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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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Aukes, Lense Cornelis. "Personal reflection in medical education." [S.l. : [Groningen : s.n.] ; University of Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/314681205.
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Samba, Sheku. "Obstetric Fistula| The Experiences of Patients and Medical Personnel in Sierra Leone." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636481.
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Women face great risks in pregnancy and childbirth, especially in developing countries where there are very few skilled birth attendants and negligible government investments in maternal health programs. As a result, obstetric fistula (OF), a potentially fatal but preventable and treatable condition, affects some 3 million women and girls globally. In Sierra Leone, the prevalence of OF is extremely high, but the absence of quality data to inform decision-making, both on prevalence and risk factors, is a barrier to creating an environment for OF prevention and care. The purpose of this phenomenological study was to explore and document the barriers to medical care, and the perceptions of patients and medical personnel concerning the complexities of OF. In-depth interviews were performed over a 2-month period with 12 patients and 8 medical personnel at the Aberdeen Women's Center in Freetown, Sierra Leone. Results showed that patients face multiple medical barriers including high costs, fear of hospital treatment, severely inadequate treatment, and severe physical sequelae including paralysis and foot dragging. Multiple emotional, social, and financial harms related to OF were also reported, including stigmatization, abandonment by family, embitterment, depression, and job loss. Most patients expressed a preference for traditional birth assistants over medical personnel. However, many also benefitted from the intervention of friends or other good Samaritans. The results and recommendations from this study should be helpful in informing the general public and policy-makers about OF as a major public health problem, and in the design and delivery of programs to eradicate or alleviate the problem of OF in Sierra Leone.
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Kugler, Neil. "When curing stops and caring begins : a study of the need for end-of-life care education of future health care workers /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270731&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Colley, Kay Lynne Newsom Ron. "Latino success stories in higher education a qualitative study of recent graduates from a health science center /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3687.
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Feagan, Lori Margaret. "Family presence during cardiopulmonary resuscitation the impact of education on provider attitudes /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/L_Feagan_011409.pdf.
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Filling, Constance M. "A Study of the Perceptions of Healthcare Professionals about Collaboration and Learning in Academic Health Centers." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639715.
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In 2004, the Institute of Medicine (IOM) called for academic health centers (AHCs) to adapt and change through collaboration between their many separate groups of healthcare professionals. Research on collaboration in healthcare organizations to date has concentrated on how collaboration impacts patient care and organizational efficiency. Research has not focused on whether collaboration among healthcare professionals, influences learning for individuals or the organization. Socio-cultural learning theory, which takes into account the individual, the organization and the larger system, emphasizes that “collaborative learning” is an important component of the learning process. It also emphasizes that problem solving facilitates the development of insights and solutions. On this basis, the link between collaboration and learning needs to be explored. This research focused on exploring the association between collaboration and learning as perceived by clinician educators and other healthcare professionals with whom they have collaborated in AHCs. In-depth interviews were conducted with 21 healthcare professionals who had participated in collaborative activities in the past 18 months, and who had familiarity with relational coordination (RC) as a framework for collaboration. Interview questions elicited interviewee descriptions of positive and challenging collaboration experiences. Data were analyzed using an inductive analysis approach and coded to identify implicit and explicit learning outcomes from those experiences. Findings indicated that all participants had extensive experience of informal collaboration with professional colleagues and learning resulting from their collaboration experiences. Four categories of learning outcomes were identified; process and quality improvement, professional relationships with colleagues, emotional awareness, and growth in technical and adaptive knowledge and skills. The majority of learning outcomes in each of the four categories were implicit, indicating that participants did not recognize the learning that was occurring through their participation in collaborative activities. Learning appears as a currently invisible outcome of collaboration as described by the participants in this study. Further research is needed to determine the potential value of the learning for the individual and the institution.
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Stojakovic, Jelena. "Teaching intercultural communication competence in the healthcare context." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.
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Nimmo, Graham R. "Materialities of clinical handover in intensive care : challenges of enactment and education." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21540.
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The research is situated in a busy intensive care unit in a tertiary referral centre university hospital in Scotland. To date no research appears to have been done with a focus on handover in intensive care, across the professions involved, examining how handover is enacted. This study makes an original contribution to the practical and pedagogical aspects of handover in intensive care both in terms of the methodology used and also in terms of its findings. In order to study handover a mixed methods approach has been adopted and fieldwork has been done in the ethnographic mode. Data has been audio recorded and transcribed and analysed to explore the clinical handovers of patients by doctors and nurses in this intensive care unit. Texts of both handover, and the artefacts involved, are reviewed. Material from journals, books, lectures and websites, including those for health care professionals, patients and relatives, and those in industry are explicated. This study explores the role of material artefacts and texts, such as the intensive care-based electronic patient record, the whiteboards in the doctors’ office, and in the ward, in the enactment of handover. Through analysis of the data I explore some of the entanglements and ontologies of handover and the multiple things of healthcare: patients, information, equipment, activities, texts, ideas, diseases, staff, diagnoses, illnesses, floating texts, responsibility, a plan, a family. The doing of handover is framed theoretically through the empirical philosophy of Mol’s identification of multiple ontologies in clinical practice (Mol, 2002). Each chapter is prefaced by a poem, each of which has relevant socio-material elements embedded in it. The significance of the findings of the research for both patient care and clinical education and learning is surfaced.
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Scott, Edward Sherman. "Digital research cycles how attitudes toward content, culture and technology affect web development /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002637.
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Briggs-Bolling, Izetta Mounice. "Non Medical Prescription Drug use in Rural Communities and Social Work." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4424.
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This study explored the roles and responsibilities of social workers providing services to nonmedical prescription drug users (NMPDU). Researchers have indicated NMPDU disproportionately affects people living in rural communities. The overarching research question sought to explore the concerns of social workers when providing services to patients coping with NMPDU in the rural community of Ulster County, New York. The intention was to examine systemic challenges facing rural social workers when attempting to decrease morbidity risks and increase the health of Ulster County residents. A total of 7 social workers participated in 3 focus groups to explore their ideas for defining, clarifying, and identifying solutions to the problem. The social exchange theory was used to frame the roles and responsibilities of social workers within rural communities at the macro, mezzo, and micro levels. Qualitative content analysis identified 5 themes: roles and responsibilities, barriers, education, treatment interventions, NMPDU and illicit substances of use. The results of the study included advocating for the fair and equitable distribution of resources for all residents coping with NMPDU in Ulster County, their responsibility to collaborate on pressing matters and educate physicians, community service providers, local legislators, individuals, and families of the warning signs and harmful effects of NMPDU. Findings may effect social change by enhancing the role of social workers by reducing overdose and death rates of NMPDUs.
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Yeung, Suk-ching Stephenie. "The effectiveness of educational programs to improve the knowledge and compliance of healthcare workers towards standard precautions /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38297279.
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DeMartini, Mikaela. "Exploring Self Care Programs in Hospitals." Thesis, Mills College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426861.
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Self care is more than a requirement for life. Working in a high stress hospital environment lends itself to having many personal and professional stressors that go beyond medical professionals job requirements. The purpose of this study was to explore how hospitals support medical staff through self care programs. Data was collected through semi-structured interviews of five medical professionals who work in various specialties. Results of this study indicated that self care was represented in various unstructured formats. Additionally, this study demonstrates the need for more support in the medical field to allow for more opportunities for self care to take place. Furthermore, this analysis of self care explains the importance of this practice to be implemented by medical professionals as it helps to reduce the high rates of burnout and compassion fatigue.
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Bosman, Justice Selvyn. "Principles of physics implicit in emergency medical rescue education and operational practice: a case study of motor vehicle related rescue." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2967.
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Thesis (Master of Emergency Medical Care (MEMC))--Cape Peninsula University of Technology, 2019Introduction: Road traffic injuries are the ninth leading cause of death globally. Projections indicate that without new and sustained commitment globally to preventing such injuries, the situation will only worsen. Motor vehicle rescue does not lend itself to the prevention of road traffic incidents but through ensuring that all incidents are managed using sound evidence could contribute in positive outcomes for victims. It is unknown what contribution rescue education makes to the body of medical rescue knowledge in South Africa. Aims: The aim of this research was to investigate the relevance and scope of the principles of physics within medical rescue specifically in the context of motor vehicle rescue. It appears that current traditional methods of presenting rescue training, which is mainly procedural and technical, may contribute to 'segmented' learning. Research Methodology: Using an interpretive research design, multiple qualitative methodologies were employed. This methodological triangulation was intended to improve construct validity and trustworthiness of findings. A modified Delphi process through which questionnaires was repeatedly distributed to rescue experts was employed. Process tracing was used to evaluate the developed typical motor vehicle rescue case scenario narrative for underpinnings of the principles of physics. The Bachelor Emergency Medical Care Physics and Extrication subject guides was evaluated for its educational alignment during the document analysis. Legitimation Code theory as a theoretical framework was utilised to appraise the knowledge gap. Results & Discussion: Motor vehicle rescue incident may not always present in a similar manner due to various factors and influences. Development of the typical motor vehicle case narrative from which its physics principles could be identified was imperative. Most motor vehicle rescue related training occur with the vehicle in the upright orientation on all four wheels. This manner of frequent training may restrict rescue practitioners from moving beyond their 'typical' training knowledge when the situation presents a typical. The thematic document analysis of the BEMC Physics and Extrication subject guides lacked the necessary coherence which is required for a professional degree. It was deemed void of certain threshold concepts and structure which would allow the student to move between the theoretical and contextual knowledge. Motor vehicle rescue subject guides and most textbooks on the topic leaned towards a procedural and very technically detailed pedagogy, to the extent that it could contribute to segmented learning. Conclusion: Developing curricula that is underpinned by a theoretically sound evidence base would promote credibility of a qualification. Curricula by design inform the teaching, learning and the competencies which would ultimately be assessed. Professional degrees are intended to develop practitioners who would graduate with the knowledge and competencies to adapt to situations. In addition, graduate attributes of lifelong learning, reflective practice and the ability to contribute to the development of new knowledge is secondary to the goal of qualification attainment.
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Esterhuyse, M. B. (Maria Barbara). "n Geïntegreerde bevoegdheidsgebaseerde model vir die ontwikkeling van menslike hulpbronne in 'n gesondheidsorganisasie : 'n onderwys- en opleidingsperspektief." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52956.
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Thesis (PhD)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The problem that lead to this study is whether the view of the personnel in the utilisation review centre in the organisation with reference to the management of human resources as well as their work performance increased after implementation of the integrated competencybased human resource model. The general purpose of this study is to develop through extensive literature survey an integrated competency-based human resource model, to implement it in the organisation and to measure the impact the model had on the personnel in the utilisation review centre in the organisation. The dimensions according to which the impact was measured, are the views of the personnel in the organisation and their work performance. The following methods were used in developing and implementing the integrated competency-based human resource model: an analysis of the work processes and tasks was done to determine the flow of work through the utilisation review centre. Thereafter the different roles were identified. Simultaneously an analysis of the strategy of the organisation was conducted to determine what impact it would have on the work processes and tasks in future. Once the analyses were completed, role descriptions were compiled for the identified roles. The role descriptions are used in the development of the various human resource management activities, viz. recruitment and selection, education and development, performance management and remuneration. Throughout the implementation process the human resource management activities are evaluated to determine that it complies with the regulations of the labour laws. An opinion survey questionnaire was used to determine the view of the personnel in the utilisation review centre with reference to the methods used to implement the integrated competency-based human resource model and whether the methods were successfully executed. Thirty of the 50 respondents partook in this study. A one-group first measurementsecond measurement design was used to determine whether the model contributed to the expected results. The design allowed a single group to complete a first measurement twelve months and a second measurement 24 months after the model was implemented (January 2002 to December 2001). The outcome of this study is based on the degree of variance between the first and second measurements. The quality requirements were used to evaluate the work performance of the participants (40 respondents) on a six-monthly basis. Forty of the 50 respondents partook in this study. This was done in order to determine whether there was an improvement in the work performance of the personnel. The most significant conclusions of this study can be summarised as follows: o There was a significant difference between the first and second measurements, which indicated that the participants were of the opinion that the model had a positive impact in the organisation. o There was a significant improvement in the work performance of the participants, which indicates that the modelled to an improvement in the work performance in the organisation where the study was carried out. Based on the findings of the study, recommendations are made for further research in this field. The study succeeded in developing and implementing an integrated competency-based human resource model, which can be used with certainty by organisations to develop their personnel and which can therefore enable organisations to reach and retain a competitive advantage.
AFRIKAANSE OPSOMMING: Die probleem wat aanleiding gegee het tot die studie is of personeellede verbonde aan die benuttingsoorsigsentrum in die organisasie se mening rakende die bestuur van menslike hulpbronne, asook hulle werksprestasie sal verbeter ná implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel. Die algemene doelstelling van hierdie studie is om aan die hand van 'n omvattende literatuurstudie 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel, dit in die organisasie te implementeer en die impak daarvan op die personeel in die benuttingsoorsigsentrum in die organisasie te takseer. Die dimensies waarteen die impak getakseer word, is die mening van die personeel in die organisasie en hulle werksprestasie. Die volgende metodes is aangewend m die ontwikkeling en implementering van die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel: 'n analise van die werksprosesse en take is uitgevoer om te bepaal wat die verloop van werk deur die benuttingsoorsigsentrum is. Daarna is die verskillende rolle geïdentifiseer. Terselfdertyd is daar ook 'n analise van die organisasiestrategie gedoen om te bepaal watter impak dit in die toekoms op die werksprosesse en take gaan hê. Nadat die analises afgehandel is, is rolbeskrywings opgestel vir die geïdentifiseerde rolle. Die rolbeskrywings word gebruik vir die ontwikkeling van die verskillende menslikehulpbronbestuursaktiwiteite, naamlik werwing, keuring en seleksie, opvoeding en ontwikkeling, prestasiebestuur en vergoeding. Deurlopend deur die implementeringsproses word daar seker gemaak dat die menslikehulpbronbestuursaktiwiteite voldoen aan die bepalings van die verskillende arbeidswette. 'n Meningsopnamevraelys is gebruik om te bepaal wat die mening van personeel in die benuttingsoorsigsentrum is oor die metodes wat gebruik is om die geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te implementeer en of die metodes suksesvol deurgevoer is. Dertig van die 50 deelnemers het aan die ondersoek deelgeneem. Om te bepaal of die beoogde resultate wel bereik is, is 'n enkelgroep-eerste-tweede-metingontwerp vir die evaluering daarvan gebruik. Inhierdie tipe ontwerp lê 'n enkelgroep 'n eerste meting twaalf maande en 'n tweede meting 24 maande ná die implementering van die model af (Januarie 2000 tot Desember 2001). Die resultaat van die ondersoek is die mate van verandering tussen die eerste en tweede meting. Evaluering van die ondersoekgroep se werksprestasie is op 'n sesmaandelikse basis aan die hand van die kwaliteitsvereistes gedoen. Veertig van die 50 deelnemers het aan die ondersoek deelgeneem. Die doel hiermee is om ondersoek in te stelof daar 'n verbetering in die werksprestasie van die personeel voorgekom het. Die vernaamste bevindinge van die studie kan soos volg opgesom word: D Daar is beduidende verskille tussen die eerste en tweede metings, wat daarop dui dat die ondersoekgroep van mening is dat die model wel 'n positiewe impak in die organisasie het. D Daar is 'n beduidende verbetering in die werksprestasie van die ondersoekgroep, wat daarop dui dat die model tot 'n verbetering in die werksprestasie binne die organisasie waar die studie uitgevoer is, gelei het. Gebaseer op die bevindinge van die studie word sekere aanbevelings aan die hand gedoen met die oog op toekomstige navorsing. Die studie het daarin geslaag om 'n geïntegreerde bevoegdheidsgebaseerde menslikehulpbronmodel te ontwikkel en te implementeer wat met sekerheid deur organisasies gebruik kan word om hulle personeel te ontwikkel. Sodoende word die organisasies in staat gestel om 'n mededingende voordeel te bekom en te behou.
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Stilp, Curt Carlton. "Rural Interprofessional Health Care Education: a Study of Student Perspectives." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3624.
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As the cost for health care delivery increases, so does the demand for access to care. However, individuals in a rural community often do not have access to the care they need. Shortages of rural health care professionals are an ever-increasing problem. The Affordable Care Act of 2010 sought to increase health care access by focusing on team-based care delivery. Thus, the need to educate health care students in the fundamentals of team-based practice has led to an increased emphasis on Interprofessional Education (IPE). While past research focused on urban IPE, a literature gap exists for the effects of a rural team-based educational experience on practice location decisions. This study examined how rural IPE influenced health profession students' perspectives of what it means to be a member of a rural health care team and explored what factors go into making decisions of where to live and provide care. Motivational Theory provided the framework for a mixed methods approach with data from student reflective journaling and a post-experience Q sort. Analysis yielded important understandings about the impact of rural IPE. Accordingly, having a rural IPE experience provided positive motivation for returning after graduation. Further, the time spent in rural IPE generated understandings of what it means to live and provide care to a rural community. One important new discovery gained is the clinical setting is not where most IPE took place. As a result, social interactions with fellow students and community members achieved the goals of rural IPE. Despite these influential findings, noted barriers to genuine rural IPE persisted. In the end, students, educators, and rural health care professionals need to be aware of the multiple factors that guide decisions of where to live and provide care.
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Holbrook, James Robert. "A study to determine a new paradigm for paramedic education in San Bernardino County." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/857.
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Enfield, Kyle B. "Factors influencing medical students and residents to pursue careers in clinical research a systematic review /." Oklahoma City : [s.n.], 2003. http://library.ouhsc.edu/epub/theses/Enfield-Kyle-B.pdf.
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Choo-Kang, Pik Choi. "The concern about death and the coping strategies of teaching staff in a special school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B43895384.
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Ahmad, Fahd A., Andrew J. White, Katherine M. Hiller, Richard Amini, and Donna B. Jeffe. "An assessment of residents’ and fellows’ personal finance literacy: an unmet medical education need." INT JOURNAL MEDICAL EDUCATION-IJML, 2017. http://hdl.handle.net/10150/624655.
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Objectives: This study aimed to assess residents' and fellows' knowledge of finance principles that may affect their personal financial health. Methods: A cross-sectional, anonymous, web-based survey was administered to a convenience sample of residents and fellows at two academic medical centers. Respondents answered 20 questions on personal finance and 28 questions about their own financial planning, attitudes, and debt. Questions regarding satisfaction with one's financial condition and investment-risk tolerance used a 10-point Likert scale (1=lowest, 10=highest). Of 2,010 trainees, 422 (21%) responded (median age 30 years; interquartile range, 28-33). Results: The mean quiz score was 52.0% (SD = 19.1). Of 299 (71%) respondents with student loan debt, 144 (48%) owed over $200,000. Many respondents had other debt, including 86 (21%) with credit card debt. Of 262 respondents with retirement savings, 142 (52%) had saved less than $25,000. Respondents' mean satisfaction with their current personal financial condition was 4.8 (SD = 2.5) and investment-risk tolerance was 5.3 (SD = 2.3). Indebted trainees reported lower satisfaction than trainees without debt (4.4 vs. 6.2, F (1,419) = 41.57, p < .001). Knowledge was moderately correlated with investment-risk tolerance (r=0.41, p < .001), and weakly correlated with satisfaction with financial status (r=0.23, p < .001). Conclusions: Residents and fellows had low financial literacy and investment-risk tolerance, high debt, and deficits in their financial preparedness. Adding personal financial education to the medical education curriculum would benefit trainees. Providing education in areas such as budgeting, estate planning, investment strategies, and retirement planning early in training can offer significant long-term benefits.
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Colley, Kay Lynne. "Latino success stories in higher education: A qualitative study of recent graduates from a health science center." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3687/.
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This study used qualitative research, particularly life history analysis, to determine the personal pathways of success for Latino students who chose to enter a health science center for graduate study and who graduated. By giving voice to individual success stories of Latino students, some of the influences on the life pathways of these graduates were determined. For the purposes of this study, success was defined as graduation from a health science center with either a doctor of philosophy, doctor of public health or doctor of osteopathic medicine degree. Four research subjects agreed to participate in this study from a possible 11 students from the graduating class of 2004-2005 at this health science center. Data were gathered through multiple in-depth interviews of the students themselves over a period of no more than one month for each participant. Data were analyzed using the mind mapping technique and Padilla's unfolding matrix. Findings indicate that each participant traveled a different pathway to achieve educational success although similarities did exist across participants. The influences of family background, cultural background, educational background and personal perceptions and goals did affect the pathways of these four Latino graduates. While three of four participants indicated that family was the most important influence on their academic success, all participants related the importance of family to their success, although their definitions of family seemed to vary and included the concepts of education, culture, and personal perceptions and goals. The concepts of family support of education and a culture of education within the family unit emerged as similar themes among study participants. Other similarities among participants were a high academic self-concept, a strong internal locus of control, the ability to create academic community, and a positive view of potentially negative situations. Individual themes emerged from the narratives within each category for each participant. The impact of previous studies on student success, using undergraduate models, was reviewed, and one influence was found among the study participants that had not been used in previous models - health. Implications of findings from this study for educational policy, programs, and practice are discussed.
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Brooks, Jason Lee. "Managing Post-Traumatic Stress Disorder in Emergency Personnel: A Qualitative Case Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7604.
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The material in current emergency medical services (EMS) curricula is insufficient to prepare prehospital emergency medical care personnel recognize the signs and symptoms of post-traumatic stress disorder (PTSD) within their workforce. Prehospital emergency textbooks focus on treating patients affected with PTSD, but there is very little included about how EMS professionals may also be affected. Moreover, supervisors and managers of EMS agencies receive very little education on workforce PTSD in their personnel. The purpose of this study was to understand the educational preparation of EMS supervisors in order to develop a PTSD-awareness course. The research question investigated the educational preparation that EMS supervisors receive. The conceptual framework of the study was Conti-O’Hare’s wounded healer theory. EMS professionals are wounded healers from frequent critical incident exposure. A qualitative approach featuring a case study design was used. The study included 9 participants. A focus group was used that consisted of three paramedics and three emergency medical technicians (EMTs). Separate interviews were conducted with three EMS supervisors. Data gained from the focus group and individual interviews were analyzed through coding with the goal of investigating the education received by EMS supervisors on PTSD. The themes that emerged were EMS supervisors do not receive enough education on workforce PTSD and a course specifically targeted on this subject is needed. Positive social change may be achieved through this study by enabling EMS managers to help paramedics and EMTs cope with a critical incident (CI) improving prehospital healthcare.
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White, Connie Mae. "Diabetes education guide for primary care providers in Montana." Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/white/WhiteC0505.pdf.
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McLernon, Michelle Yvonne. "Risk Propensity, Self-Efficacy and Driving Behaviors Among Rural, Off-Duty Emergency Services Personnel." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/837.
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Emergency medical services personnel work in a fast-paced, stressful environment requiring rapid, efficient response to critical situations, creating unique safety considerations within the workforce. With an occupational fatality rate notably higher than average, most of which are attributed to vehicular crashes, compounded by risks faced on rural roadways, rural EMS personnel face unique driving challenges that may be exacerbated by the very traits, self-efficacy and risk propensity, that may have initially drawn them to the profession. The purpose of this study was to identify the extent to which rural EMS personnel engage in off-duty, risky driving behaviors and to examine the relationship between these behaviors and their levels of risk propensity as well as their self-efficacy relative to driving. A cross-sectional, quantitative study was conducted to explore the relationship between the variables. A 63-item survey was completed by 227 rural EMS personnel. The statistical model resulting from this study identifies risky-driving self-efficacy and risk propensity as significant predictors of engaging in risky driving behaviors, with self-efficacy emerging as the strongest predictor. The predictive model fit well within the Social Cognitive Theory construct of triadic reciprocity, providing a platform from which to develop mitigating strategies to foster systemic as well as behavioral changes, while tailoring interventions to highly self-efficacious, risk-taking individuals who gravitate toward risky professions, including rural EMS personnel.
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Terkildsen, Sheryl Ramona. "End of life nursing education consortium grant implementation project." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2324.
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This project addressed the continuing education needs of nursing staff and other health care professionals for delivering competent and compassionate palliative or end of life care. The scope of the project included, writing a grant application, training and certification by the end of life Nursing Education Consortium and implementing an education program for staff at the Loma Linda Veterans Affairs medical center.
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Contos-McCord, Meredith L. "Health care professionals' opinions and practices concerning foodborne illness and food safety education during prenatal care." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221310.
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The problem of this study was to determine health care professionals' opinions and practices concerning foodborne illness and food safety education during prenatal care. Data were collected from Indiana health care professionals using a mailed questionnaire. The results found that 71.7% of respondents do not provide foodborne illness and food safety education during prenatal care, however, 80.6% would like to. Most of the respondents indicated that they do not have the time (71.4%), resources (57 1%), or knowledge (25.7%) to provide this information to patients. Many of the respondents indicated that they have not received information on foodborne illness during pregnancy and are unaware of the recommendations to provide this information during prenatal care. The opinion questions found that most agree that foodborne illness can be serious in pregnancy and would like to learn more about the risks of foodborne illness to pregnant women and the fetus.Department of Physiology and Health Science
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Collins, Kevin Scott. "EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVEL." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/371.
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The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.
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Valentine, Malcolm J. "Are facilitated personal learning plans a feasible and effective way forward for continuing medical education in general practice?" Thesis, University of Aberdeen, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482807.
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There have been a number of influences on arrangements for CME for GPs in the UK since the NHS was launched in 1948, the most profound being the 1990 introduction of the Postgraduate Education Allowance. This massively increased the market for GP education, but no mechanism was put in place to ensure quality or fulfilment of individual need. Despite increasing interest in self-directed learning. the PGEA appeared to discriminate against reflection and planning as part of the adult learning cycle. The PGEA also discriminated against GPs who did not enjoy easy access to the evolving market. In 1994, money was released by SCPMDE to increase the number of GP Associate Adviser sessions in North-East Scotland, Orkney and Shetland. This opportunity was used to appoint a team of CME Advisers to work with GPs to help increase elements of reflection and planning in their learning. In defining and developing their role, an opportunity arose to research four different facets of their work, ie: 1. A description of how the CME Advisers came to be doing what they eventually did, their tools and their operational and support systems. 2. An analysis of participation, or participants views on the work of CME and the work of developing a Personal Learning Plan. 3. A cost analysis of the process. 4. The views of GP Educators nationally on the future of CME for GPs, examining the context into which the work in North-East Scotland would fit. The research showed that it was possible to develop acceptable, effective and enduring tools and systems to support the process, which did not diminish ownership or self-direction. The participants valued periodic review and planning meetings with a trusted peer. The process was cost efficient and largely achievable within existing budgets. The concept was commensurate with GP educators' views of how CME should develop nationally.
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Leclair, Susan J. "The Correlation Between the Levels of Education of Clinical Laboratory Personnel and the Accuracy of Peripheral Blood Smear Results." ScholarWorks, 2001. https://scholarworks.waldenu.edu/dissertations/1393.
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This study correlated the performance accuracy of peripheral blood differentials evaluated by clinical laboratory scientists and clinical laboratory technicians. Fifty-one senior-year students from four clinical laboratory science baccalaureate programs and 37 second-year students from five clinical laboratory technician programs were given 10 peripheral blood differentials to perform. Results were compared to the values assigned by the Rajamaki method of proficiency testing. There was a significant discrepancy in the levels of accuracy between the two cohorts, suggesting that the results of peripheral blood differentials performed by clinical laboratory technicians is suspect. Facilities wishing to maintain or improve the quality of laboratory services should consider allowing only baccalaureate level clinical laboratory scientists to perform peripheral blood differentials.
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Matarucco, Cristina Rocha. "Desafios da educação pedagógica permanente do médico para o exercício da docência." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21697.
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Centro Universitário de Votuporanga – UNIFEV
Introduction: It is crucial to implement continuous professional development in universities to develop skills and competencies in doctors who are professors taking into account the new curricular guidelines and the increasing opening of new medicines courses. Objective: Analyze the continuous professional development of professors of the medicine course of Centro Universitário de Votuporanga (UNIFEV); identify potentialities and difficulties in the continuous professional development of professors of the medicine course of UNIFEV; verify the applicability of such development in the teaching process and propose improvements in the continuous professional development of professors of the medicine course of UNIFEV. Methodology: Descriptive quantitative research with nine doctors who are professors that participated in the teaching training program of UNIFEV using guiding questions and reports obtained in the focus group. The reports were analyzed by means of the content analysis methodology. Results: Time constraints, the lack of previous scheduling, recognition and motivation, as well as the absence of a minimum require attendance were some of the aspects identified as obstacles for the participation in continuous professional development. The facilitating aspects were: the use of new methodologies, the exchange of experiences, the opportunity and need of learning among others. The applicability was in the field of the different active methodology techniques and of the evaluation of the teaching-learning process. The contributions for the improvement of continuous professional development were related to scheduling and feedback of its applicability. Conclusion: The continuous pedagogical development for professors has contributed to the medicine course. Based on the results, we suggest changing schedules according to doctor’s availability, incorporating hybrid teaching and addressing specific themes according to professors’ needs
Introdução: A necessidade da capacitação docente do médico, associada ao desenvolvimento de habilidades e competências desses profissionais frente às novas diretrizes curriculares e à crescente abertura de novos Cursos de Medicina, tornou imprescindível a implantação da Capacitação Permanente nas Universidades. Objetivo: Analisar o processo de capacitação permanente dos docentes do Curso de Medicina do Centro Universitário de Votuporanga (UNIFEV); identificar potencialidades e dificuldades no processo de capacitação permanente dos docentes do curso de Medicina da UNIFEV; verificar a aplicabilidade na prática docente e propor melhorias na capacitação permanente dos docentes do curso de Medicina da UNIFEV. Método: Pesquisa qualitativa descritiva realizada com nove docentes médicos que participam do programa de capacitação docente da UNIFEV utilizando-se perguntas norteadoras e relatos colhidos através de grupo focal. Os relatos foram analisados pelo método análise de conteúdo. Resultados: Dentre as várias categorias identificadas, a indisponibilidade de tempo, falta de agendamento prévio, ausência de reconhecimento e motivação e falta de cobrança por assiduidade foram alguns dos aspectos apontados como dificultadores da participação nas capacitações. Os aspectos facilitadores foram os seguintes: o uso de novas metodologias, a troca de experiências, oportunidade e necessidade de aprender, dentre outros. A aplicabilidade mostrou-se no domínio das diferentes práticas de metodologias ativas e de avaliação do processo ensino-aprendizagem. As contribuições para o aprimoramento da capacitação foram em relação a agendamentos e devolutiva da sua aplicabilidade. Conclusão: A capacitação pedagógica continuada para os docentes tem contribuído para o curso de medicina. Diante dos resultados, sugere-se que se realizem mudanças na acessibilidade em relação a horários, incorporação da estratégia de ensino híbrido e direcionamento de temas específicos para as necessidades dos docentes
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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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Marín, Donato Katherine. "Ideas y expectativas en relación a la Responsabilidad Social de estudiantes de primer año de carreras de la salud. Un estudio de caso." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/586158.
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Un foco de preocupación de la Educación Superior es la formación universitaria en Responsabilidad Social (RS), siendo pertinente al momento de reflexión que se vive en Chile en torno al rol de las universidades y de su contribución a la sociedad.
Este estudio indaga en las ideas o imaginario sobre la RS que traen los estudiantes que ingresan a las carreras de la salud en la Facultad de Medicina Clínica Alemana- Universidad del Desarrollo (FM CAS-UDD).
El proyecto se sitúa en el paradigma interpretativo, apelando a la búsqueda de la resolución de un problema que requiere una investigación sensible a la subjetividad, la pluralidad de ideas y la complejidad de las situaciones, en contraposición a un modelo positivista de causas y efectos. Se plantea este trabajo como una investigación cualitativa, específicamente como estudio de caso.
El trabajo de campo se desarrolla al interior de la FM CAS-UDD, en Santiago de Chile. Se invita a participar a los estudiantes de primer año de las carreras de Enfermería, Fonoaudiología, Kinesiología, Medicina, Odontología y Tecnología Médica. Como estrategias de recolección de información, se utilizan grupos focales, conversaciones informales y diario del investigador. Se aplican los criterios de rigor metodológico, propuestos por Guba (1983), y se lleva a cabo un proceso de análisis con tres niveles, realizando una reducción de datos desde la extracción de unidades de significado, categorización de las mismas, agrupamiento en metacategorías y establecimiento de núcleos temáticos emergentes. Mediante todo el proceso de investigación se utiliza el sistema de identificadores establecido, con el objeto de asegurar la confidencialidad de la información aportada por los participantes.
10 Los principales resultados giran en torno a cuatro núcleos temáticos, a saber: dimensiones que conforman la RS, cómo se aprende la RS, profesionales de la salud y RS, y finalmente motivaciones relacionadas con RS para estudiar carreras de la salud.
La motivación de la autora para llevar a cabo este proyecto, es la convicción de que el paso de los estudiantes por la universidad es una oportunidad para su transformación en profesionales que puedan contribuir a la construcción de una sociedad más digna, equitativa y cohesionada.A focus of concern for Higher Education is university instruction in Social Responsibility (SR), being relevant to the moment of reflection perceived in Chile around the role of universities and their contribution to society. This study investigates the ideas or imaginary about SR that bring the students that enroll themselves in the careers of the health in the Faculty of Medicine – Clínica Alemana Universidad del Desarrollo (FM CAS-UDD). The project is situated in the interpretative paradigm, appealing to the search of the resolution of a problem that requires a sensitive investigation to subjectivity, plurality of ideas and complexity of situations, in contrast to a causes and effect positivist model. This work is proposed as qualitative research, specifically as a case study. The fieldwork is developed within the FM CAS-UDD, in Santiago, Chile. First-year students of Nursing, Phono audiology, Kinesiology, Medicine, Dentistry and Medical Technology careers are invited to participate. As strategies for collecting information, focus groups, informal conversations and the researcher's diary are used. The criteria of methodological rigor, proposed by Guba (1983), are applied and an analysis process carried out with three levels, making a reduction of data from the extraction of significant units, their categorization, grouping into metacategories and definition of emerging thematic nuclei. Throughout the research process, the identifier system is used, in order to ensure the confidentiality of the information provided by the participants. Main results revolve around four thematic areas, namely: dimensions that make up the SR, how the SR is learned, health professionals and RS, and finally motivations related to RS to study careers in health. 12 The motivation of the author to carry out this project, is the conviction that the passage of students through the university is an opportunity for their transformation into professionals who can contribute to the construction of a more dignified, equitable and cohesive society.
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Abensur, Patricia Lima Dubeux. "Uma prática didático-pedagógica com profissionais da saúde inspirada na proposta de investigação temática de Paulo Freire." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20687.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work is part of a national research, under the responsibility of Paulo Freire Chair of PUC-SP, supervised by professor Dra. Ana Maria Saul, which seeks to contribute to a review and reinvention of Paulo Freire’s thought on educational policies and practices. It aimed to investigate the possibilities and limits of constructing and experiencing a didactic-pedagogical practice for health professionals, based on Paulo Freire’s Pedagogy The theoretical reference considered Paulo Freire’s teaching-learning category as the main point of the research that together with the concepts of participation, dialogue, thematic investigation, knowledge and “ser mais” made Paulo Freire’s conceptual framework of research, which guided the construction of the didactic-pedagogical proposal and, in addition, the production, analysis and data presentation. The qualitative approach was adopted in the area of thematic investigation (FREIRE, [1970] 2003). The research proposal was achieved by the course “Formação didático-pedagógica em Saúde”, that has been developed in ten classes, with thirty-one graduate students of strito sensu courses in the health area of the Federal University of São Paulo at São Paulo city. In order to generate data, some methodological resources were used such as open and closed survey, classroom audio, written activities that were developed during the course and field diary. The first step of data generation was done during the development of the discipline in the second semester of 2016. A second moment of assessment of the didactic-pedagogical practice took place six months after the end of the course (May/2017), through the application of an open questionnaire to verify if and how this teaching experience has changed the practices of health professionals in terms of care or teaching. The reading and interpretation of the data showed us the importance of considering, as a start point of didactic-pedagogical work, the reality of the students; the need to create practical proposals for sharing, discussion and reflection on aspects of the professional environment of the learners, the appreciation of the collective dimension in the construction of individual knowledge and the need to look at practice as an object of knowledge and reflection with the aim of transforming it. This work can contribute for what has been researched in the didactic-pedagogical training area of health professionals, because it has built and developed a didactic-pedagogical practice that provoked the reflection and analysis of teaching and assistance, promoting changes, from a theoretical-methodological option that opposes the traditional way of thinking, showing its limits and possibilities
Este estudo integrou uma pesquisa nacional, sob a responsabilidade da Cátedra Paulo Freire da PUC-SP, coordenada pela professora Dra. Ana Maria Saul, que busca contribuir para a releitura e reinvenção do pensamento de Paulo Freire nas políticas e práticas educativas. Teve como objetivo investigar as possibilidades e os limites de se construir e vivenciar uma prática didático-pedagógica para profissionais da área da saúde, subsidiada pelos pressupostos da Pedagogia Freireana. O referencial teórico assumiu a categoria ensino-aprendizagem freireana como central para a pesquisa, que, junto com os conceitos de participação, diálogo, investigação temática, conhecimento e “ser mais” compuseram a trama conceitual freireana da pesquisa, que orientou a construção da proposta didático-pedagógica e, além dela, a produção, a análise e a apresentação dos dados. Adotou-se a abordagem qualitativa na vertente da investigação temática (FREIRE, [1970] 2003). A proposta de pesquisa concretizou-se na disciplina “Formação Didático-pedagógica em Saúde”, desenvolvida em dez aulas, com trinta e um estudantes de pós-graduação de cursos strito sensu da área da saúde do campus São Paulo da Universidade Federal de São Paulo. Na produção dos dados foram utilizados questionário aberto e fechado, áudio de aula, atividades escritas desenvolvidas no decorrer da disciplina e diário de campo. A primeira fase da produção dos dados foi realizada durante o desenvolvimento da disciplina, no 2º semestre de 2016. Um segundo momento - de avaliação da prática didático-pedagógica desenvolvida - ocorreu seis meses após o término da disciplina (maio/2017), por meio da aplicação de um questionário aberto para verificar se e como essa experiência docente provocou mudanças nas práticas dos profissionais da saúde, seja na assistência ou na docência. A leitura e interpretação dos dados mostraram-nos a importância de se assumir como ponto de partida do trabalho didático- pedagógico a realidade dos educandos; a necessidade de se criarem condições concretas para que ocorra a partilha, a discussão e a reflexão sobre aspectos do contexto profissional dos educandos, o reconhecimento da dimensão coletiva na construção do conhecimento individual e a necessidade de se olhar para a prática como objeto de conhecimento e reflexão, com o intuito de transformá-la. Este estudo pode oferecer contribuições ao que vem sendo pesquisado na área da formação didático-pedagógica dos profissionais da saúde, porque construiu e desenvolveu uma prática didático-pedagógica que provocou a reflexão e análise do fazer docente e assistencial, com vistas a promover mudanças, a partir de uma opção teórico-metodológica contra-hegemônica, mostrando seus limites e possibilidades
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Pereyra, Elías Reneé, Rojas Juan Jesús Huaccho, Rondan Álvaro Taype, Christian R. Mejia, and Percy Mayta-Tristan. "Publicación y factores asociados en docentes universitarios de investigación científica de escuelas de medicina del Perú." Instituto Nacional de Salud (INS), 2014. http://hdl.handle.net/10757/331888.
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Objetivos. Evaluar la frecuencia de publicación y sus factores asociados en docentes universitarios de investigación
científica de escuelas de Medicina del Perú. Materiales y métodos. Estudio de corte transversal analítico. Se incluyó
a todos los docentes universitarios de los cursos de investigación de las 32 escuelas de medicina del Perú en el año
2011. La búsqueda de publicaciones se realizó mediante Google Scholar, SCOPUS y Medline. Se calculó las razones
de prevalencias crudas y ajustadas (RPa) con intervalos de confianza al 95% mediante regresión de Poisson simple y
múltiple con varianza robusta. Resultados. De los 201 docentes universitarios, 43,8% nunca ha publicado un artículo
en una revista, 26,9% publicó un artículo original en una revista indizada en Medline y 16,4% lo hizo en los últimos
dos años. Solo 3,0% han sido autores corresponsales en alguna revista indizada no peruana. Los factores asociados
con haber publicado un artículo original en Medline durante los dos últimos años es ser menor de 40 años de edad
(RPa: 2,97; IC 95%:1,21-7,32), ser profesor en una universidad donde se requiere tesis obligatoria para graduarse
(RPa: 8,84; IC 95%: 2,60-30,12) y trabajar para una universidad altamente productiva (RPa: 3,24; IC 95%: 1,03-10,20).
Conclusiones. La frecuencia de publicación de los docentes en investigación de las escuelas de medicina del Perú es
baja. Los docentes universitarios jóvenes y los que trabajan para universidades científicamente productivas presentaron
más probabilidades de publicar en una revista indizada en Medline.Objectives. To evaluate the frequency of publication and its associated factors by professors of scientific research in medical schools in Peru. Materials and methods. This was a cross-sectional study. We included all teachers of research courses from the 32 medical schools in Peru in 2011. The publication search was conducted using Google Scholar, Scopus and Medline. Both the crude and adjusted prevalence ratios (aPR) were calculated with confidence intervals at 95% using simple and multiple Poisson regression with robust variance. Results. Of the 201 university teachers, 43.8% had never published an article in a journal, 26.9% had an original article published in a journal indexed in Medline and 16.4% did so in the past two years. Only 3% had been corresponding authors in non-Peruvian, indexed journals Factors associated with having an original article published in Medline in the past two years were: being under 40 years of age (aPR 2.97, 95% CI: 1.21-7.32), being a professor at a university where a final thesis is required for graduation (aPR 8.84, 95% CI: 2.60-30.12) and working for a highly productive university (aPR 3.24, 95% CI: 1.03-10.20). Conclusions. The frequency of publication of research faculty in medical schools in Peru is low. Young university teachers and those working at scientifically productive universities were more likely to publish in an indexed journal.
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Grootjans, John. "Both ways and beyond : in Aboriginal and Torres Strait Islander health worker education /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030725.103057/index.html.
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Hernandes, Mauro Esteves. "Análise do processo de transição de médico a docente." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20926.
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Introduction: The complexity of becoming a professor at the Medical School has been cause for concern in recent decades among professionals in the field. However, few studies and case reports have been published. Progressively during the physician’s professional career, there is possibility of improving his scientific knowledge in a specific field and at a given moment, he is faced with the possibility of becoming a professor, often without adequate pedagogical knowledge to develop such a function, which consequently impacts the quality of the learning process. Objective: To analyze the transition from community physician to a Medical School professor in a university located at northwest of Sao Paulo, as well as assessing the physician’s perceptions and feelings related to the implementation of the course with active methodologies and whether there is a difference between the curricular units. After approval of the Research Ethics Committee, two different samples of medical professors were obtained from two different curricular units from the medical school: Training of Medical Abilities and Attitudes (THAM) and Tutorial Module (MT). Qualitative data was obtained in two different moments and the groups answered a total of four questions. The analysis of the data content was based on Bardin (2011). Conclusion: The perception of how different these performance spaces are was unanimous. They feel able to the professional activity and unable to teaching. The short time for teaching activity caused fear, anguish, anxiety and insecurity, exacerbated by the lack of preparing for that. The skills and learning acquired during the accomplishment of the Professional Masters in Education made the construction of the pedagogical process easier. The teaching activity impacted the life of the medical professional since the moment that it provoked the reflection and changes of behavior in their professional practice
Introdução: A complexidade de tornar-se médico docente em Curso de Graduação em Medicina tem sido motivo de preocupação nas últimas décadas entre profissionais da área. Entretanto, poucos estudos e alguns relatos de experiência têm sido publicados. No decorrer de sua carreira profissional, o médico progressivamente tem a possibilidade de aprimorar seus conhecimentos científicos na sua área de atuação e em determinado momento, deparar-se com a possibilidade de tornar-se docente, muitas vezes sem condições pedagógicas suficientes para desenvolver tal função e, consequentemente, trazer implicações na qualidade que envolve o processo de ensino aprendizagem. Objetivo: Esta pesquisa visa analisar o processo de transição de médico a docente em um centro universitário do noroeste paulista, bem como analisar as percepções e os sentimentos dos docentes a respeito da implantação do curso com metodologias ativas e se há diferença entre as unidades curriculares. A amostra de conveniência foi constituída por docentes médicos de duas unidades curriculares distintas do curso de Medicina: Treinamento de Habilidades e Atitudes Médicas (THAM) e Módulo Tutorial (MT) após aprovação do Comitê de Ética em Pesquisa. Utilizou-se a técnica de grupos focais em dois momentos para obtenção dos dados qualitativos. Os grupos responderam a quatro perguntas. A análise dos conteúdos dos dados fundamentou-se em Bardin (2011). Conclusão: Foi unânime a percepção do quão distintos são estes espaços de atuação. Sentem-se preparados para a atividade profissional e despreparados para a docência. O tempo reduzido na docência trouxe sentimentos de medo, angústia, ansiedade e insegurança, exacerbados pela falta de preparo para a docência. As capacitações e o aprendizado adquirido durante a realização do Mestrado Profissional em Educação foram facilitadores no processo de construção pedagógica. A docência trouxe impacto na vida do profissional médico a partir do momento que provocou, nestes docentes, reflexão e mudanças de comportamento na sua prática profissional
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Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals a narrative analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06212007-121700.
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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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Speller, Heather Korkosz. "Perspectives on Intern Well-Being: The Importance of Education, Support, and Professional Satisfaction." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-05132010-164236/.
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The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.
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Choo-Kang, Pik Choi, and 曹碧彩. "The concern about death and the coping strategies of teaching staff ina special school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895384.
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Yeung, Suk-ching Stephenie, and 楊淑貞. "The effectiveness of educational programs to improve the knowledge andcompliance of healthcare workers towards standard precautions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012180.
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Bonnevier, Anna. "Understanding learning and learning for understanding : Exploring medical students' personal understandings of learning tasks and experiences of learning and understanding in medicine." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-114394.
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The central concern of the thesis is to problematise the complexity of the relationship between student learning and the teaching-learning environment in medicine as experienced by students. The thesis argues that learning material presented to students offers only potential for learning. What students make of that potential is influenced by a number of different variables and as such this needs to be investigated empirically. High-quality learning is an important goal for all higher education and previous research together with the empirical findings presented in this thesis convey the importance for students to seek a holistic approach to learning. Such a learning approach encompasses not only learning of facts and theories but also includes exercising an ability to reflect and reason, to organise facts and theories into wholes, and to explore how they relate to each other. Most importantly, it involves the ability to understand the grounds on which facts and theories are chosen for specific purposes depending on context. The thesis explores these issues by drawing on findings from three studies of medical students’ experiences of learning and understanding and how students’ personal understandings of subject content in medicine come to the fore in their work on learning tasks. By applying a context-oriented methodological perspective on learning, focusing on what students actually do in a learning situation, the thesis enables an in-depth investigation of relationships between aspects of content, context and the individual. The results show that the learning environment in the medical programme to a large extent does not make sufficient room for students to express understanding of this dynamic character. In the thesis it is argued that to facilitate such an understanding it is necessary for both students and teachers to increase awareness of the context-dependency of subject content, facts and theories, and the different meanings content takes depending on context of use.
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McGregor-Harper, Judith Lesley. "What types of science count? : exploring the formal, informal and hidden curricula in undergraduate medical education, with a particular focus on beliefs about science and knowledge." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29800.
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Background and Purpose. This PhD thesis is a qualitative research project using interpretive and socio-cultural theories in a case study design. It explores medical students’ beliefs about scientific knowledge and the nature of evidence as applied to medicine, at key transition points in their education. This thesis situates current theories and conceptual models of epistemological development from the fields of psychology and education within the emergent field of medical education. Its aim is to provide insights into personal epistemological development, any curriculum barriers to such and provide insights into how students can be better supported, notably in transition periods. It addresses both a gap in the literature and the calls for more research into the development of student epistemologies in professional education. The thesis key research questions are: • What are medical students’ beliefs and understandings about the nature of scientific knowledge as applied to medicine? • What curriculum factors appear to facilitate or inhibit medical students’ epistemological development, at key transitions? Methodology. The case study design involved a four phase approach; • Phase 1: This was a critical discourse analysis of key policy and curricula texts to explore assumptions, inconsistencies or disputes relating to science and scientific content in the field of medical education. • Phase 2: This was the observation of learning episodes in preparation for Phase 3 involving participants. The purpose of Phase 2 was to situate and ground conversations with participants in real experiences. • Phase 3: This phase involved task groups and semi-structured interviews with medical students and faculty participants based at the University of Exeter Medical School (UEMS). Task groups and semi-structured interviews explored individual beliefs about the nature of science and scientific evidence as applied to medicine generally and the Bachelor of Medicine, Bachelor of Surgery (BMBS) curriculum content specifically. This included its contested scientific content and the nature of complexity and uncertainty in evidence based medicine. • Phase 4: This final phase involved presenting the case study findings to two other UK medical schools to explore the tentative applicability or transferability. The purpose of Phase 4 was to consider how case-specific and context bound the case study findings are. Findings. Findings suggest there is substantial variation in how medical students and faculty talk about science and evidence in medicine. This is influenced by their experiences of courses studied prior to entering medical school and their maturity in age. Medical students described how faculty informally spoke about the ambiguity within medical practice as clinical decision making, but there were very few reports of faculty explicitly speaking about the uncertain and tentative nature of scientific knowledge underpinning applied medicine. The bio-sciences were still dominant in terms of curriculum and assessment content. Where science in medicine is defined and approaches to scientific research are stated, formal curriculum documents espouse a narrow and positivistic methodological approach, which serves to perpetuate misconceptions regarding scientific research within medicine and may influence epistemological beliefs about the nature of science within medicine. Discussion and Conclusions. It is anticipated this case study will afford medical educators and curriculum designers insights upon which to address imbalances, include appropriate content, and reinforce good practice, so that medical graduates are effectively prepared for the challenges of a career in medicine.
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Munro, Susan 1938. "The education of the health care professional in terminal care in the light of the emotional impact of the nature of the work /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65973.
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Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.
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Snyman, Margaretha Alberta. "Assessment of professional behaviour in occupational therapy education: investigating assessors’ understanding of constructs and expectations of levels of competence." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20037.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The development of professional behaviour is one of the core components of occupational therapy education. The assessment of professional behaviour poses a problem as the constructs and expectations are not clearly defined; this results in compromised inter-rater reliability. The purpose of the study was to investigate assessors’ understanding of the constructs and the expectations deployed during the assessment of professional behaviour of third and fourth year occupational therapy students during clinical practice. A case study design was used in the qualitative study. Clinical supervisors were involved in: (1) a focus group interview to scrutinise the usefulness of the current assessment instrument and (2) a participatory discussion to determine their understanding of the constructs of professional behaviour and the level of expectations to be set for third and fourth year students respectively. This study confirms that the development of effective assessment of professional behaviour entails a number of pivotal steps that include developing a shared definition of the constructs thereof and the expectations at different levels of undergraduate training, the refinement of the assessment instrument and training of assessors in the use of this assessment instrument.
AFRIKAANSE OPSOMMING: Die ontwikkeling van professionele gedrag is een van die kern komponente in arbeidsterapie opleiding. Die assessering daarvan bied egter uitdagings aangesien die konstrukte en verwagtings nie duidelik gedefinieer is nie; dit het gekompromiteerde geldigheid en betroubaarheid tot gevolg aangesien verskillende assessore die professionele gedrag van studente verskillend assesseer. Hierdie studie het die ondersoek van kliniese toesighouers se begrip van die konstrukte en hul verwagtings tydens die assessering van professionele gedrag van derde- en vierdejaar arbeidsterapiestudente tydens kliniese prakties ten doel gehad. ‘n Gevallestudie ontwerp het die basis van ‘n kwalitatiewe ondersoek gevorm. Kliniese toesighouers is betrek in: (1) ‘n fokusgroeponderhoud om die bruikbaarheid en gebruikersvriendelikheid van die huidige assesseringsinstrument te bepaal; en (2) ‘n deelnemende groepbespreking om hul begrip van die konstrukte van professionele gedrag en die verwagte vlakke van funksionering vir onderskeidelik derde- en vierdejaar studente te ondersoek. Hierdie studie bevestig dat die ontwikkeling van effektiewe assessering van professionele gedrag ‘n aantal essensiële stappe behels. Hierdie stappe sluit die ontwikkeling van ‘n gedeelde definisie van die konstrukte en verwagtinge van professionele gedrag in, asook die verskil in verwagtinge op die onderskeie vlakke van voorgraadse opleiding, die verfyning van die bestaande assesseringsinstrument en die opleiding van assessore in die gebruik daarvan.
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Kingdon, Brenda. "Effects of Provider Education on Documentation Compliance in the O.R." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/310.
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Knowledge of The Joint Commission's National Patient Safety Goals and an effective provider cooperative practice involving communication and teamwork are essential for the delivery of safe and compliant patient care in the surgical setting. The purpose of this study was to assess the impact of an educational intervention for physicians and nurses designed to increase documentation of compliance with national patient safety standards. As events of noncompliance have impacted patient safety at the hospital where this project was conducted, measures were needed to assess barriers to compliance with standards of practice and to focus educational session plans on identified knowledge-base needs.
The goal of this project involved bringing all surgical team members together for educational sessions on safety standards. Pre-intervention and post-intervention assessments of knowledge were administered to study participants. Additionally, random chart documentation audits were conducted before and after the intervention to assess the effectiveness of the education sessions on documentation compliance with the targeted standards.
Outcomes of this study included improved knowledge of, and compliance with, national patient safety goals. Results may improve safe patient care at this hospital, reduce costs, and create mutual respect and teamwork, all contributing to the successful achievement of the organization's quality improvement goals.
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Smith, Sharon Lanier. "Effects of an Educational Intervention on Hospital Acquired Urinary Tract Infection Rates." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/309.
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In today's hospital environment, good care has become synonymous with positive patient outcomes. Marring this landscape is the alarming rate of hospital acquired (nosocomial) infections. Urinary tract infection (UTI) is one of the most common hospital acquired infections. The major cause associated with these infections is the use of indwelling urinary catheters. Bacteria invade the lower urinary tract by ascending through or around the catheter. Morbidity associated with urinary catheter-associated UTI can be minimized by prudent decisions concerning catheter usage and good catheter care. The principle route of dispersal of nosocomial infections is likely from patient-to-patient via transiently contaminated hands of hospital personnel. The purpose of this evidence-based project was to determine if hospital-acquired catheter-associated urinary tract infection rates among patients admitted to an acute care facility could be decreased through staff education and consistent application of nursing care using selected perineal infection control interventions.
The setting was a 43-bed medical/surgical floor in a 321 bed not for profit Magnet hospital in Northeast Florida. Twenty-four registered nurses and 18 patient care technicians completed targeted in-service education on general nosocomial infections, perineal care, and hand hygiene. A catheter dwell time notification system was also implemented. Chart review data was obtained from 383 admissions (197 pre-intervention, 133 after the educational intervention, and 53 after the dwell time notification). There was a significant difference in catheter-associated urinary tract infection rates after the interventions (11.17 pre-intervention, 10.53 after the educational intervention and 0.392 after the dwell time notification). A longer length of time in practice an on this hospital unit was associated with lower infection rates.
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Andrade, Simone Moura Andrioli de Castro. "O autoconhecimento e autocuidado na formação interdisciplinar do profissional da saúde: uma jornada simbólica." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21550.
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This research presents as a theme the development of self-knowledge and self-care symbolically experienced in the training of health professionals. Using the LILACS, MEDLINE / PUBMED and GOOGLE ACADEMIC platforms, the need for research that pointed to methodologies related to the development of self-knowledge and self-care in health professionals was evidenced. From these data and the training of the researcher as an interdisciplinary educator and psychologist based in Jung, the guiding questions of the research originated: how could the educator contribute to the development of self-knowledge and self-care in the interdisciplinary formation of health professionals? What are the perceptions of undergraduate students in the field of health sciences regarding the development of self-knowledge and self-care during their training? What is the relevance of the researcher to understand the development of their self-knowledge and self-care symbolically experienced during the course of research? Therefore, the main objective was to understand the development of self-knowledge and self-care symbolically experienced in undergraduate courses of the health professional, including as subjects, the researcher and undergraduate students in the area of health sciences. From the metaphor of the lotus flower, made possible by the interdisciplinary perspective with the contribution of the Jungian Symbolic Psychology, the theoretical and methodological path of the research, called symbolic journey, was revealed. Thus, the research presented an interdisciplinary methodological approach, therefore, qualitative and participatory. The methodological instruments were: the narratives of significant symbolic experiences for the researcher during the development of the thesis; the narratives and questionnaires coming from an educational program experienced symbolically with the undergraduate students of the Health Sciences area of the Anhembi-Morumbi University (Unit Mooca / SP), mainly the course of Naturology in the year 2017 and a mapping of perceptions of learning through an online questionnaire, via the Internet, proposed for all students of the Anhembi-Morumbi Naturology Course. As a main result, a symbolic journey was revealed, permeated by self-knowledge and self-care, as a possible path in the interdisciplinary formation of Health Sciences professionals
Esta pesquisa apresenta como tema o desenvolvimento do autoconhecimento e autocuidado vivenciado simbolicamente na formação dos profissionais da saúde. A partir de pesquisa na internet sobre o tema, utilizando as plataformas do LILACS, MEDLINE/ PUBMED e GOOGLE ACADÊMICO, evidenciou-se a necessidade de pesquisas que apontassem para metodologias relacionadas ao desenvolvimento do autoconhecimento e autocuidado em profissionais da saúde. A partir desses dados e da formação da pesquisadora como educadora interdisciplinar e psicóloga com base Junguiana, originaram-se as perguntas norteadoras da pesquisa: como o educador poderia contribuir para desenvolvimento do autoconhecimento e autocuidado na formação interdisciplinar dos profissionais da saúde? Quais as percepções dos alunos dos cursos de graduação da área das Ciências da saúde com relação ao desenvolvimento do autoconhecimento e autocuidado durante a sua formação? Qual é a relevância do pesquisador compreender o desenvolvimento do seu autoconhecimento e autocuidado vivenciado simbolicamente durante o percurso de pesquisa? Portanto, o objetivo principal foi compreender o desenvolvimento do autoconhecimento e autocuidado vivenciado simbolicamente nos cursos de graduação do profissional de saúde, incluindo como sujeitos, o pesquisador e os alunos de graduação da área das Ciências da saúde. A partir da metáfora da flor de lótus, possibilitada pela perspectiva interdisciplinar com aporte da Psicologia Simbólica Junguiana, desvelou-se o caminho teórico e metodológico da pesquisa, denominado jornada simbólica. Assim, a investigação apresentou um enfoque metodológico interdisciplinar, portanto, qualitativo e de cunho participativo. Os instrumentos metodológicos foram: as narrativas das vivências simbólicas significativas para o pesquisador durante o desenvolvimento da tese; as narrativas e questionários advindos de um programa educacional vivenciado simbolicamente com os alunos dos cursos de graduação da área das Ciências da saúde da Universidade Anhembi-Morumbi (Unidade Mooca/SP), principalmente do curso de Naturologia no ano de 2017 e um mapeamento de percepções de aprendizagem realizado mediante um questionário on-line, via internet, proposto para todos os alunos do Curso de Naturologia da Anhembi-Morumbi. Como principal resultado obtido, foi revelada uma jornada simbólica, permeada pelo autoconhecimento e autocuidado, como um caminho possível na formação interdisciplinar dos profissionais das Ciências da Saúde
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Ireland, Marilyn R. "A Survey of Hospital Employees’ Perceptions of Just Culture in a Northeastern Community Hospital." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/18.
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This applied research study was designed to examine hospital employees’ perceptions of safety as it relates to error reporting. Data from safety culture surveys at the research site showed a clear trend of a perception of a punitive environment for error reporting. Hospital administrators depend on error-report data to create safe and reliable systems for care; therefore, a safe reporting environment is a critical component of a safe and just culture.
A recently developed instrument was used to survey the 1,730 employees at the northeastern community hospital regarding their perception of just culture and safety in the error-reporting process. No significant relationships were established between survey scores (perceptions of just culture) and the variables of age, gender, experience, and degree of training in just culture principles for the overall study population. However, significant differences were identified when comparing groups consisting of specific positions or specialties. Notably, administration and management had a more optimistic viewpoint of just culture than other groups, particularly technologists and technicians, who had a somewhat diminished perception of just culture.
The findings of this applied research study have implications for hospital leaders seeking strategies to improve the safety cultures within their organizations. Measurement of specific dimensions of just culture may be valuable in these settings; particularly, stratification of survey results by position with analysis of gaps between leaders and frontline staff may provide a clue to the maturity of the safety culture. The study is a valuable addition to the safety culture research community as it aligns with and extends findings from previous research.