income country. The development, pretesting, and piloting of an innovative modular tobacco curriculum are discussed as well as challenges that face implementation and steps taken to address them and to advocate for adoption by the Medical Council of India. METHODS: In-depth interviews were conducted with administrators and faculty in five medical colleges to determine interest in and willingness to fully integrate smoking cessation into the college curriculum. Current curriculum was reviewed for present exposure to information about tobacco and cessation skill training. A modular tobacco curriculum was developed, pretested, modified, piloted, and evaluated by faculty and students. Qualitative research was conducted to identify challenges to future curriculum implementation. RESULTS: Fifteen modules were successfully developed focusing on the public health importance of tobacco control, the relationship between tobacco and specific organ systems, diseases related to smoking and chewing tobacco, and the impact of tobacco on medication effectiveness. Culturally sensitive illness specific cessation training videos were developed. Faculty and students positively evaluated the curriculum as increasing their competency to support cessation during illness as a teachable moment. Students conducted illness centered cessation interviews with patients as a mandated part of their coursework. Systemic challenges to implementing the curriculum were identified and addressed. CONCLUSIONS: A fully integrated tobacco curriculum for medical colleges was piloted in 5 colleges and is now freely available online. The curriculum has been adopted by the state of Kerala as a first step to gaining Medical Council of India review and possible recognition.
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Mourady, Ahmed. "Open source e-learning application adoption : medical colleges in a developing world." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20764/.
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A review of normative literature, in the field of Electronic Learning (e-learning) implementation, indicates that traditional approaches to e-learning implementation in higher education have failed to result in cost effective, integrated and sustainable learning environment. In addressing this issue, a new movement called Open Source (OS) has emerged and addresses most of traditional e-learning application by resulting in the development of reusable and manageable platforms. The use of Open Source E-Leaming Applications (OSELA) in Higher Education Institutes (HEI) is a new research area with many research issues needing to be investigated. At this end, OSELA adoption has not efficiently studied with HEI and researchers needing to understand and analyze OSELA adoption. This work examines the introduction of Open Source E-Learning Applications in Higher Education Institutes and proposes a novel model for its adoption. The model is based on a comprehensive set of factors that influence the introduction of OSELA in HEI.The work is based on a qualitative case study approach to examine the concepts of the proposed model for the adoption of OSELA. In doing so, three case studies were conducted in Medical Higher Education Institutions. The case studies were presented and analyzed. However, some modifications were made to the conceptual model as some complementary factors emerged during the empirical research. The main factors that influence the adoption of OSELA are: (a) costs; (b) benefits; (c) barriers; (d) external pressures; (e) support; (f) level of IT sophistication; (g) limitations of existing IT infrastructure, (h) internal pressure and, (i) an evaluation framework that supports higher education institutes to assess OSELA.The proposed model makes novel contribution and can be used as a decision-making tool to support management when taking decisions regarding the adoption of OSELA. Additionally, it can be used by researchers to analyse and understand the adoption of Open Source Software for E-learning.
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El-Fadni, Suliman Issameldin. "Arabicization in higher education : the case of medical colleges in the Sudan." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30855.
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This thesis explores language policies, language conflict and language-user attitudes toward arabicization which refers to the use of Arabic as a medium of instruction in teaching medicine in universities in the Sudan. It follows up these objectives: (1) To highlight the roots of arabicization and implemented language planning activities through document analysis. (2) To report on the advantages and disadvantages of both Arabic and English as media of instruction in teaching medicine in the Sudan. (3) To survey the attitudes of students and their instructors in the colleges of Khartoum, Omdurman and Gezira universities towards arabicization using two similar developed questionnaires and an interview for faculty members. The questionnaires were distributed to the students and faculty members in the three colleges to probe six factors: (I) The extent of use of languages of instruction (2) Readiness of the students to receive medical studies in English (3) The difficulties they face (4) English as a medium of instruction in medical colleges (5) Arabic as a medium of instruction in medical colleges (6) Students' preference of a language of instruction. The study utilized tables, charts and chi square tests to illustrate the attitudes of students and their faculty members. The study has revealed that the attitude of most of the students and their faculty members were in favor of arabicization in principle. In fact, students showed support for the pedagogical benefits of Arabic like they can prepare and study in Arabic in less time than English. They can take more notes in Arabic than in English. The study has highlighted that Arabic as a native language of the students offers them a mighty and indispensable support for the ability to convey ideas, capacity for imaginative or creative thinking than the limited capacity given by the foreign language. Notwithstanding, English is reported to be very important for students' current medical studies and future career. The study emphasized that the language shift to Arabic should not lead to marginalize English in higher education in Sudan. A realization of the need of boosting the teaching of English in case of arabicization is fully implemented was present in the participants' responses. To conclude, the study has culminated in calling for benefiting from the successes of human resource development (HRD) in leading change in organizations in language planning and language policy implementation.
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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.
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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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Stretton, David. "The effect of governmental reimbursement policies on curriculum and programs in medical education through their impact on clinical organizations associated with colleges of medicine /." View abstract, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3191720.
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Fitzler, Joseph. "Implementing systems engineering techniques into health care an investigation into using problem based learning in medical schools to teach systems engineering /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4522.
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Thesis (M.S.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 25, 2007) Includes bibliographical references.
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SCHUCKMAN, CHRISTY M. "The Use of Personal Digital Assistants Across Four Medical Center Colleges at the University of Cincinnati." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141091676.
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Mast, Linda J. "Exploring the relationship between medical school curriculum and self-directed learning : comparing graduates of traditional and problem-based learning curricula among practicing physicians /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974660.
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Kazemekas, Lynn M. "The Development of instructional strategies by clinical medical school faculty." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37230.
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This study described the instructional practices of selected clinical medical school faculty. It addressed the following questions:
- how do medical and surgical clinical faculty select/design and combine instructional methods and media in teaching clinical content?
- what influences clinical faculty use of a particular method or medium for clinical teaching?
The primary purpose of this research was to investigate how clinical medical school faculty make pedagogical decisions and carry out their instruction in clinical patient care settings. The research described the clinical faculty members' instructional practices with medical students and how the medical apprenticeship system is used for their clinical instruction.
The research involved two medical schools and a sample of four clinical faculty representing surgical and medical practice. A general method of descriptive research was employed including the data-gathering techniques of participant observation, interviewing, and collection of documents. Strategies developed by Spradley (1980) and Erickson (1986) were used for data analysis.
Findings indicated that the sample clinical faculty do not use an instructional planning process such as described by Gagne and Briggs (1979) or Wildman and Burton (1981). Instead, they select instructional methods and media intuitively, carefully monitoring the medical students' reactions to their instruction. The data show the instructional techniques that include the human element -- defined here as personcentered methods -- are selected most often.Ed. D.
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Chan, Chui-man Truman. "Chinese Medicing Building, HKU." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950204.
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Kennedy, Mike. "Medical School Admissions Across Socioeconomic Groups: An Analysis Across Race Neutral and Race Sensitive Admissions Cycles." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28440/.
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While the relationship between academic variables and admission into medical school has been well documented, the relationship between socioeconomic background and admission has not been extensively examined. In 2001, the Texas Legislature passed HB 1641, which allowed for the use of socioeconomic variables in the admission of graduate and professional school students. Additionally, the Grutter v. Bollinger decision in 2003 removed a prohibition on the use of race or ethnicity in the admission of students in the state of Texas. The study examined the role medical school admissions selectivity as it relates to the socioeconomic background during a race neutral admissions cycle in 2005 and a race sensitive admissions cycle in 2006. The results of data analysis found that in a race neutral admissions cycle socioeconomic background was a significant factor in the admission of applicants to medical school. However, it was not a significant factor for applicants from underrepresented minority groups. The analysis also found that socioeconomic background was a significant factor in the admission of applicants to medical school in a race sensitive admissions cycle as well. Finally, the study found that variances in selectivity led to differences in the socioeconomic makeup of entering students across different medical schools. From the data analyzed in this study, it can be argued admission to medical school is in agreement with the sociological literature in that parental socioeconomic status is positively related to academic opportunities for their offspring.
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Chan, Chui-man Truman, and 陳聚文. "Chinese Medicing Building, HKU." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985002.
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Cornelius, William M. Smith Al. "A qualitative study of the development of a health sciences center at a two-year community college." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5154.
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Rafes, Richard S. (Richard Scott). "The Historical Development of the Texas College of Osteopathic Medicine as a State Medical School, 1960-1975." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332742/.
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This study is a historical analysis of the significant events from 1960 leading to the establishment of Texas College of Osteopathic Medicine (TCOM) in 1975 and a depiction of the actions of key individuals contributing to the development of the College. Included is a description of the environment and the controversy between the allopaths and osteopaths that resulted in a request in 1961 by the American Osteopathic Association to establish more osteopathic medical schools.
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Rodriguez, M. "Knowledge Discovery in a Review of Monograph Acquisitions at an Academic Health Sciences Library." Thesis, School of Information and Library Science, 2008. http://hdl.handle.net/1901/528.
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This study evaluates monograph acquisition decisions at an academic health sciences library using circulation and acquisitions data. The goal was to provide insight regarding how to allocate library funds to support research and education in disciplines of interest to the library user base. Data analysis revealed that allocations in 13 subject areas should be reviewed as the cost of circulation was greater than the average cost of circulation of the sample and the average cost of monographs was higher in these subject areas than the average cost of monographs in the sample. In contrast, 13 subjects returned cost of circulation rates lower than the average cost of circulation of the sample. These subjects merit stable budget allocation or increased allocation depending upon collection needs. Overall, this study found that this library is allocating a majority of resources to subjects with above average rates of use.
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Director, Dana L. "The Impacts of Change in Governance on Faculty and Staff at Higher Education Institutions: A Case Study of OHSU." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1490.
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In the early 1990s, Oregon Health and Science University leadership examined the political and economic landscape and determined it needed a new operational model to survive and thrive. In 1995 OHSU separated from the state higher education system and became a public corporation, with goals of increased efficiency, customer-focus, ability to attract world-class researchers and physicians, and salaries commensurate with an urban academic health center.
This research examines the internal impacts when universities undergo significant change, using OHSU's governance change as a case study. Central is the question: what effect(s) did OHSU's decision to become a unique public corporation have on specific employee groups? This study looks at two groups and their perceptions of the change: faculty, and union-represented staff.
The author interviewed the leadership team who led the transition, reviewed historical and organizational documents and archives, and examined quantitative data such as tuition, state funding, research, and salaries. Interviews were then conducted with longtime and former employees to obtain employee perceptions. Finally, the study compares employee perceptions about process, culture, and job satisfaction, to the goals established by the leadership.
The results of this study reveal that, while there were internal and external challenges, the transition to a public corporation was successful according to the perceptions of most employees when compared to the goals. After the transition, OHSU did become more efficient and more nimble for a time, able to recruit world-class employees and pay competitive salaries. Staff felt empowered and some faculty felt it made OHSU a better institution. However, some faculty felt that OHSU's transition to the public corporation eventually led to increased bureaucracy, as well as to the loss of shared governance, tenure practices, and other cultural norms inherent to academic institutions.
By examining OHSU's transition and the impacts on employee groups, this study provides insight to other universities contemplating this type of change. While each institution is unique, understanding the impacts to these key stakeholders can help universities plan for and implement significant governance change.
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Moore, Bridgit R. "Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4757/.
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This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
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Click, Ivy A., Reid B. Blackwelder, and Donald W. Good. "Practice Predictors of Graduates of a College of Medicine with a Rural Primary Care Mission." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/248.
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The purpose of this study was to examine the practicing characteristics of graduates of a college of medicine with a rural primary care mission, including influences on graduates' specialty choices and practice locations. Secondary data analyses were conducted on student records and AMA Physician Masterfile data. Fewer graduates were practicing primary care than had entered primary care training. Graduates who attended internal medicine residency training were less likely to be practicing primary care medicine than those who attended other primary care programs. Women and rural track graduates were significantly more likely to practice primary care than were men and generalist track graduates, respectively. Primary care physicians (PCPs) were practicing in more rural locales than non-PCPs. Family physicians tended to practice in the most rural locales. FMDRL_ID: 4822
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Razzaghi, Farzaneh. "How selected faculty in seven medical schools in Texas meet their information needs." 1990. http://books.google.com/books?id=t9TgAAAAMAAJ.
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Lin, Ching-Hsing, and 林靜幸. "Substance Use and Related Factors among Senior Students in Medical and Non-medical Colleges." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/39729631846082090082.
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碩士高雄醫學院
護理學研究所
86
Factors related to substance (cigarette, alcohol, betel nut, illegal substa nce, sedative & hypnotic and analgesic ) use were investigated in senior students between medical and non-medical colleges. The study samples included two parts, primary, 276 senior medical college students selected by purposive sampling, and secondly, convenient sampling of 250 senior students from non-medical college. The study instrument was a self-report structured questionnaire. There were 501 students completed the questionnair related factors of substance use were listed as follows: （ 1 ） Cigarette: The significant factors included male, smoking among peers and family, and more positive attitude towards using substance. （ 2 ） Betel nut: The significant factors were betel chewing among peers and family. （ 3 ） Beer and Wine: The significant factors included male, drinking among peers and family, and more positive attitude towards using substance. （ 4 ） Liquor: The significant factors included male, drinking among peers and family, and more positive attitude towards using substance. （ 5 ） Sedative and hypnotic: The significant factors were medical college students, taking sedatives and hypnotics among peers and family. （ 6 ） Analgesic: The significant factors were medical college students, taking analgesics among peers and family. Results generated from this study may be as references for health education programs on prevention of substance abuse, and suggestions are made for further researches in this field. Key words : substance use, related factors, senior students
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Trivedi, Dr Mayank, and Dr Anuradha Joshi. "Specific use of Internet amongst Health Care Professionals in a rural tertiary Medical College of India." 2008. http://hdl.handle.net/10150/105481.
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I would like to publish this original research work for public domainINTRODUCTION : The study was conducted at Pramukhswami Medical College in Karamsad from November-August 2007 to assess the Computer and Internet usage amongst health care professionals. OBJECTIVE: To identify the knowledge of Computer and Internet of health care professionals of Pramukhswami Medical College and to understand the information-seeking behavior. We have observed the search habits of Internet users at PSMC. Efforts are on to find the search requirements related to the use of the Internet information. METHODS: They were given a questionnaire to collect the data. RESULTS: Results show that all the respondents are using the Internet frequently because. They use the Internet in different ways, such as accessing to online journals, downloading text, chatting, discussion, E-mail services and for finding related references. It is revealed that the professionals of PSMC are getting quality information through the Internet. It is observed that the Google and Yahoo search engines are more widely use compared to other search engines. CONCLUSION: The study revealed that high computer usage among health care professionals in an institution with good computer facilities. The majority expressed their willingness to undergo further training.
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Ohlsson, Hannes. "Knowledge and attitudes among Indian medical students regarding contraception - A questionnaire study among 27 different medical colleges in Maharashtra, India." Thesis, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-216523.
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Pillay, Shamla. "Health science faculty employees' perceptions of organisational culture in the merger of the University of Durban-Westville and the University of Natal /." 2010. http://hdl.handle.net/10413/794.
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Sydén, Filip. "Knowledge and attitudes regarding abortion care among Indian medical students - A questionnaire study among medical students in 27 different colleges in Maharashtra, India." Thesis, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-216566.
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Lin, Jung-ping, and 林中平. "The Relationship Among Organizational Characteristics, Financial Slack and Quality Accruals -Medical Colleges Case in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/55640675787577684999.
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碩士國立中正大學
企業管理所
98
As economy develops rapidly, there is an increasing demand for higher education and rapid expansion of universities, yet the funding for education is not increased relatively. This would result in limited amount of funding distributed to private universities. Private universities are legal entities established according to the Private School Act. Unlike profit-seeking enterprises that focus on profit-seeking as a managerial goal, private universities tend to use earnings management for window dressing to obtain government aids. They may actively acquire grants for school facilities through using quality accruals to manipulate accounting and financial reports. This study aims to analyze the relationship between financial slack and quick ratio with discretionary accruals in private medical universities. In addition, because the schools have different organizational characteristics, this study also investigates whether the organizational characteristics are related to the quality accruals. The sample of this study includes seventeen private medical universities granted with awards or subsidies from the Education Ministry. The data of financial statements certified by accountants were manually downloaded from the each university website from 2004 to 2008. Incomplete information were deleted. The total samples are 80 cases. Research findings of this study are as follows: 1.The relationship between organizational characteristics and quality accruals in private medical universities is significantly positive correlation. 2.The relationship between the financial slack and quality accruals in private medical universities also is significantly positive correlation. 3.With the organizational characteristics added, the relationship between financial slack and quality accruals in private medical universities can be reinforced. 4.There is significant diffirence in the relationship between financial slack and quality accruals of private medical universities because of the change of national accounting policy in 2007.
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Wehbe, Firas Hazem. "Web-based concept indexing tool for online content management of medical school curriculum dissecting an anatomy course experience /." Diss., 2004. http://etd.library.vanderbilt.edu/ETD-db/available/etd-08122004-133214/.
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Bezuidenhout, D. I. "The dialectic between learning and teaching in a medical school." Thesis, 1990. http://hdl.handle.net/10413/2103.
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Academic Support Programmes in South Africa are confronted with the seemingly impossible task of producing "programmes" which will assist growing numbers of Black students in their adaptation to the academic tasks. These tasks are demanded of Black students within tertiary institutions with a largely westernized cultural form of education. Despite the existence of institutions such as the Medical School of the University of Natal which has been training Black medical students for over thirty five years, little substantive research has been conducted into the processes of adaptation which Black students have undergone in coming to terms with the cognitive demands of academic tasks within universities. Instead, institutions such as the Medical School have found themselves embroiled in long ,standing controversies which essentially attempt to apportion blame for high failure rates on either students or staff members. This research adopts a dialectical approach to the learning teaching situations and focuses specifically on Black medical students' adaptation to the cognitive task demands of Physiology. The research uses a rational reconstructive paradigm to instantiate Feuerstein's "deficient cognitive functions" in the cognitive manifestations of second year medical students. This instantiation lays the groundwork for an investigation into the "content less cognitive processes" (cf. Feuerstein) underlying the learning-teaching dialectic in Physiology.Thesis (M.A.)-University of Natal, 1990.
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McNamee, Lakshini. "Students' perceptions of medico-legal autopsy demonstrations as a learning experience at a South African medical school." Thesis, 2007. http://hdl.handle.net/10413/270.
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How do medical students experience autopsy demonstrations that form part of the undergraduate curriculum? This was the primary question guiding this phenomenological study within the interpretive paradigm. Both explicit cognitive outcomes and elements of the “hidden curriculum” associated with autopsies were evaluated. Most previous studies on this topic employed survey questionnaires and were conducted prior to the radical curriculum reformations in medical undergraduate training. Some of these pedagogical changes have threatened the use of autopsies for teaching. More recently some other studies concentrated on aspects that were not directly related to educational outcomes. Burton (2003) conducted a phenomenological study interviewing medical educators about the uses of autopsy in the modern undergraduate curriculum, essentially detailing the “delivered curriculum”. Therefore this study focused on the “received curriculum”. Interviews were conducted with 10 medical students in their 4th year of study, having attended medico-legal autopsy demonstrations forming a central part of a course in Forensic Medicine. The underlying assumption of the study is that ‘student voices’ need to be heard in determining what is taught and how (Brooker & MacDonald, 1999), something typically determined by academic staff. This need is especially highlighted in a climate of “self-directed learning” promoted by modern medical curricula. The data are analysed qualitatively using a theoretical framework of three dimensions of learning (Illeris, 2004): (1) cognitive content dimension, (2) emotional psychodynamic, attitudinal and motivational dimension, (3) social-societal dimension. Findings of the study show that medical students perceive autopsy demonstrations to be of considerable benefit to their learning; both cognitive and affective outcomes are discussed detailing individual contextual factors that influenced the outcomes. Some suggestions regarding curriculum and autopsy-based teaching are made in the light of various factors found to influence students’ attitudes towards autopsies.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Alyaseen, Haneen Juma. "A Professional Development Program for Dental Medical Educators in Kuwait: Needs Assessment, Program Design and Formative Evaluation." Thesis, 2017. https://doi.org/10.7916/D8708CQ6.
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New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique needs of the medical professions. The success of these methods requires careful planning and establishment of faculty development programs. The purpose of this study is to perform a needs assessment for a faculty development program at the Faculty of Dentistry- Kuwait University, centering on Case-based learning (CBL) and Problem-based learning (PBL) methods of teaching and lesson planning, and to design and test the faculty development digital module that is based on findings from the needs assessment. The author conducted a “proof of concept” mixed methods case study to answer three main research questions. First, what are the perceptions of the current dental faculty about the need for a professional development program? Second, what are the perceptions of, and characteristics and responses to, the learning experiences by a sample of the faculty who experience learning from a set of online professional development modules? Third, what evidence is there that the set of online modules have addressed the needs of the faculty participants? This study was conducted at Kuwait University Faculty of Dentistry. A needs assessment survey was sent to all 44 members of the faculty, of which 34 faculty responded to the needs assessment. The results of the needs assessment showed that overall there was a generally positive response to all of the items pertaining to a need for professional development with 28 faculty expressing interest in participating in an online faculty development program module. However, only 15 of the 28 who expressed interest actually participated in the online module. The results from the instruments embedded in the module showed that 87% of the participants were “satisfied with the module lesson on how to plan CBL lessons. The change in participants’ responses to the last three items of the post-instructional survey pertaining to case-based and problem-based learning was sufficiently large enough to be statistically significant. Future research expanding from this study would help to establish the foundational work to design a more substantial treatment of the various concepts covered in this study in a larger professional development program. The feedback and information gathered from the experimental modules such as used here can serve as a guide to improve and expand future program designs that encourage student-centered collaborative and transformative learning. Additional experimental research is also warranted where the novel designed products for professional development are evaluated by comparing the gains in student learning with the new methods compared to methods more typically used in traditional adult learning and dental education.
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Huang, Li-Hui, and 黃莉惠. "A Study of Military Training Instructor''s Influence for School Civic Education--A Case Study of Three Medical Management Colleges." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71297717781650658158.
Full textAbstract:
碩士國立中山大學
政治學研究所
94
With increasing of economic scale, demography change, and life style improvement enhancement, the importance of civic education has been emphasized based on public issue aspect. It is essential for military training instructor to face the challenge to be more professional or make a transform for better change. The aim of the study is develop solutions for military training instructor to deal with the challenge of renew military class and civic education. Instead of image of authority, military training instructor should also learn how to empower self-concept and role function and obtain concurrence from both the students and society. The study participants were 600 individual who were recruited in the trial. The primary data for this study were obtained from random samples, conducted in three medical management junior colleges in the southwest Taiwan. Total 600 questionnaires were equally divided to three medical management junior colleges The gender was spilt by 134 male (23.7%) and 431 female (76.3%).Valid 565 responses for questionnaires for this program were from 600 students for a response rate of 94.2%. To investigate the issues of civic education and military class, the survey included sociodemographic measures and the concepts of cognition, emotion and affection, and behavior. Statistical analyses were performed by SPSS, Version11.5 statistic software, using frequency distribution, chi-square test, t-test, and crosstable analysis. Significance was accepted at the 0.05 level (two-tailed). Conclusions： 1.The investigation of the concept of cognition show that overall 41.6% of students acknowledged the background and history of military class. The majority of students (72.3%) would agree the roles function of military training instructor . 2.The investigation of the concept of emotion and affection showed that the majority of students (66.7%) agreed that military training instructors would assist student for medical assistances and accident management. However, overall 32.2% of students agreed that military training instructors have sufficient affiliations to keep a good relationship with students, because military training instructors were still lake of ability of consulting and stayed in the image of rectifying deviant behaviors. 3.The investigation of the concept of behavior showed that even the image of authority is so strong, only few students obtained strong influence from military training instructors in democracy (35.0%), personality empowerment (38.2%), and patriotism (32.2%) from military class. Suggestions： 1.To decrease loading of military training instructor by promoting effectiveness of civic education in the class. 2.The interaction between military training instructor and students should be more involved with expectation, appreciation, and forgiveness. 3.It is essential for military training instructor to empower in specialty of military and civic education to deal with the challenge of new century civic education.
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Chibvura, Faith Rudairo. "Promotional tools used by medical insurance companies : an international student perspective." Thesis, 2017. http://hdl.handle.net/10321/2641.
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Submitted in Fulfilment of the Requirements for the Degree: Master of Management Sciences: Marketing, Durban University of Technology, Durban, South Africa, 2017.The immigration Act 19 of 2004 requires that all international students have proof of medical aid cover for a whole year from a provider that is registered with the South African Council for Medical Schemes in terms of Medical Schemes Act, 1998. Some medical insurance companies provide gifts to students to gain a larger market share in educational institutions. Health insurance products are very crucial in the lives of students and therefore the students must be familiar of medical product benefits and exclusions. Students lack relevant knowledge of health insurance products. Students seem have a perception that medical insurance products cover all healthcare expenses. Dissatisfied customers will tarnish the image of the respective medical aid companies, hence customer attrition. The purpose of this exploratory study was to determine the influence of promotional tools in awareness creation on higher education international students’ selection of medical products. The study was descriptive and quantitative in nature. A structured questionnaire with close-ended and scaled response questions was used as the research instrument. The sample comprised 400 international students studying at two universities in KwaZulu-Natal. Non probability sampling was used to select the sample. The results indicate that the respondents are very sensitive to price and majority of them are influenced by advertising and word of mouth. The results indicate that students react differently to each promotional tool.
M
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Reddy, Sarasvathie. "Experiences of clinical practice in a problem-based learning medical curriculum and subsequent clinical environments." Thesis, 2010. http://hdl.handle.net/10413/3224.
Full textAbstract:
The study traced the experiences of learning the clinical aspects of a problem-based learning
(PBL) medical curriculum and the participants’ construction of a relationship with the
subsequent clinical environments. In light of international and local medical and technological
changes, the Nelson R Mandela School of Medicine (NRMSM) changed its traditional
curriculum to a PBL curriculum in 2001. The participants were the first cohort to experience a
PBL pedagogy and graduated in 2005, subsequently undertaking two years of compulsory
internship and one year of community service within the South African health care system. It
was in the context of these changes and the present state of health care that such a study
sought to determine how a PBL pedagogy was experienced within the clinical environments
of South Africa.
Phenomenography was used as a methodology to describe and interpret the ‘qualitatively
different ways’ in which the participants’ experienced the phenomenon. Purposive sampling
reflecting the institution’s admission policy regarding race and gender demographics was
applied. In-depth interviews were conducted at the end of the community service experience.
Variation in the experiences was represented through logically related and hierarchical
categories of description resulting in the formulation of an outcome space.
The outcome space identified three categories of description: ‘The guinea pig identity’ which
found that the participants felt at the mercy of a curriculum experiment and felt discriminated
against by the hospital consultants who had negative views of PBL. The category of
‘knowledge construction’ saw the participants exploring issues of difference between the
knowledge and practices expected by the two different kinds of curricula. The category of
‘professional identity’ indicated an emerging sense of competence across a range of clinical
situations.
Critical discourse analysis (CDA) was used to augment the phenomenographic analysis and to
explore the ways in which the social structure of the clinical contexts related to the discourse
patterns emerging in the phenomenographic categories in the form of power relations and
ideological effects. CDA was used as an additional lens to develop theory and acquire deeper
knowledge about why the participants constructed a relationship with the phenomenon and
the subsequent clinical environments in the way that they did.
The thesis concludes with a proposal for an empirical model that illuminates resolutions from
the major findings in the study regarding medical knowledge construction in a PBL
curriculum. The model consists of a Y axis depicting the vertical spine of basic sciences
knowledge construction, a X axis depicting the horizontal nature of professional identity
construction and a spiral that indicates the simultaneous movement of clinical knowledge
construction along each axis. It is hoped that this model will serve as a future curriculum
innovation that will result in the production of professional medical practitioners that are
required for today’s South African communities. This study, however, revealed that despite
the hegemonic practices and the theoretical inadequacies that were reported by the
participants they finally felt like professional medical practitioners during their community
service experience.Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2010.
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Lane, India F. "Faculty Perspectives on the Importance and Place of Nontechnical Competencies in Veterinary Medical Education at Five North American Colleges of Veterinary Medicine." 2008. http://trace.tennessee.edu/utk_graddiss/560.
Full textAbstract:
Successful veterinary practice requires a unique combination of medical competence and other professional skills that include empathy, communication skills, business and management skills. Results of two recent national studies have indicated that many veterinarians possess the medical knowledge, but not the ancillary skills, that can determine their economic success. Furthermore, growth in non-practice veterinary careers and changes in food animal production medicine have accentuated the need for veterinarians with exceptional teamwork, management and leadership skills. These nontechnical competencies pose a challenge to veterinary educators, who have traditionally focused on transfer of biomedical knowledge and have had limited involvement in these policy issues. In this study, veterinary faculty from five veterinary colleges were surveyed regarding the importance of nontechnical skills for veterinary graduates, where nontechnical skills should be taught, and their own role and level of preparation in cultivating such skills.
Faculty respondents uniformly agreed that nontechnical competencies are important for veterinary graduates and should be cultivated across the spectrum of preveterinary, veterinary and postgraduate education. The support is greatest for critical thinking and intrapersonal competencies and less for management and business competencies. Basic science, nonveterinarian and junior faculty tend to more strongly appreciate the importance of nontechnical skills. Large animal faculty and midcareer faculty exhibit a more reserved level of support.
Women faculty are more likely to support the development of nontechnical competencies across the continuum of education. Junior faculty, though supportive of the importance of such skills, are less likely than other faculty to view veterinary clinical education as a primary time for their development. Junior faculty are also less likely to perceive a personal role in the cultivation of nontechnical competencies in veterinary students. Faculty members’ view of the role and composition of preveterinary and preclinical veterinary education, and their perceptions of personal ability in the cultivation of nontechnical competencies, may be unique to an institution.
Institutional and professional leaders should tailor faculty development and curricular discussions with these disciplinary and career stage differences in mind. Educational leaders should also work toward building integrated methods of training veterinary students in business, management, coaching and leadership skills.
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Lane, India F. "Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine." 2008. http://etd.utk.edu/2008/December2008Dissertations/LaneIndiaFrances.pdf.
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Van, Vleet Stacey. "Medicine, Monasteries and Empire: Tibetan Buddhism and the Politics of Learning in Qing China." Thesis, 2015. https://doi.org/10.7916/D8J38RDJ.
Full textAbstract:
Representing the first comprehensive study of Tibetan medical institutions, this dissertation argues that medicine played a crucial role in the development of Tibetan Buddhism outside of Tibet during the Qing dynasty (1644-1911), while Tibetan Buddhism played a vital role in the governance of the northern and western borderlands of the Qing Empire. During the same period remembered today for the rise of science along mercantile-colonialist sea routes, an inland network of Tibetan Buddhist monastic medical colleges (gso rig or sman pa grwa tshang) proliferated in tandem with the expansion of the Qing Empire over Inner Asia. My study examines these developments from a regional rather than an anachronistic nation-state perspective, historicizing both the "Tibetan" medical system and its community of practitioners within the context of Qing imperial expansion and decline. Combining the approaches of intellectual and institutional history, I argue that the medical colleges of Tibetan Buddhist monasteries bridged the realms of ritual and materiality that we understand as separate today, providing a key site for the display of benevolent governance, and serving as a vital forum for intellectual and material exchange between the Qing court and peoples of the Tibetan Buddhist frontiers. The "monastic guidelines" (bca' yig) of Tibetan medical colleges provide a window into these institutions' ritual and medical curricula, as well as debates over medical orthodoxy that took place within and between them. Historical narratives within monastic guidelines served as frameworks of legitimacy and templates for ritual practice, and the boundaries of medicine as a discipline were negotiated through the selective incorporation of various medical lineages and traditions. I explore the relationship between ritual debates, doctrinal debates, and ideas about how to both encourage and circumscribe experience within the monastic guidelines of medical colleges. One of the major issues at stake was the relationship between innovation and revelation, as physicians could claim a special insight into the experience of their predecessors in a medical lineage. While innovation was necessary for expertise in healing, revelation was potentially dangerous to the state. Such medical debates give us insight into ideas about the relationship between social and epistemic order taught within Tibetan Buddhist institutions as they spread within the Qing Empire. With the advent of new ways of defining territorial and disciplinary boundaries in the early twentieth century, ritual technologies for defining social and epistemic order were replaced by new institutional structures. I consider why the greater circulation of medical knowledge within the Qing Empire was followed by a fragmentation of medical nationalisms. While Han Chinese nationalists embraced the culture of science as a defensive strategy against Western powers and as a political strategy to distance themselves from the Qing formation, Tibetan Buddhists did not seek such a radical break. Similar and connected medical reforms in Lhasa, Eastern Tibet, Mongolia, and Buryatia reveal the continuity of Tibetan Buddhist knowledge networks and early cooperation among their separate nationalist projects. In the broader context of the history of science, the example of Tibetan Buddhist medical institutions points to the centrality of early modern networks of knowledge in determining modern political configurations.
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Naidoo, Kethamonie. "The management of equity in medical schools in South Africa." Thesis, 2002. http://hdl.handle.net/10500/670.
Full textAbstract:
This study explores the management of equity in medical schools in South Africa using both quantitative and qualitative research methods. Notions and models of equity are discussed and student and staff profiles in medical schools are contrasted with national and international profiles. in-depth unstructured interviews are conducted with select senior and executive management members at national, institutional and faculty of medicine levels to identify the challenges and best practices associatd with promoting equity in medical schools in five broad areas, namely, staff, students, curriculum, research, and policies and practices.
The study shows significant contextual differences between medical schools and their universities resulting in divergent trends in the student and staff profiles. Historically Black medical schools continue to provide access to aproximately 68% of African MBChB students. Postgraduate students remain predominantly White men and although more female than male students are enrolled for MBChB, the few females entering postgraduate training are segregated in particular areas of specialisation. Redressing the historically determined prevailing inequities in medical schools, in terms of race, gender and class, is inextricably linked to different management ideologies, management policies and practices, economic factors and discipline specific power dynamics.
To manage equity inmmedical schools more efficiently, it is recommended that a single, separate budget be allocated to medical schools for staff appointments and student training. The management of academic health complexes should be under the jurisdiction of a national, joint Department of Education/Department of Health structure. Such a structure should, at a national level clarify, co-ordinate and monitor equity in medical schools and ensure that policies and practices in medical faculties are aligned to national strategic transformation frameworks and equity goals of higher education and health. Monitoring could include analyses of student applications, admissions, failure, drop-out and graduation rates of students.
The establishment of a comprehensive database of South African medical doctors by race, gender, area of specialisation and location of practice is needed to track trends and shifts.Educational Studies
D. Ed. (Educational Management)
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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.
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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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Hassan, Salochana. "A study of the dynamics of academic staff development at the Medical University of Southern Africa in an era of educational transformation." Thesis, 2004. http://hdl.handle.net/2263/24308.
Full textAbstract:
Please read the abstract in the section 00front of this document CopyrightThesis (PhD(Assessment and Quality Assurance))--University of Pretoria, 2006.
Education Management and Policy Studies
unrestricted
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Pillay, Shamla Devi. "Health science faculty employees' perceptions of organisational culture in the merger of the University of Durban-Westville and the University of Natal." Thesis, 2010. http://hdl.handle.net/10413/1256.
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Olumide, Oladimeji Sanyaolu. "Access barriers to Campus Health Services among University of Venda students." Diss., 2017. http://hdl.handle.net/11602/697.
Full textAbstract:
MPHDepartment of Public Health
South African youth, like many young people the world over, experience obstacles related to accessing age-specific health care services. School-based health centres, therefore, represent a mode of delivery of youth-friendly services tailored to meeting the healthcare needs of young people, such as university students. The aim of the study was to investigate the barriers faced by University of Venda (UNIVEN) students in accessing the institution’s health services.The objectives of the study were to assess the level of awareness of the respondents regarding the UNIVEN campus health services and to determine the availability and acceptability barriers experienced by students in accessing the campus health services.The study is quantitative using a self-administered questionnaire, informed by literature review, to collect data from the respondents. The study population consisted of all the students who were resident on campus. The sample size were five hundred and thirty four (534) respondents drawn from all the residences on the university campus and comprising of students from all the schools and levels. Questionnaires were administered face-to-face to respondents in the respondents’ rooms. The validity and reliability of the study were ensured. Ethical considerations, such as informed consent, right to privacy, and no-harm to participants, were observed and addressed in this study. Data was entered and analysed using Statistical Package for Social Sciences 23. For continuous variables such as age, descriptive variable was calculated. For categorical variables, frequencies and percentages are presented.The results indicated that the average age of the study population was 21.85 years with almost all of the respondents (95%) being aware of the existence of a health clinic on the Univen campus. However, only 63% had gone for consultation at the clinic. Awareness of the clinic’s services appears to be poor, with HIV Counselling & Testing being the most known service, while minor illnesses’ management was the most utilised service (48%). Barriers experienced by the respondents were related to waiting times and opening hours of the clinic, with only 33% and 39% respectively, describing them as ideal.The study provides evidence that although university health services may be provided at no cost students still experience barriers in accessing them. Effective measures are needed to increase students’ awareness of the clinic’s services and to shorten waiting times and improve clinic opening hours.
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Sinqotho, Thembeka Maureen. "Case based learning in the undergraduate nursing programme at a University of Technology : a case study." Thesis, 2015. http://hdl.handle.net/10321/1408.
Full textAbstract:
Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015.Background The current health care system in South Africa and its diverse settings of health care delivery system require a nurse who can make decisions, think critically, solve problems and work effectively in a team. Traditional nursing education teaching strategies have over the years relied on didactic and often passive approaches to learning. In pursuit of quality, academics and students must be continually engaged in a process of finding opportunities for improving the teaching and learning process. Purpose of the study The purpose of this study was to evaluate the structure and the process in case based learning at the University of Technology. Methodology This study is qualitative in nature, governed by an interpretive paradigm. This is a case study, which enabled the researcher to merge student interview data with records in order to gain insight into the activities and details of case based learning as practised at the University of Technology under study. Most importantly, the case study method was deemed appropriate for the current study, since case-based learning as a pedagogical approach (and a case) cannot be abstracted from its context for the purposes of study. Case based learning is evaluated in its context namely, the undergraduate nursing programme, using the Donabedian framework of structure, process and product. Results The study recorded that students were positive towards case based learning though some identified dynamics of working in groups as demerits of case based learning. The structures that are in place in the programme and the CBL processes are adequate and support CBL. There are however areas that need attention such as the qualification of the programme coordinator, the size of the class-rooms and the service of the computer laboratory. Conclusion The study found that apart from a few minor discrepancies, case based learning is sufficiently implemented, and experienced as invaluable by students, at the University of Technology under study.