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Dissertations / Theses on the topic 'Medical sciences. Medical education'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.

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Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.
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Groom, Jeffrey A. "Medical Decision Making Under Stress-Evaluating the Role of Computerized Medical Simulation Education." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/552.

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In an emergency, cognitive ability, skill performance, and decision making skills of medical personnel are often impaired due to the physical and psychological effects of stress created by the emergency event itself. Computerized human patient simulators hold the potential of enabling personnel to recreate the cognitive, psychomotor, and affective demands of a real life medical emergency without putting patients or personnel at risk. While previous research has demonstrated the potential of simulation-based instruction to improve cognitive and psychomotor learning outcomes, there has been no attention focused on affective learning domains and performance outcomes. Repeated practice in a realistic simulation training environment has the potential to decrease the stress response of personnel in an emergency, blunt the effects of skill degradation due to stress, and increase the performance capacity of medical personnel in an actual emergency. In this study, senior anesthesiology nursing residents participated in a series of computerized patient simulation scenarios in which overall medical performance and physiological and psychological indicators of stress were assessed. Physiological measures included noninvasive measures of heart rate, blood pressure, and salivary cortisol level. Psychological measurements included the State-Trait Anxiety Inventory (STAT) and two Likert-scale responses to the subject's perceived level of stress and level of confidence. Because of the individual variation in response to stress, each subject served as their own control. Fifty-four subjects participated in the study. A random sample of 16 subjects participated in a baseline nonemergency simulation scenario. All 54 subjects then participated in a pre- and post-intervention simulated emergency scenario. Between the two scenarios, each subject received 16 hours of simulation-based instruction in the management of anesthesia emergencies and stress inoculation training. Subjects showed a significant increase in all parameters in the pre-intervention emergency scenario when compared to the nonemergency baseline scenario. Equally, all subjects showed a significant increase in parameters during the pre-intervention scenario when compared to that during post-intervention scenario. However, all of the parameters during the post-intervention scenario showed significantly less response to stress than during the pre-intervention scenario. Additionally, ratings for performance showed a significant increase in the post-intervention scenario when compared to performance during the pre-intervention scenario. The research demonstrates that computerized human patient simulation is capable of replicating the demands of a real emergency. The study was able to validate an improvement in medical performance and decrease in responsiveness to stress. The research appears to be the first to confirm the utility of simulation-based instruction in mitigating the physical and psychological effects of stress, created by an emergency event itself. Equally important, the participants reported a decreased perception of stress and an increased level of confidence following the intervention. The combination of stress inoculation training and simulation-based instruction appears to an effective strategy for improving cognitive, psychomotor and affective learning and performance outcomes. Further study in a wider population and evaluation of the duration of the intervention is warranted.
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Kovach, Alison A. "Challenges of Medical Laboratory Science and Medical Laboratory Technology Program Directors." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1433424508.

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4

Warrick, Philip A. "A VRML-based anatomical visualization tool for medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29635.pdf.

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5

Bergsma, Lynda Joan. "Ideological reproduction and social control in medical education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282392.

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This sociological study of medical school culture employed a critical framework for analysis of ideological reproduction and social control. A literature review provided a social-historical context for the empirical findings that focused on student-faculty discourse at one college of medicine during the third-year Family and Community Medicine clerkship. Data collection consisted of audio recording and observation in both classroom and clinical settings. A depth hermeneutical analysis was used to answer three research questions. For question 1, "What is the macro medical social context within which ideologies are being reproduced and received in medical education?" a literature review on recent trends in health care delivery and medical education elucidated the social-historical conditions in which ideological and social control constructs are embedded today. The principal finding was that the U.S. health system is embroiled in a revolution, characterized by the frequently contradictory ideologies of medical advocacy and business allocation. For question 2, "What are the principal ideological and social control messages being reproduced in medical education?" a discursive analysis of faculty-student dialogue was structured around eight thematic elements. Findings revealed that medical education does not prepare students to think critically about social and environmental issues that cause 85% of illness in our society, with faculty dominance often acting as a major deterrent. The principal messages being reproduced extended from a therapeutic ideology that promotes the physician's definition/control of patient problems. Also found was a deeply conflictual relationship between managed and medical care. For question 3, "How does the meaning mobilized by these ideological messages in medical education serve to establish and sustain relations of domination and social control?" an interpretive process clarified how ideology and social control sustain relations of power that systematically confound and effectively eliminate social justice in health care. Because the right to define the patient's problem gives the physician extraordinary power, the drive to reach a differential diagnosis is extremely strong, and gaining diagnostic expertise is medical education's consuming focus. As a result, students leave medical school prepared for their professional social control role, while uncritically accepting the inequitable and illness-causing social, economic, and political ideologies of our time.
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6

Grochowski, Colleen O. "Assessing change in medical education: A case study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289885.

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Despite a 70-year long call for reform of the structure of medical education, the process by which one becomes a physician has remained remarkedly unchanged since the early 1900s. This case study was undertaken to identify the factors the facilitated and inhibited attempts at curricular reform in a state College of Medicine at a Research I institution in the southwest. The theoretical lenses of resource dependency, academic capitalism, professionalism/jurisdiction, power, and leadership were used to identify and understand the interrelatedness of the internal and external factors influencing change in medical education. Based on the theoretical constructs underlying the study, several propositions were outlined a priori. The findings indicated support for the propositions: the dean's support of reform initiatives was a key factor in the success of the initiatives; and conversely, those initiatives that were not actively and verbally supported by the dean did not tend to be approved; the dean influenced the agenda by taking key proposals for reform off the agenda; faculty were most resistant to those proposals that would have required them to relinquish their curricular jurisdiction to a central curriculum authority; faculty further maintained jurisdiction over their courses by simply choosing not to use materials made available to them through educational grants; the tenuous financial situation of the institution at the time affected the dean's and the faculty members' willingness to be involved in and support curricular reform efforts as they were under increasing pressure to increase their income-generating activities; and furthermore, the resource allocation patterns of the institution did not support reform initiatives. The findings highlighted two themes that were not accounted for in the propositions. The first indicated that the quality of the working relationship transcended jurisdictional boundaries that would have been expected from the professionalism/jurisdiction framework underlying the study. The second indicated that the efforts of a single individual could transcend all of the theoretical constructs underlying the study. Lastly, based on the findings of the study, several strategies were developed that may be useful to consider when attempting curricular reform.
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7

Seago, Brenda. "UTILIZATION OF SIMULATION TO TEACH PELVIC EXAMINATION SKILLS TO MEDICAL STUDENTS: IMPLICATIONS FOR MEDICAL EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2290.

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Medical education is changing. Physicians have less time for teaching clinical skills and for direct observation of medical students, due to sicker patients in the hospital, shorter hospital stays, competing demands of research and patient care, and implementation of the eighty hour work week for residents. The consumer movement increased awareness of medical errors, patient safety and quality of healthcare. Teaching the pelvic examination is ethically complex. Questions have arisen about medical students learning to conduct the pelvic examination on actual patients. This study utilizes the pelvic examination simulator and genital teaching associates (GTAs) to teach pelvic exam skills to optimize limited resources, as well as address safety and ethical concerns. The purpose of the study was to provide medical students with more practice in pelvic examination skills, to test a pelvic examination simulator, and to explore a new model for teaching pelvic examination skills to second year medical students. After IRB approval, one hundred sixty eight second year medical students at Virginia Commonwealth University School of Medicine participated in the study. A two-armed trial design provided all medical students with pelvic exam training on the pelvic exam simulator and genital teaching associate. Data were gathered via an experience and demographic questionnaire, blood pressure readings, the Fear of Pelvic Examination Scale scores and performance scores after the training. Data analysis consisted of descriptive statistics, paired and independent sample t-tests and the linear mixed model. Statistical tests determined the relationship between fear, blood pressure and performance. The findings revealed that the GTA training group had significantly more fear than the pelvic exam simulator group and significantly higher performance scores than the simulator group. The gender analysis indicated that males had significantly more fear than females. Prior experience with pelvic exam simulators did not appear to reduce anxiety among medical students when first conducting pelvic exams with humans. Completion of pelvic exam training with a GTA may reduce fear substantially and make later training with the pelvic exam simulator the optimal first experience. Use of simulation in medical education reduces ethical concerns, optimizes limited resources and reduces patient safety issues.
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Price, Travis Miles. "Emotional Intelligence in Medical Laboratory Science." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1711.

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The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.
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Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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10

Walden, Rachel R. "Incorporating Health Literacy Concepts in Medical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8832.

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11

Segerman, Jill. "Residents' Perceptions of Classroom Situated E-learning for Medical Education." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570241.

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Medical education helps ensure doctors acquire skills and knowledge needed to care for patients. However, resident duty hour restrictions have impacted time residents have for medical education, leaving resident educators searching for innovative options for effective medical education. Classroom situated e-learning, a blended learning delivery method, was created to find an effective option for medical education. Research has been conducted on the use of e-learning with residents. More limited research has been reported on the use of blended learning with residents. Research is needed regarding the use of classroom situated e-learning for resident education. Qualitative phenomenological research was used to understand residents' perceptions of the effectiveness of, and interactions in, classroom situated e-learning and traditional lectures. In-depth interviews were used for data collection. Research participants were nine residents who had participated in classroom situated e-learning and lecture based learning. Analysis of the data revealed all participants found classroom situated e-learning effective because it was problem based, provided access to an expert, was interactive, and conducted in a small group. Six of the nine participants provided an example of an effective lecture, which they found effective due to the inclusion of practical or applicable content and an engaging educator. Residents were asked to describe their interactions with the content, the educator, and other learners for classroom situated e-learning and traditional lectures. Their responses were analyzed and themes identified. The themes identified for interaction in classroom situated e-learning were, through the computer for interaction with the content; providing real world content, asking questions of the educator, and feedback for interaction with the educator; and discussion for interaction with other learners. The theme identified for traditional lectures was asking questions of the educator for interaction with the educator. The findings from this study demonstrated that participants' perceived classroom situated e-learning to be effective, and had a preference for interaction that included discussion with the educator and other learners. Recommendations for future research include a replication of this study with residents in other residency programs, and quantitative research comparing the learning outcomes of classroom situated e-learning with traditional lecture based learning.

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12

Brahmi, Frances A. "Medical students' perception of lifelong learning at Indiana University School of Medicine." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297081.

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Thesis (Ph.D.)--Indiana University, School of Library and Information Science, 2007.
Title from dissertation home page (viewed Sept. 24, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0414. Adviser: Debora Shaw.
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Blavos, Alexis Angela. "Medical Marijuana: The Impact on College Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1439298235.

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14

Cho, Ah Ra. "A Panel Analysis of Institutional Finances of Medical Residencies at Non-University-Based Independent M.D. Granting Medical Schools in the United States." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984151/.

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Traditionally, medical residency positions have been primarily funded by the federal government. However, due to declining governmental funding support over time, medical schools have resorted to fund these programs through other means such as clinical fees and payments for services. This change has affected the number and types of residencies available to medical school graduates. The purpose of this study was to measure how the availability of fiscal resources shape mission-related outputs, particularly medical residency positions at medical schools. Using academic capitalism as the theoretical framework provided a lens through which to examine how federal policies have shaped the availability and funding of medical residencies today at the institutional level. This concept has been studied in traditional colleges and universities and how they balance mission and money, but less so in the context of medical schools. This study used a fixed effect panel analysis to study the impact of selected variables over a 10-year period on financing of medical residencies. Findings included that tuition revenues, paid for by undergraduate medical students, are increasingly funding medical residency positions. There was little to no effect from hospital revenues and federal research monies on increasing the number of medical residency positions. The funding of university based medical education is particularly timely and of national importance to understand the consequences of federal policies for medical schools and how medical residency funding caps and limits have affected one of the missions of medical schools which is to train physicians.
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Manini, Todd Matthew Ploutz-Snyder Lori. "Adaptations to strength exercise in pre-clinically disabled older adults Functional measurement and capacity, neuromuscular modulation, and psychosocial attitudes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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16

Johannesson, Eva. "Learning manual and procedural clinical skills through simulation in health care education." Licentiate thesis, Linköpings universitet, Sjukgymnastik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-75505.

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The general aim of this thesis was to contribute to a deeper understanding of students’ perceptions of learning in simulation skills training in relation to the educational design of the skills training. Two studies were conducted to investigate learning features, what clinical skills nursing students learn through simulation, and how. Undergraduate nursing students were chosen in both studies. Study I was conducted in semester three, and study II in semester six, the last semester. Twenty-two students in study I practised intravenous catheterisation in pairs in the regular curriculum with an additional option of using two CathSim® simulators. In study II, ten students practised urethral catheterisation in pairs, using the UrecathVision™ simulator. This session was offered outside the curriculum, one pair at a time. In study I, three questionnaires were answered - before the skills training, after the skills training and the third after the skills examination but before the students’ clinical practice. The questions were both closed and open and the answers were analysed with quantitative and qualitative methods. The results showed that the simulator was valuable as a complement to arm models. Some disadvantages were expressed by the students, namely that there was no arm model to hold and into which to insert the needle and that they missed a holistic perspective. The most prominent learning features were motivation, variation, realism, meaningfulness, and feedback. Other important features mentioned were a safe environment, repeated practice, active and independent learning, interactive multimedia and a simulation device that was easy to use. In study II the students were video-recorded during the skills training. Afterwards, besides open questions, the video was used for individual interviews as stimulated recall. The interview data were analysed with qualitative content analysis. Three themes were identified: what the students learn, how the students learn, and how the simulator can contribute to the students’ learning. When learning clinical skills through simulation, motivation, meaningfulness and confidence were expressed as important factors to take into account from a student perspective. The students learned manual and procedural skills and also professional behaviour by preparing, watching, practising and reflecting. From an educational perspective, variation, realism, feedback and reflection were seen as valuable features to be aware of in organising curricula with simulators. Providing a safe environment, giving repeated practice, ensuring active and independent learning, using interactive multimedia, and providing a simulation tool that is easy to use were factors to take into account. The simulator contributed by providing opportunities to prepare for skills training, to see the anatomy, to feel resistance to catheter insertion, and to become aware of performance ability. Learning features, revealed from the students’ thoughts and experiences in these studies, are probably general to some extent but may be used to understand and design clinical skills training in all health care educations. In transferring these results it is important to take the actual educational context into account.
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17

Madan, Nilia M. "Predictors of Success: Medical Laboratory Associate in Science Degree Program." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/672.

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Hospitals and healthcare facilities in the United States are facing serious shortages of medical laboratory personnel, which, if not addressed, stand to negatively impact patient care. The problem is compounded by a reduction in the numbers of academic programs and resulting decrease in the number of graduates to keep up with the increase in industry demands. Given these challenges, the purpose of this study was to identify predictors of success for students in a selected 2-year Medical Laboratory Technology Associate in Science Degree Program. This study examined five academic factors (College Placement Test Math and Reading scores, Cumulative GPA, Science GPA, and Professional [first semester laboratory courses] GPA) and, demographic data to see if any of these factors could predict program completion. The researcher examined academic records for a 10-year period (N =158). Using a retrospective model, the correlational analysis between the variables and completion revealed a significant relationship (p < .05) for CGPA, SGPA, CPT Math, and PGPA indicating that students with higher CGPA, SGPA, CPT Math, and PGPA were more likely to complete their degree in 2 years. Binary logistic regression analysis with the same academic variables revealed PGPA was the best predictor of program completion (p < .001). Additionally, the findings in this study are consistent with the academic part of the Bean and Metzner Conceptual Model of Nontraditional Student Attrition which points to academic outcome variables such as GPA as affecting attrition. Thus, the findings in this study are important to students and educators in the field of Medical Laboratory Technology since PGPA is a predictor that can be used to provide early in-program intervention to the at-risk student, thus increasing the chances of successful timely completion.
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Tschirner, Andrea Carol. "Perceptions Toward Research Among Undergraduates in an Imaging Sciences Baccalaureate Program: A Secondary Analysis." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728.

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19

Prentice, Rachel. "Bodies of information : reinventing bodies and practice in medical education." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17820.

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Thesis (Ph. D. in History and Social Study of Science and Technology (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, June 2004.
"May 2004."
Includes bibliographical references (p. 247-253).
This dissertation recounts the development of graphic models of human bodies and virtual reality simulators for teaching anatomy and surgery to medical students, residents, and physicians. It considers how researchers from disciplinary cultures in medicine, engineering, and computer programming come together to build these technologies, bringing with them values and assumptions about bodies from each of their disciplines, values and assumptions that must be negotiated and that often are made material and embedded in these new technologies. It discusses how the technological objects being created privilege the body as a dynamic and interactive system, in contrast to the description and taxonomic body of traditional anatomy and medicine. It describes the ways that these technologies create new sensory means of knowing bodies. And it discusses the larger cultural values that these technologies reify or challenge. The methodology of this dissertation is ethnography. I consider in-depth one laboratory at a major medical school, as well as other laboratories and researchers in the field of virtual medicine. I study actors in the emerging field of virtual medicine as they work in laboratories, at conferences, and in collaborations with one another. I consider the social formations that are developing with this new discipline. Methods include participant observation of laboratory activities, teaching, surgery, and conferences and extensive, in-depth interviewing of actors in the field. I draw on the literatures in the anthropology of science, technology, and medicine, the sociology of science, technology, and medicine, and the history of science and technology to argue that "bodies of information" are part of a bio-engineering revolution.
(Cont.) that is making human bodies more easily viewed and manipulated. Science studies theorists have revealed the constructed, situated, and contingent nature of technoscientific communities and the objects they work with. They also have discussed how technoscientific objects help create their subjects and vice versa. This dissertation considers these phenomena within the arena of virtual medicine to intervene in debates about the body, about simulation, and about scientific cultures.
by Rachel Prentice.
Ph.D.in History and Social Study of Science and Technology (HASTS
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20

Kinkade, Scott Edward. "A Content Analysis of Medical School Problem-Based Learning Cases." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984174/.

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Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.
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Underhill, Paul Kenneth. "Science, professionalism and the development of medical education in England : an historical sociology." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/24393.

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22

Best, Avril Christine. "Online Academic Support Peer Groups for Medical Undergraduates." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/89.

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As advances in information and communication technologies give way to more innovative opportunities for teaching and learning at a distance, the need to provide supporting structures for online students similar to those offered to on-campus students is becoming more significant. Although a range of support services has been proposed in the past, there is a need for a comprehensive system which education specialists can use to provide online academic support for medical students working in peer groups. The goal of the investigation was to provide such a system, which has the potential to foster knowledge construction, through high levels of sociocognitive processing, ultimately resulting in enhanced academic achievement. The multi-dimensional approach to investigating this problem necessitated utilizing a combination of qualitative and quantitative methods. The design and development of the system were guided by results of a review of the relevant literature which revealed the necessary considerations for supporting students online. Implementation followed instructional design principles geared at success for online environments. To assess the impact of the use of the system, the following analyses were carried out: to assess the level of sociocognitive processing that took place, discourse analysis and group interaction analysis were carried out; to assess impact on academic achievement, a quasi-experimental approach was carried out, controlling for select variables between the two groups which were used; and to garner the lessons which were learned, observation and survey methodology were employed. The results revealed that students did not interact at high levels of sociocognitive processing and that there was no significant difference in the academic achievement between the treatment and control groups. Survey results provided reasons for lack of participation/interaction and recommendations were proposed for alternative implementations to encourage participation in this particular group which is medical students. The recent developments in social and mobile technologies have provided education specialists with a rich evolving field in which to harvest innovative methods of supporting students in online learning environments. It would be interesting to investigate how these new technologies can encourage active participation in support groups and the impact this support structure would have on academic achievement.
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Tomasa, Lynne Tokie. "Family medicine in the academic medical enterprise: Issues of resource dependence, culture, and professionalization." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282705.

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The healthcare marketplace is rapidly changing how we finance medical education, how we train physicians, and the interrelationships within an academic institution. This case study examined the historical development of the Department of Family and Community Medicine and the impact of growing financial constraints on the training of medical students and residents, the clinical practice, faculty workload, and departmental organization. The theoretical frameworks of resource dependence, culture, and professionalization theory were employed to understand how different groups within the context of an academic health center co-exist to meet the core missions of teaching, research, and service. Data collection was conducted over a two-year period and utilized the triangulation of interviews, document analysis, and participant observation methods. The study's findings indicated that the Department of Family and Community Medicine continually faced the challenge of being a primary care department in an academic medical culture that placed more emphasis on specialized care and specialty departments. Over a period of time, the Department went from a profit-center to a cost-center where faculty's ability to teach and conduct research revolved around the success or failure of the clinical care enterprise. Faculty productivity was increasingly emphasized and its definition was dependent on the healthcare marketplace and the availability of resources. The competitive health care market encroached on faculty workload and manifested itself in part through the loss of a major patient care contract, the receivership of the Department, and the splitting of the Department and its resources. During the period of time analyzed, the department was in a no-win situation because the success of the department was determined by more powerful coalitions that had decision making ability and controlled the necessary resources. The department's power lay in the provision of teaching resources and its alignment with the state's goal of training primary care physicians to work in rural and underserved communities. Conflict arose as departments tried to defend and protect their declining resources and jurisdictions. The study findings emphasized the importance of understanding departmental jurisdictions and how resource allocation decisions are made in the context of the academic setting and culture.
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Bossaer, John B. "The Elephant in the Room: Use and Misuse of Cognitive Enhancers by Students at an Academic Health Sciences Center." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2335.

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Richards, Karen A. "Development of an Instructional Design Model for Problem-Based Online Learning Environments in Continuing Medical Education." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/802.

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Traditional methods that emphasize didactics and rote learning seem deficient to some medical educators. These approaches typically emphasize knowledge acquisition and retention of little relevance to practice. To improve problem solving, knowledge retention, and transfer, the educational strategy and philosophy of problem-based learning (PBL) is being used in medical education on-ground, face-to-face settings. The information age and advances in information technology now provide exciting new online education alternatives for physicians wanting to use this method to meet lifelong learning needs. The challenge for the instructional designer is how to migrate established face-to-face instructional methods to the online environment. The goal of this dissertation was to provide a unique instructional design model that details criteria to guide the development of online PBL environments in continuing medical education (CME). The work addresses the following research questions: What influence should learning theory have on the instructional architecture of online PBL used to educate professionals in medical practice? How can computer technologies used in online instruction delivery incorporate relevant learning theories and cognitive principles to deliver effective online learning environments (OLEs) using the PBL method? What are the necessary elements in the development and implementation of a validated instructional design model for delivering online PBL in CME? This developmental research project also described how an OLE could be developed for physician continuing education in pain management along framework guidelines in order to illustrate concepts in the model and how it could be adapted to accommodate the course content of a particular medical specialty. Lessons learned in the process and implications for instructional design practice were discussed.
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Cruz, Liliana Marques Teixeira da. "The "emerging" role of Medical Science Liaison in pharmaceutical industry." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/13603.

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Mestrado em Medicina Farmacêutica
The main goal of this report is to describe an on-the-job training as Medical Science Liaison in a multinational biopharmaceutical company, in Cardiovascular (CV) area, acting as support for a market-leading brand in Portugal, with particular focus on the development and implementation of continuing medical education programs and associated management of Key Opinion Leaders (KOLs) and regional Opinion Leaders (OPs).
O objectivo deste trabalho é a descrição de um on-the-job training como Medical Scientific Liaison numa Companhia biofarmacêutica multinacional, na área Cardiovascular (CV), e em apoio a uma marca líder de mercado em Portugal, com particular enfoque no desenvolvimento e implementação de programas de educação médica continuada e associada gestão de Key Opinion Leaders e Opinion Leaders regionais ou locais.
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Charles, Stephen. "Perceptions of Mentoring from Fourth Year Medical Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/4998.

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This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and validated. A strategic sampling of focus groups was conducted to gather additional information regarding the results from the web-based survey. The information and data obtained from the survey and focus groups was used to provide recommendations for administrators and faculty about the mentoring program for each campus. A new proposed model of mentoring was developed upon analysis of both quantitative and qualitative data. The significance of this study includes not only the findings about medical school students' perspectives of professional mentoring, but also the development of a validated assessment tool able to inform administrators about perceptions of their medical students.
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Burke, Darlene M. "Enhancing the patient safety culture of ABSN students through instruction on medical error recovery." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610403.

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Attitudes toward patient safety are the foundation of patient safety culture. Nursing students begin to formulate their attitudes toward patient safety while in educational programs. Nursing faculty have been challenged in their efforts to enhance the patient safety culture of students because there is a lack of empirical evidence as to which teaching strategies positively affect student attitudes toward patient safety. The purpose of this study was to examine the relationship between a 50-minute teaching module based upon the concept of medical error recovery and 9 dimensions of patient safety culture as measured by the Attitudes to Patient Safety Questionnaire. The guiding framework for the study was the reciprocal interactive theory of patient safety culture in nursing. The conceptual model used to illuminate the role of nurses in recovering medical errors in the educational intervention was the modified Eindhoven model of near-miss events. The sample comprised 4 student cohorts (N = 142) enrolled in an accelerated bachelor of science in nursing (ABSN) program at one university, with 4 participants lost to follow-up (n = 138). A quasi-experimental, nonequivalent control group, pretest/posttest design was used to compare mean attitude scores between the control (n = 75) group and the intervention group (n = 63) after statistically controlling for the pretest. ANCOVA revealed statistically higher mean attitude scores for the intervention group in 5 of 9 dimensions of patient safety culture with a small-medium effect size associated with the intervention: patient safety training, error inevitability, professional incompetence as error cause, patient's role in error, and importance of patient safety culture in curriculum. The results supported the use of a short-duration educational session on medical error recovery to enhance a subset of patient safety culture dimensions among ABSN students.

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Xiberta, Pau. "Medical imaging applied to teaching and meat science." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/668808.

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Medical imaging has greatly progressed to become an essential technology in current clinical processes. However, advances in diagnostic imaging have not been applied to the same extent to other fields such as education and meat science. In this thesis two e-learning platforms are presented to improve teaching methodologies in medical and veterinary teaching, focusing mainly in the ease for the content creation and the image interaction, and supporting multiple graphical resources such as 3D models. An image processing algorithm is also presented to improve the quality classification process of farm animals by computing the lean meat percentage, either from carcass or live animals images, proposing for the latter two segmentation algorithms to remove the internal organs
La imatge mèdica ha progressat a bastament per convertir-se en una tecnologia imprescindible en els processos clínics actuals. Tanmateix, els avenços en la imatge per al diagnòstic no s'han aprofitat de la mateixa manera en altres camps com ara l'educació o la ciència de la carn. En aquesta tesi es presenten dues plataformes d'aprenentatge en línia per a millorar els processos d'aprenentatge en la docència mèdica i veterinària, centrant-se sobretot en la facilitat per a la creació de contingut i en la interacció amb la imatge, i donant suport a múltiples recursos gràfics com ara models 3D. També es presenta un algorisme de processament d'imatge per millorar el procés de classificació de la qualitat d'animals de producció calculant el percentatge de carn magra, ja sigui a partir d'imatges de canals o d'animals vius, proposant dos algorismes de segmentació per eliminar els òrgans interns en aquest últim cas
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Shahidullah, Jeffrey D., and Paul W. Kettlewell. "Using Standardized Patients for Training and Evaluating Medical Trainees in Behavioral Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/3.

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Training delivered to medical students and residents in behavioral health is widely acknowledged to be inadequate. While the use of standardized patients is common in medical training and education for physical health conditions via the adherence to clinical protocols for evaluation and treatment, this approach is infrequently used for behavioral health conditions. Used under specific circumstances, standardized patient encounters have long been considered a reliable method of training and assessing trainee performance on addressing physical health conditions, and are even comparable to ratings of directly observed encounters with real patients. This paper discusses common issues and challenges that arise in using standardized patients in behavioral health. Although current evidence of its value is modest and challenges in implementation exist, the use of standardized patients holds promise for medical training and education and as an evaluation tool in behavioral health.
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Saunders, Carmen Teresa. "Educating Globally in Medical Imaging in Latin America and Caribbean via Webinars." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4559.

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Professional development courses that focus on increasing knowledge and improving skill sets are an integral part of a medical imager's career. This study was a qualitative formative evaluation with purposeful sampling of participants in a professional development webinar course offered to medical imaging professionals in 35 Latin American and Caribbean countries. The goal of this study was to aid the agency with identifying areas in which the efficacy of the program implementation and delivery could improve. The conceptual framework model, interest-problem-based learning (INTEREST-PBL) model, and Malcolm Knowles's theory on adult learning were used to ground this project. The research questions focused on the effectiveness of the implementation of the webinars, and the identification of areas of strengths and weaknesses. Data were collected from 7 participants using semi structured interviews and online questionnaires and was analyzed through coding and thematic analysis. Findings suggested that the absence of a formative evaluation during the early stages of implementation and deployment had an impact on the efficacy of the webinar courses. Differentiated learning strategies with clearly defined goals as well as a mechanism for immediate and continued feedback need to be inserted into the webinar design. This study contributes to social change by postulating the use of an evaluation model and pedagogical tools that can assess educational programs for medical imagers that integrate global health policies, technical standards training, and the coordination and collaboration of healthcare partnerships, thus, improving their performance in the delivery of medical imaging examinations while increasing access to quality radiological examinations.
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Moller, Natalie. "Teaching communicative competence in Health Sciences Education: An analysis of medical students' first biopsychosocial interview in a clinical setting." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25426.

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Objective: Communicative competence is recognised as essential for establishing an effective doctorpatient relationship. A Primary Health Care-led curriculum places this established relationship at the heart of all interactions and interventions between the patient and the health professional. Medical students at the University of Cape Town are taught in the Clinical Skills Department how to communicate and interact with patients in the pre-clinical years of training using primarily role play. This study examines how medical students transform classroom-based teaching into authentic clinical practice that follows Primary Health care principles in order to evaluate the effectiveness of the Clinical Skills strategy for teaching communicative competence. Methodology: Video recordings of three authentic clinical interviews conducted by medical students taking their first comprehensive biopsychosocial interview in a clinical area were analysed. This data was supported by scrutiny of the intended learning outcomes of all pre-clinical courses in which aspects of communication competence was taught as well as teaching observations made of the students within the classroom Conclusion: The study revealed that although the students could structure a biopsychosocial interview the nuances of building a professional relationship with the patient as envisioned in a Primary Health Care-led curriculum proved difficult for them. These findings suggest that using a single pedagogical method in the Clinical Skills department, namely role play, may not be sufficient for teaching medical students how to place the needs of the patient first above their need to learn, diagnose and treat the patient.
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Burrough, Kristy. "Factors Influencing the Adoption of Learning Management Systems by Medical Faculty." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1682.

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Despite recommendations by the Association of American Medical Colleges regarding the adoption of technology in medical universities, faculty are still reluctant to adopt new learning technologies. The purpose of this qualitative interview study was to determine the factors existing in the adoption of learning management technology among late adopters within the faculty of colleges labeled as comprehensive academic medical centers. Using the Everett Rogers diffusion of innovations theory as its framework, this study sought to ascertain the factors late adopters identify as preventing them from adopting technology and to determine what measures they suggest to increase technology adoption among their peers. This qualitative study used interviews of participants identified as "late adopters" and subsequent document analysis to provide evidence for the factors identified. Using in vivo coding, data were organized into 5 themes: factors, learning management systems, demographics, general technology, and solutions. Results showed that late adopters avoided adopting learning management technology for several reasons including training, time, ease of use, system changes, lack of technical support, disinterest, and the sense that the technology does not meet their needs. Recommended solutions offered by faculty included varied times for trainings, peer mentoring, and modeling learning management system use among faculty. Understanding these factors may contribute to social change by leading to more rapid adoption and thus introducing efficiencies such that faculty can dedicate more time to medical instruction. It also may aid other universities when considering the adoption of a learning management system.
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West, Julie Ann. "Factors Associated With Tuberculin Skin Test Positivity Prevalence in U.S. Medical Laboratory Microbiologists." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607454.

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Prior research has indicated that healthcare personnel (HCP) who work in areas where Mycobacterium tuberculosis poses an occupational hazard are at high risk of tuberculin skin test (TST) positivity and subsequent conversion to active tuberculosis (TB). U.S. medical laboratory microbiologists confront similar hazards but have not been studied outside of the HCP aggregate. The purpose of this study was to fill this gap by examining the relationships between the predictor variables of self-reported history of bacille Calmette-Guérin (BCG) immunization, place of birth, and years of laboratory experience and the outcomes of self-reported lifetime TST positivity, preventive treatment noninitiation, and barriers to treatment adherence for this subgroup. This quantitative, cross-sectional study was guided by the epidemiologic triad model. A researcher-designed self-administered questionnaire including Part A of the Brief Medication Questionnaire was mailed to 4,335 U.S. microbiologist members of the American Society for Clinical Pathology. From the 1,628 eligible respondents, results showed that prevalence of positive TSTs (17.0%) and treatment noninitiation (9.8%) was low. Multivariate analysis identified BCG and foreign birth, as well as age, nonoccupational exposure, history of TB, work in mycobacteriology, and work outside of microbiology as predictors of a positive TST; foreign birth was a predictor of treatment noninitiation. Additional research is needed to identify other laboratorian groups at increased risk for developing TB. These results enhance positive social change by helping to inform recommendations in the global fight to stop the spread of TB, as well as improve allocation of resources among this specific group of HCP.

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Carter, Jennifer. "Child life specialists' perspectives in supporting adolescents struggling with medical non-compliance." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557343.

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The current study sought to examine child life specialists' perspectives on supporting adolescents struggling with medical non-compliance. The intent of the study was to identify various factors involved in adolescent medical non-compliance and to examine the role of the child life specialist in supporting this population. Eighty-five certified child life specialists were surveyed regarding their work with adolescents and the strategies used to support adolescents struggling with medical non-compliance. The issues surrounding medical non-compliance were examined as well as child life specialist education and how capable child life specialists felt in their ability to support this population. Results support previous literature suggesting a negative impact of typical adolescent development on medical compliance. In addition, results revealed the multidisciplinary team approach and family dynamics as being barriers to supporting adolescents' struggle with medical non-compliance. These findings support the need for additional education to better equip child life specialists in their work with this population.

Keywords: child life specialists, adolescents, medical non-compliance, medical non-adherence

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Budowski, Max. "Apprentissage coopératif et formation des médecins : entre le “formel” et “l’informel”. Expérimentation de trois dispositifs pédagogiques utilisés en sciences médicales." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0015/document.

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L’objectif de la thèse est de parvenir à élaborer un modèle d’acquisition de la compétence du médecin. La question de recherche a été libellée ainsi : quelles implications peuvent avoir les expériences professionnelles, la vie quotidienne, les échanges entre pairs, enfin, tout ce qui peut correspondre à des ressources pédagogiques dites « informelles» dans l’amélioration des compétences professionnelles des étudiants en médecine et des médecins. J’ai fait l’hypothèse suivante : dans tout apprentissage, il y a du formel et de l’informel. Et cet informel pourrait être repéré dans un dispositif pédagogique de type coopératif, expérientiel et réflexif ; le contexte d’apprentissage « informel» et « non formel » a certainement un rôle dans l’acquisition des connaissances et des compétences des professionnels de santé.Trois dispositifs pédagogiques fréquemment utilisés au cours du 3e cycle de la formation initiale des médecins et en formation médicale continue ont été proposés à des étudiants en médecine et des médecins installés en milieu ambulatoire. De tels dispositifs basés sur la mobilisation de l’expérience, la réflexion et la coopération entre les participants seraient susceptibles de contribuer à l’amélioration de la compétence des étudiants en médecine et des médecins.Il existe, dans chacun des dispositifs d’apprentissages éprouvés, et en tenant compte des cadres de références et des connaissances propres à chaque participant, des savoirs formels et informels. Ces savoirs ont contribué dans leur globalité à la transformation des apprenants. Cependant, la distinction entre ces deux modes d’apprentissages formels,informels est surtout théorique. Elle est notamment fonction des lieux et des moments où ces apprentissages ont été dispensés. Il existe en réalité un véritable continuum entre ces différents apprentissages
This thesis attempts to offer a model for the acquisition of knowledge and skills amongphysicians. The research undertook to explore the role of professional experiences, dailylife, exchanges between peers, and all other forms of so-called « informal » learning inenhancing the professional skills of medical students and physicians. The author laboredunder the following hypothesis: all learning involves both formal and informal aspects,and the informal aspects can be found in cooperative, experiential and reflexive typepedagogical constructs. Finally, « informal » and « non-formal » learning opportunitiescertainly play a role in the acquisition of knowledge and skills among health care professionals.Three teaching mechanisms frequently used during the 3rd cycle of initial medical trainingas well as in medical continuing education programs were made available to medicalstudents and physicians working in ambulatory setting. These tools, which encourageparticipants to marshal their own experiences, to reflect thoughtfully and to cooperatewith each other, can improve the skills of medical students and physicians.Each of the three teaching mechanisms studied herein, factoring in individual backgroundsand proficiencies, contain both formal and informal knowledge and skills which,as a whole, contributed to the transformation of the participants. However, it is importantto note that the distinction between formal and informal learning is primarily theoretical,and may simply depend on context or location. Therefore, rather than opposethem, it may be more appropriate to consider that these types of learning lie on a continuum
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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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38

Garman, Jamie L. "Medical genetics, public understanding and patient experiences| An exploratory qualitative study of recently pregnant women." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527550.

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The purpose of the study was to document how individuals' experiences and understanding of genetics concepts affects their medical experiences. Recently pregnant women were interviewed because they represent a population that needs to comprehend biological and genetic information to understand their health. Three women were designated as science experts (SE) defined as having extensive university level science education and three women were designated as science non-experts (SNE). In general, SEs described a more positive pregnancy experience. Both SEs and SNEs demonstrated a basic understanding of genetic concepts but varied in the application of concepts to personal medical issues. Participants' views and experiences of pre and postnatal tests were linked to their understanding of nature of science components such as recognition that tests have limitations. Results from this study indicate an incomplete understanding of the nature of science among participants may have led to unsatisfactory medical experiences.

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Harmon, Derek Joseph. "User Acceptance of a Novel Anatomical Sciences Mobile App for Medical Education - An Extension of the Technology Acceptance Model." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437408234.

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40

Wamono, Aye Aye. "Exploring students' conceptions of the racial and socio-cultural differences in the learning environment of a medical specialty." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29230.

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Study problem In the education of South African postgraduate medical specialities, various challenges that could have negative impacts on learning are evident. Racial and socio-cultural diversity in South Africa has roots in a previous societal structure that systematically discriminated against particular social groups resulting in significant political, economic and social inequalities between the groupings. With the current processes of transformation underway, the sphere of training postgraduate students in medical specialities reveals visible differences in racial backgrounds between students and consultants at the training centres across the nation, with the majority of consultants being Whites and Indians, whilst the majority of students are Black Africans and a few Indians. The recent high failure rate of the summative exit examination in certain specialities has stimulated a high level of interest into how racial and socio-cultural diversity may have influenced the training and learning of postgraduate students or registrars. Theoretical framework In this thesis, a conceptual framework is used that combines dimensions from the theories of Collins (1987), Collins, Brown and Holum (1991) on cognitive apprenticeship, Vygotsky (1978), Lave and Wenger (1991) on socio-cognitive and socio-cultural learning, and Bronfenbrenner’s (1977) theory on Human Ecology. Collectively they posit that relationships are central to the quality of learning and training. The education of postgraduate students, so called registrars or intermediary novices, is structured as personal mentoring in the form of cognitive apprenticeship and their legitimate participation in the departmental Community of Practice. Learning in this context occurs through daily service provision under supervision or mentorship, as well as unscheduled informal discussions (engagement) that reflect socio-cultural learning in which novices and consultant specialists interact socially and academically. This form of learning is dependent on effective mediation and participation, which depends upon understanding, trust and mutual respect in a relationship between the two parties. This relationship could be influenced by factors such as inter-personal differences. Whether the factors translate into socio-cultural differences such as language, culture and social identities, need to be determined. Aim and objectives The aim of the study was to explore the conceptions of two student groups, one who had left the specialist programme, and the other who had recently qualified, regarding the nature of racial and socio-cultural diversity in their learning environment, the influences on their learning, and how they responded to them. Methodology Using one of the medical speciality disciplines as a focus area, a qualitative enquiry using faceto-face in-depth interviews followed by a thematic analysis of descriptive data was employed. Participants were former students who had either left the formal training programme after being unsuccessful in the summative examination and reached the end of their employment contracts, or those who had recently passed the examination and qualified as junior specialists. The interviews were semi-structured to explore participant’s learning background through schooling, undergraduate and postgraduate studies, with focus on experiences in formative learning through these stages. The participant’s family socio-cultural background was also explored. Data analysis and interpretation were done using a social constructionist epistemology where meanings were co-constructed based on multiple perspectives Findings and analysis The following themes were identified from the data analysis: Theme 1: Racial and socio-cultural differences as barriers in learning, with the sub-themes: constructing ‘race’, ‘language’, ‘culture’, and ‘feeling excluded by social status’ as barriers to learning; Theme 2: Relationships in the learning environment shaping learning, with sub-themes: ‘relationships in the early learning stage’, ‘relationships in undergraduate medicine’, and ‘relationships in postgraduate learning stage of speciality training’; Theme 3: Challenges in the learning process, with sub-themes as: ‘lack of curricular clarity’, and ‘lack of formative learning structure’; Theme 4: Resilience, with sub-themes: ‘capacity for adaption’, and ‘the ways in which resilience has been shaped by the micro- and macro-environments’. The further analysis found the socio-cultural diversity and relationships affecting engagement during formative learning themes to be inter-related, whilst sub-themes race, language, culture and social identities were also inter-connected. The curriculum, formative training, relationships, people’s perspectives and culture of the community were found to be intricate and complex, yet difficulties could still be overcome using certain attributes and skills. Conclusion Participants perceived the racial and socio-cultural diversity such as language, culture, personality and socio-economic status in the postgraduate learning environment as barriers to learning. Participants in the group who had qualified were however able to negotiate the diversity by being resilient, adaptable and emotionally mature. These attributes enabled them to navigate difficulties and remain focussed on their goal. An ability to initiate and form relationships with new peers and consultants emerged as an important feature in this group. These findings could hopefully benefit both current and future students and highlight the need to create opportunities for cross-cultural engagement activities in medical speciality training programmes.
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Sloane, Heather M. "Poverty and the Art of Medicine: Barriers to Empathy in Medical Education." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435186180.

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42

Wilhelmsson, Niklas. "From basic science knowledge to clinical understanding." Stockholm, 2010. http://diss.kib.ki.se/2010/978-91-7409-866-2/.

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43

Cooke, Natalie Kathleen. "Assessing Future Healthcare Providers' Views of Childhood Obesity to Inform Premedical and Medical Curricular Changes." Thesis, North Carolina State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3584005.

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Childhood obesity is a disease that affects 17% of children aged 2-19. This disease, best described by a social ecological perspective, is multifactorial in nature and includes individual, familial, community, and societal contributors. As the causes are multifactorial, so too should be prevention and treatment. Healthcare providers, specifically physicians, can play an important role in the diagnosis, prevention, and treatment of childhood obesity, especially if they appropriately utilize nutrition behavior change counseling to facilitate lifestyle changes. Behavior change falls within the realm of the social and behavioral sciences, disciplines that will receive greater emphasis on the newly designed MCAT 2015®; therefore, premedical and medical programs may need to alter their approaches to disseminating this discipline-specific knowledge. Nutrition education is currently limited in medical education; and thus, just as premedical programs seek to increase the social and behavioral sciences, so too should they increase nutrition education. In light of these recommended curricular changes, researchers sought to investigate the current state of premedical and medical students. views of childhood obesity. This dissertation describes three studies conducted for that purpose. In study 1, researchers investigated 30 pre-healthcare undergraduate seniors. views of childhood obesity and their sources of knowledge through in-depth qualitative interviews. Investigators found that students with specialized coursework and significant volunteer and/or internship experience had a deeper understanding of childhood obesity; however, as a whole, students failed to see the role of healthcare providers in prevention and treatment. These findings provide justification for premedical programs to guide students to see their role in prevention and treatment through educating them on the social ecological model and providing them with relevant service-learning opportunities and guided reflection. In study 2, researchers conducted a similar nationwide qualitative investigation in 78 third and fourth year medical students. These students described student-, patient- and healthcare system-centered barriers, including their lack of knowledge, patients. lack of access, and their lack of time in practice. Students also requested more applicable information and counseling training in order to equip them to prevent and treat childhood obesity. Much like the pre-healthcare seniors, these medical students failed to discuss their role in prevention and treatment. Therefore, medical schools need to help their students overcome barriers by providing them knowledge and skills and helping them understand their role in prevention and treatment. In study 3, researchers built on the knowledge gained from study 1 and study 2 and developed a valid and reliable computerized tool, the Childhood Obesity Prevention Self-efficacy (COP-SE) survey. Factor analysis of 444 completed surveys from students at 53 medical schools revealed a two factor structure with a correlation of 0.637 between factors. Factor 1 assesses self-efficacy in nutrition counseling while Factor 2 measures self-efficacy to assess readiness to change and initiate nutrition lifestyle changes. There was high reliability within factors (Factor 1 = 0.946; Factor 2 = 0.927), and the correlation (0.648) between the COP-SE survey and a general self-efficacy survey confirmed that the COP-SE measures domain-specific self-efficacy. This valid and reliable survey can be used by medical schools as a formative or summative assessment of students. self-efficacy in childhood obesity prevention and treatment. Further research should include confirming the factor structure and exploring the significance of response trends seen in this sample. The findings of all three studies can be used by premedical and medical programs to maximize the effectiveness of their preparatory programs to provide students with the necessary skills for prevention and treatment of childhood obesity. With the appropriate preparation, future healthcare providers can build their self-efficacy in disease prevention and treatment, hopefully resulting in improved patient outcomes.

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Du, Yina. "A Portable Pediatrics Medical Education Assessment System for the Pediatrics Milestone Project." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821832.

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Lundin, Charlotte, and Lina Norman. "Nurses and Tuberculosis- Education for life." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24267.

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Syfte: I denna kvantitativa och kvalitativa studie var syftet att inhämta förståelse för sjuksköterskor som arbetar med att undervisa tuberkulospatienter och deras kunskap om tuberkulos. Syftet var även att undersöka sjuksköterskestudenters kunskap om tuberkulos. Metod: Studien utfördes i Sydafrika i provinsen KwaZulu-Natal på ett sjukhus, en klinik samt ett universitet. Kvantitativ metod med frågeformulär användes för att undersöka kunskapen hos sjuksköterskor och sjuksköterskestudenter. För att undersöka hur sjuksköterskor undervisar tuberkulospatienter användes en kvalitativ metod med intervjuer. Svaren från frågeformulären sammanställdes separat så att mönster i materialet kunde upptäckas och så att resultatet från sjuksköterskor och sjuksköterskestudenter kunde jämföras. Intervjumaterialet analyserades med hjälp av innehållsanalys. Resultat: Resultatet från frågeformuläret visade att det eventuellt finns en brist i sjuksköterskor och sjuksköterskestudenters kunskap om tuberkulos. I intervju- resultatet framkom det var och när patientundervisning ägde rum. Vidare framkom det att sjuksköterskorna ansåg det vara viktigt att kommunicera med patienten på ett respektfullt sätt, att lyssna på patienten, ställa frågor och ta reda på om patienten förstått. Sjuksköterskorna uttryckte också att det fanns ett behov av att anställa mer personal, ha tillgång till mer undervisningsmaterial, ha fler mottagningsrum samt bättre väntrum.Slutsats: Det gick inte med säkerhet att fastslå att resultatet från frågeformulären visar på kunskapsbrist hos sjuksköterskor och sjuksköterskestudenter, vad gäller tuberkulos. Om det finns en kunskapsbrist riskerar tuberkulospatienter att bli felinformerade. Intervjuresultatet visade att den patientundervisning som bedrivs på sjukhuset och kliniken i stora drag liknar den patientundervisning som förespråkas i litteraturen. Dock finns det utrymme för förbättringar i form av utökad sjukvårdspersonal, undervisningsmaterial och bättre faciliteter.
Aim: In this quantitative and qualitative study the aim was to gain understanding of nurses working with educating tuberculosis-patients and their knowledge of tuberculosis. The aim was also to investigate nursing students´ knowledge of tuberculosis.Method: The study was conducted in South Africa in the province of KwaZulu-Natal, at a hospital, a clinic and a university. A quantitative method with questionnaires was used to investigate the nurses and nursing students´ knowledge of tuberculosis. In order to investigate how nurses educate the tuberculosis-patients, a qualitative method with interviews was used. The replies from the questionnaires were separately compiled so that a pattern in the material could be discovered and so that the replies from the nurses and the nursing students could be compared. The interview-material was analyzed through content analysis.Results: The result from the questionnaires showed that there might be a gap in the nurses and nursing students´ knowledge of tuberculosis. The interview results showed where and when patient education took place. It also showed that nurses thought it was important to communicate with the patients in a respectful way, to listen, ask questions and to find out if the patient has understood. The nurses also expressed a need for hiring more personnel, more educating equipment, more counseling rooms and better waiting rooms.Conclusions: It could not be established for certain that the results from the questionnaires show that the nurses and nursing students have a lack of knowledge of tuberculosis. If however there is a lack of knowledge, the tuberculosis-patients are at risk of being misinformed. The interview results showed that the patient education done at the hospital and the clinic had many aspects in common with the patient education recommended in literature. However, there is room for improvements through hiring more healthcare personnel, access to more educating material and through better facilities.
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46

Zelaya, Blandon Elmer. "Adolescent pregnancies in Nicaragua. The importance of education." Doctoral thesis, Umeå universitet, Epidemiologi och folkhälsovetenskap, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-7529.

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Early adolescent pregnancy implies increased social and medical risks. There is lack of understanding of the mechanisms behind early sexual debut and pregnancy. This contributes to the difficulties to meet the educational and health care needs of adolescents. In Nicaragua, few reproductive health interventions target adolescents and even fewer studies focus on sexual and reproductive health in this age group. Therefore, the aim of this thesis is to analyze the background of adolescent pregnancy in Nicaragua, for future interventions. Focus group discussions and in-depth interviews were carried out with young and adult women and men from different social backgrounds in the city of León. Results were used in the planning of a cross-sectional household study carried out in 1993, covering a population of 43,765 in 50 randomly selected clusters in rural and urban León. Reproductive histories were obtained from all women aged 15 to 49 years (n= 10,867), corresponding to 176281 person years of reproductive life. Random sub-samples of men (n=388) and women (n=413) were interviewed in privacy about their age at sexual debut, contraceptive use and reproductive history. The background to early adolescent pregnancy was further analyzed in a matched case-referent study of girls who got their first pregnancy before 17 years of age (146 cases, 242 randomly selected age-matched referents). Economic deprivation and disturbed family relations with an unsatisfied craving for parental affection influence adolescent sexual behavior. Girls' romanticism, belief in virginity until marriage and the contrasting male machismo culture contribute to a lack of empowerment of adolescents. At 15 years of age, 25% of boys and girls had had their sexual debut, and at 18 years this was the case for 85% of boys and 53% of girls. Among girls, the latency period from sexual debut to the end of first pregnancy was only 22 months, indicating very limited access to contraceptive counseling and services. At 17 years of age, one fourth had become pregnant. Contraceptive use was 54% among sexually active adolescents, aged 15-19 years, pills being the most common method. Among adults, female sterilization was the most common method, followed by Intra Uterine Device (IUD) and pilL Condom use was low as well as the use of traditional methods. Low educational attainment was a strong determinant for lack of contraception. Age at sexual debut and age at first pregnancy had been increasing, and fertility rate had declined in Nicaragua from the 1970s to the 1990s. The increase in women’s education was found to be the strongest explanatory factor behind this transition in fertility. Girls who had successfully completed at least 5 years of schooling had lower risk for early pregnancy. This protective effect of education was found for groups with high as well as low socioeconomic status. The background of adolescent pregnancy consists of a complex interaction of socio­economic, familial and cultural factors. Lack of political will to challenge current values, religious influence in sexual and educational issues, romanticism and lack of empowerment, especially among adolescent women, are also influencing elements. Contraceptive use is still low among sexually active teenagers in Nicaragua, and pregnancy follows soon after first intercourse. There is a strong need for family life education at schools and health services geared to adolescents. Non-use of contraception is associated with poverty and lack of education. The association between education and fertility decline, and the protective effect of education in preventing early pregnancies, even among poor families, indicates that education is a powerful tool in breaking the vicious cycles of poverty and early pregnancy.
digitalisering@umu
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47

Grichanik, Mark. "Many Hands Make Light Work: Crowdsourced Ratings of Medical Student OSCE Performance." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6706.

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Clinical skills are often measured using objective structured clinical examinations (OSCEs) in healthcare professions education programs. As with assessment centers, it is challenging to provide learners with effective feedback due to burdensome human capital demands. The aim of this dissertation was to evaluate the viability of using a crowdsourced system to gather OSCE ratings and feedback. Aggregating evaluations of student performance from a crowd of patient proxies has the potential to mitigate biases associated with single-rater evaluations, allow the patient a voice as the consumer of physician behavior, improve reliability, reduce costs, improve feedback latency, and help learners develop a mental model of the diversity of patient preferences. Crowd raters, recruited through Amazon Mechanical Turk, evaluated a set of video-recorded performance episodes designed to measure interpersonal and communication (ICS) and physical exam (PE) skills. Compared to standardized patient (SP) and faculty raters, crowd raters were more lenient and less reliable, when holding the number of raters and spending constant. However, small groups of crowd raters were able to reach acceptable levels of reliability. Crowd ratings were collected within a matter of hours whereas SP and faculty ratings were returned in over 10 days. Learner reactions to crowdsourced ratings were also measured. Blind to the rater source, a majority of learners preferred the crowdsourced feedback packages over the SP and faculty packages. After learning about the potential value of crowdsourced ratings, learners were positive about crowd ratings as a complement to SP and faculty ratings, but only for evaluations of ICS (not PE) and only for formative (not summative) applications. In particular, students valued the volume and diversity of the crowdsourced feedback and the opportunity to better understand the patient perspective. Students expressed their concerns about privacy as well as the accuracy and quality of crowd ratings. A discussion of practical implications considers future best-practices for a crowdsourced OSCE rating and feedback system.
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48

Gillrell, Charlotte. "Scientific approach in clinical placement in nursing education -Phenomenographic study." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25194.

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Gillrell, C. Vetenskapligt förhållningssätt i verksamhetsförlagd-sjuksköterskeutbildning. Fenomenografisk studie. Examensarbete i omvårdnad 15 högskolepoäng. Malmö högskola: Fakulteten för hälsa och samhälle, Institutionen för Vårdvetenskap, 2015.Det är en utmaning för sjuksköterskestudenten att identifiera omvårdnadsbehov hos en patient. Aktuell studie har fokuserat på vad den handledande sjuksköterskan uppfattar vara centralt i ett vetenskapligt förhållningssätt i omvårdnadsarbetet och hur fenomenet förmedlas till sjuksköterskestudenter. Resultatet visade variation i syftet med ett vetenskapligt förhållningssätt. En del handledare uppfattade att syftet med fenomenet var att identifiera omvårdnadsbehov, andra menade att syftet var att utföra omvårdnad flexibelt utifrån faktakunskap och vad som var det bästa för patienten. Starkast stöd för målet med ett vetenskapligt förhållningssätt i omvårdnadsarbetet var att ge den bästa och säkraste vården för specifik patient. Fenomenet vetenskapligt förhållningssätt kunde förmedlas om den verksamhetsförlagda utbildningen gavs tid, utrymme och hade strukturerade läraktiviteter samt reflektion i handling, och på handling.
Gillrell, C. Scientific approach in clinical placement in nursing education. A phenomenographic study. Degree project in Care Science 15 credits. Malmö University: Faculty of health and society, Department of Care Science, 2015.It is a challenge for nursing students to identify the care needs of a patient. Current study has focused what the supervising nurse perceived to be the center of a scientific approach in nursing and how the phenomenon was communicated to the nursing students. The results showed variation in the purpose of a scientific approach. Some supervisors perceived that the purpose of the phenomenon was to identify care needs, others meant that the aim was to carry out nursing flexible based on factual knowledge and what was best for the patient. The strongest support for the goal of a scientific approach in nursing work was to provide the best and safest care for a specific patient. The phenomenon of scientific approach could be communicated, in the clinical placement, if given the time and space, and if the student had structured learning activities and reflection in action, and on action.
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49

Hedbrant, Johan. "Särimner : a computer model for diabetes education." Licentiate thesis, Linköpings universitet, Pediatrik, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-28265.

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In diabetes mellitus pancreas fails to produce insulin enough to maintain tissue utilisation of blood glucose. To maintain a normalised metabolism many diabetic patients have to provide insulin from injections or an infusion pump. The disease affects some percent of western population. The insulin provided by the patient has to be adjusted to food and physical exercise. This may be achieved by following rules from diabetes professionals, but also by self learning how food, insulin and physical exercise interact and influence the blood glucose. It seems that the patients who have this intuitive knowledge of the interactions are the ones who manages their diabetes treatment best and have the highest quality of life. The learning have, however, been performed by trial and error - to the price of severe inconvenience and bad metabolic control. A combination of computer science and diabetes physiology has resulted in the computer program Särimner. It is created to give the user a possibility to experiment with diabetes treatment. Food, insulin and physical exercise may be varied and the blood glucose is calculated. Sarimner provides a short-cut to obtaining knowledge since it allows experiments, stimulates discussions and let the user by himself formulate and test hypotheses regarding experienced problems. Since Särimner may be adjusted to look more alike an individual, the experiments are driven by the user's own curiosity. He may experiment with situations of importance to himself and finally make himself the expert of his own treatment situation. The way Särimner is designed, allows interested users to get "under the skin" of the model and study details in the physiological processes. This transparency makes it possible to search for explanations to treatment phenomena. One drawback with the model is that it is quite complex and requires some knowledge from a user with the ambition to understand all the processes. To measure the impact of Särimner training, 11 diabetic teenagers were evaluated with respect to metabolic control, emotional adjustment, focus of control, self-esteem and ability to discuss treatment phenomena. No control group was possible to recruit. The results indicated that the education had been useful for some individuals. They increased their knowledge and ability to discuss treatment situations, their sense of control over the diabetes treatment, their self esteem and furthermore Särimner education may have caused a reduction of diabetes related stress. However, an increased level of diabetes related guilt did occur in some individuals, possibly due to either increased knowledge or a more internalised focus of control. The models ability to look alike reality is depending on for which purpose it is used. Even though it would be theoretically possible to fit the model to an individual, such an experiment would not be performable in reality since Särimner requires input data from the physiology which is impossible to measure. The properties of the model are, however, adequate for illustrating several treatment situations on a phenomenological level.
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50

Krueger, Janice Maria. "Peer learning among family practice residents: Implications for instructional strategies and curriculum enhancement in medical education." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2454.

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Over the years, graduate medical education has changed in order to create learning environments to best prepare physicians. The present system of residency and hospital affiliation was the model adopted to give students opportunities for active learning along with lecture and observation. This study investigated the varied ways residents learn the knowledge, skills, and dispositions necessary for family practice. A within-site case study approach was used since this was a study of peer learning among family practice residents at a single community based hospital in a university affiliated network having an opposed program. A purposeful and typical case sampling strategy was used so that key participants provided information about their experiences with how the peer interactions among residents contributed to learning. The study had a sample of 11 residents progressing through this program and each participant was interviewed twice. Additional data were collected through observations of the morning and teaching rounds, an observation of the orientation session for new residents, and from program requirement documents. Each interview, observation, and document underwent content analysis for the identification of any emerging central themes or patterns and patterns were grouped according to recurring categories. Of particular interest were the themes that flowed from the interview and observation analysis for each resident class and the application of these themes to major learning theories. Matrix displays of themes that emerged between resident classes, of themes within the same resident class, and of the themes demonstrating relevant learning theories were developed and presented. Data analysis revealed themes categorized by learning process, achievement, identity as a physician, competence, and program improvement. The learning process consisted of various strategies, peer interactions, and use of resources. The within class analysis found varying degrees of strategies and peer interactions for each of the classes and the between class analysis found a progression of strategies, skills, achievement, identity, and changing peer interactions. Themes analyzed according to major learning theories demonstrated similarities to activity theory, social learning theory, and communities of practice. This study revealed that peer mentoring, coaching, and learning occurred within the context of a community of practice.
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