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Richards, Gates. "Teacher training for medical students and residents." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:126.
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Nestel, Debra. "Communication skills for medical students, doctors and dentists : a programme evaluation /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19657468.
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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.
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Stojakovic, Jelena. "Teaching intercultural communication competence in the healthcare context." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.
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Gellman, Gregg W. "Using web-based interactive multimedia to supplement traditional teaching methods : a pilot program for medical training of non-medical personnel /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FGellman.pdf.
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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2005.Thesis Advisor(s): Rudolph P. Darken, Samuel E. Buttrey. Includes bibliographical references (p. 142-143) Also available online.
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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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Millar, Bernadette Theresa. "Becoming and being: a critical realist study into the emergence of identity in emergency medical science students, and the construct of graduate attributes." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013175.
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This critical realist thesis seeks to understand how student, graduate and professional identities emerge in Emergency Medical Science (EMS) students at a South African University of Technology (UoT) as well as in professional paramedics in the Emergency Medical Care Services (EMCS). It further considers the construct of graduate attributes (GAs) and its relationship to emergence of identity and influence on curriculum design. The research design is that of a case study. The theoretical framework is critical realism whose depth ontology posits three domains of reality. Causal powers and generative mechanisms exist in the Real domain which cause events or phenomena to emerge in the Actual domain that are experienced in the Empirical domain. Using retroduction one may come to explore some of the causes for the event. Using Bhaskar’s concepts of identity, the self, absence and emergence, ontology and four-planar social being, a Bhaskarian explanatory framework of identity to explore the emergence of identity has been created. In exploring graduate attributes, a critical realist question is posed: “What must the world be like for GAs to exist” to explore the possibilities of the existence of GAs. It was found that student identity emerges diachronically in three moments, while professional paramedic identity starts to emerge during the third year of study mainly through the structure, culture and agency of workplace-based learning. In answer to the critical realist question it was found that GAs emerge from the neoliberalist commodification of universities. In seeking an alternative to GAs, traits and attitudes were explored. It was found that these emerge from curriculum, interplay of departmental structure, culture and agency of and from students’ being which makes them ontologically radically different from GAs. This study concludes that student, graduate and professional identities emerge from a person’s core constellational identity diachronically within four-planar social being and the interplay of structure, culture and agency. GAs cannot be related to the emergence of identity and curriculum design because of their ontology; however, if traits and attitudes are substituted for GAs, a close relationship does exist between emergence of identity, traits and attitudes and curriculum design.
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Du, Plessis Lisanne. "Computer-based learning for the enhancement of breastfeeding training for South African undergraduate dietetic students." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/619.
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Enfield, Kyle B. "Factors influencing medical students and residents to pursue careers in clinical research a systematic review /." Oklahoma City : [s.n.], 2003. http://library.ouhsc.edu/epub/theses/Enfield-Kyle-B.pdf.
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Choo-Kang, Pik Choi. "The concern about death and the coping strategies of teaching staff in a special school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B43895384.
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Van, Tonder Bernardus Hermanus. "An investigation into the validity and reliability of an instrument for the assessment of clinical performance during work integrated learning of emergency medical care students at the University of Johannesburg." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2610.
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Thesis (MTech (Emergency Medical Care))--Cape Peninsula University of Technology, 2016.Background - As emergency medical care students approach the exit level of their four-year qualification, additional focus get placed on assessment of their ability provide patient care in the real world pre-hospital emergency care environment. Upon graduation, there is no opportunity for newly graduated emergency care practitioners to complete an internship programme. The assessment of clinical competence is therefore regarded as a critically important and invaluable activity within the academic unit. Academic staff within the Emergency Medical Care department at UJ recognised the need for the development of a standardised assessment instrument to purposefully assess pre-hospital clinical performance and developed an assessment instrument referred to as the University of Johannesburg Clinical Performance Assessment Instrument (UJ CPAI). Having developed the UJ CPAI it became necessary and important to scientifically investigate and evaluate the extent to which the CPAI (as a newly developed instrument) meets the requirements of what is considered to be a "good assessment instrument". For this reason investigation of the validity, reliability and end-user support for the implementation of the UJ CPAI became the central aim and focus of this study.
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Bosman, Justice Selvyn. "Principles of physics implicit in emergency medical rescue education and operational practice: a case study of motor vehicle related rescue." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2967.
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Thesis (Master of Emergency Medical Care (MEMC))--Cape Peninsula University of Technology, 2019Introduction: Road traffic injuries are the ninth leading cause of death globally. Projections indicate that without new and sustained commitment globally to preventing such injuries, the situation will only worsen. Motor vehicle rescue does not lend itself to the prevention of road traffic incidents but through ensuring that all incidents are managed using sound evidence could contribute in positive outcomes for victims. It is unknown what contribution rescue education makes to the body of medical rescue knowledge in South Africa. Aims: The aim of this research was to investigate the relevance and scope of the principles of physics within medical rescue specifically in the context of motor vehicle rescue. It appears that current traditional methods of presenting rescue training, which is mainly procedural and technical, may contribute to 'segmented' learning. Research Methodology: Using an interpretive research design, multiple qualitative methodologies were employed. This methodological triangulation was intended to improve construct validity and trustworthiness of findings. A modified Delphi process through which questionnaires was repeatedly distributed to rescue experts was employed. Process tracing was used to evaluate the developed typical motor vehicle rescue case scenario narrative for underpinnings of the principles of physics. The Bachelor Emergency Medical Care Physics and Extrication subject guides was evaluated for its educational alignment during the document analysis. Legitimation Code theory as a theoretical framework was utilised to appraise the knowledge gap. Results & Discussion: Motor vehicle rescue incident may not always present in a similar manner due to various factors and influences. Development of the typical motor vehicle case narrative from which its physics principles could be identified was imperative. Most motor vehicle rescue related training occur with the vehicle in the upright orientation on all four wheels. This manner of frequent training may restrict rescue practitioners from moving beyond their 'typical' training knowledge when the situation presents a typical. The thematic document analysis of the BEMC Physics and Extrication subject guides lacked the necessary coherence which is required for a professional degree. It was deemed void of certain threshold concepts and structure which would allow the student to move between the theoretical and contextual knowledge. Motor vehicle rescue subject guides and most textbooks on the topic leaned towards a procedural and very technically detailed pedagogy, to the extent that it could contribute to segmented learning. Conclusion: Developing curricula that is underpinned by a theoretically sound evidence base would promote credibility of a qualification. Curricula by design inform the teaching, learning and the competencies which would ultimately be assessed. Professional degrees are intended to develop practitioners who would graduate with the knowledge and competencies to adapt to situations. In addition, graduate attributes of lifelong learning, reflective practice and the ability to contribute to the development of new knowledge is secondary to the goal of qualification attainment.
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Choo-Kang, Pik Choi, and 曹碧彩. "The concern about death and the coping strategies of teaching staff ina special school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895384.
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Colley, Kay Lynne. "Latino success stories in higher education: A qualitative study of recent graduates from a health science center." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3687/.
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This study used qualitative research, particularly life history analysis, to determine the personal pathways of success for Latino students who chose to enter a health science center for graduate study and who graduated. By giving voice to individual success stories of Latino students, some of the influences on the life pathways of these graduates were determined. For the purposes of this study, success was defined as graduation from a health science center with either a doctor of philosophy, doctor of public health or doctor of osteopathic medicine degree. Four research subjects agreed to participate in this study from a possible 11 students from the graduating class of 2004-2005 at this health science center. Data were gathered through multiple in-depth interviews of the students themselves over a period of no more than one month for each participant. Data were analyzed using the mind mapping technique and Padilla's unfolding matrix. Findings indicate that each participant traveled a different pathway to achieve educational success although similarities did exist across participants. The influences of family background, cultural background, educational background and personal perceptions and goals did affect the pathways of these four Latino graduates. While three of four participants indicated that family was the most important influence on their academic success, all participants related the importance of family to their success, although their definitions of family seemed to vary and included the concepts of education, culture, and personal perceptions and goals. The concepts of family support of education and a culture of education within the family unit emerged as similar themes among study participants. Other similarities among participants were a high academic self-concept, a strong internal locus of control, the ability to create academic community, and a positive view of potentially negative situations. Individual themes emerged from the narratives within each category for each participant. The impact of previous studies on student success, using undergraduate models, was reviewed, and one influence was found among the study participants that had not been used in previous models - health. Implications of findings from this study for educational policy, programs, and practice are discussed.
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Yeung, Suk-ching Stephenie, and 楊淑貞. "The effectiveness of educational programs to improve the knowledge andcompliance of healthcare workers towards standard precautions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012180.
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Matarucco, Cristina Rocha. "Desafios da educação pedagógica permanente do médico para o exercício da docência." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21697.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:52:24Z
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Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5)Made available in DSpace on 2018-12-11T11:52:24Z (GMT). No. of bitstreams: 1 Cristina Rocha Matarucco.pdf: 2492721 bytes, checksum: 8add4350d11de174f7b46443644fc60d (MD5) Previous issue date: 2018-10-31
Centro Universitário de Votuporanga – UNIFEV
Introduction: It is crucial to implement continuous professional development in universities to develop skills and competencies in doctors who are professors taking into account the new curricular guidelines and the increasing opening of new medicines courses. Objective: Analyze the continuous professional development of professors of the medicine course of Centro Universitário de Votuporanga (UNIFEV); identify potentialities and difficulties in the continuous professional development of professors of the medicine course of UNIFEV; verify the applicability of such development in the teaching process and propose improvements in the continuous professional development of professors of the medicine course of UNIFEV. Methodology: Descriptive quantitative research with nine doctors who are professors that participated in the teaching training program of UNIFEV using guiding questions and reports obtained in the focus group. The reports were analyzed by means of the content analysis methodology. Results: Time constraints, the lack of previous scheduling, recognition and motivation, as well as the absence of a minimum require attendance were some of the aspects identified as obstacles for the participation in continuous professional development. The facilitating aspects were: the use of new methodologies, the exchange of experiences, the opportunity and need of learning among others. The applicability was in the field of the different active methodology techniques and of the evaluation of the teaching-learning process. The contributions for the improvement of continuous professional development were related to scheduling and feedback of its applicability. Conclusion: The continuous pedagogical development for professors has contributed to the medicine course. Based on the results, we suggest changing schedules according to doctor’s availability, incorporating hybrid teaching and addressing specific themes according to professors’ needs
Introdução: A necessidade da capacitação docente do médico, associada ao desenvolvimento de habilidades e competências desses profissionais frente às novas diretrizes curriculares e à crescente abertura de novos Cursos de Medicina, tornou imprescindível a implantação da Capacitação Permanente nas Universidades. Objetivo: Analisar o processo de capacitação permanente dos docentes do Curso de Medicina do Centro Universitário de Votuporanga (UNIFEV); identificar potencialidades e dificuldades no processo de capacitação permanente dos docentes do curso de Medicina da UNIFEV; verificar a aplicabilidade na prática docente e propor melhorias na capacitação permanente dos docentes do curso de Medicina da UNIFEV. Método: Pesquisa qualitativa descritiva realizada com nove docentes médicos que participam do programa de capacitação docente da UNIFEV utilizando-se perguntas norteadoras e relatos colhidos através de grupo focal. Os relatos foram analisados pelo método análise de conteúdo. Resultados: Dentre as várias categorias identificadas, a indisponibilidade de tempo, falta de agendamento prévio, ausência de reconhecimento e motivação e falta de cobrança por assiduidade foram alguns dos aspectos apontados como dificultadores da participação nas capacitações. Os aspectos facilitadores foram os seguintes: o uso de novas metodologias, a troca de experiências, oportunidade e necessidade de aprender, dentre outros. A aplicabilidade mostrou-se no domínio das diferentes práticas de metodologias ativas e de avaliação do processo ensino-aprendizagem. As contribuições para o aprimoramento da capacitação foram em relação a agendamentos e devolutiva da sua aplicabilidade. Conclusão: A capacitação pedagógica continuada para os docentes tem contribuído para o curso de medicina. Diante dos resultados, sugere-se que se realizem mudanças na acessibilidade em relação a horários, incorporação da estratégia de ensino híbrido e direcionamento de temas específicos para as necessidades dos docentes
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Hernandes, Mauro Esteves. "Análise do processo de transição de médico a docente." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20926.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-26T12:27:23Z
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Mauro Esteves Hernandes.pdf: 1344694 bytes, checksum: 2390d3e0a4a9e6e6e99d80cbff005323 (MD5)Made available in DSpace on 2018-03-26T12:27:23Z (GMT). No. of bitstreams: 1 Mauro Esteves Hernandes.pdf: 1344694 bytes, checksum: 2390d3e0a4a9e6e6e99d80cbff005323 (MD5) Previous issue date: 2018-02-09
Introduction: The complexity of becoming a professor at the Medical School has been cause for concern in recent decades among professionals in the field. However, few studies and case reports have been published. Progressively during the physician’s professional career, there is possibility of improving his scientific knowledge in a specific field and at a given moment, he is faced with the possibility of becoming a professor, often without adequate pedagogical knowledge to develop such a function, which consequently impacts the quality of the learning process. Objective: To analyze the transition from community physician to a Medical School professor in a university located at northwest of Sao Paulo, as well as assessing the physician’s perceptions and feelings related to the implementation of the course with active methodologies and whether there is a difference between the curricular units. After approval of the Research Ethics Committee, two different samples of medical professors were obtained from two different curricular units from the medical school: Training of Medical Abilities and Attitudes (THAM) and Tutorial Module (MT). Qualitative data was obtained in two different moments and the groups answered a total of four questions. The analysis of the data content was based on Bardin (2011). Conclusion: The perception of how different these performance spaces are was unanimous. They feel able to the professional activity and unable to teaching. The short time for teaching activity caused fear, anguish, anxiety and insecurity, exacerbated by the lack of preparing for that. The skills and learning acquired during the accomplishment of the Professional Masters in Education made the construction of the pedagogical process easier. The teaching activity impacted the life of the medical professional since the moment that it provoked the reflection and changes of behavior in their professional practice
Introdução: A complexidade de tornar-se médico docente em Curso de Graduação em Medicina tem sido motivo de preocupação nas últimas décadas entre profissionais da área. Entretanto, poucos estudos e alguns relatos de experiência têm sido publicados. No decorrer de sua carreira profissional, o médico progressivamente tem a possibilidade de aprimorar seus conhecimentos científicos na sua área de atuação e em determinado momento, deparar-se com a possibilidade de tornar-se docente, muitas vezes sem condições pedagógicas suficientes para desenvolver tal função e, consequentemente, trazer implicações na qualidade que envolve o processo de ensino aprendizagem. Objetivo: Esta pesquisa visa analisar o processo de transição de médico a docente em um centro universitário do noroeste paulista, bem como analisar as percepções e os sentimentos dos docentes a respeito da implantação do curso com metodologias ativas e se há diferença entre as unidades curriculares. A amostra de conveniência foi constituída por docentes médicos de duas unidades curriculares distintas do curso de Medicina: Treinamento de Habilidades e Atitudes Médicas (THAM) e Módulo Tutorial (MT) após aprovação do Comitê de Ética em Pesquisa. Utilizou-se a técnica de grupos focais em dois momentos para obtenção dos dados qualitativos. Os grupos responderam a quatro perguntas. A análise dos conteúdos dos dados fundamentou-se em Bardin (2011). Conclusão: Foi unânime a percepção do quão distintos são estes espaços de atuação. Sentem-se preparados para a atividade profissional e despreparados para a docência. O tempo reduzido na docência trouxe sentimentos de medo, angústia, ansiedade e insegurança, exacerbados pela falta de preparo para a docência. As capacitações e o aprendizado adquirido durante a realização do Mestrado Profissional em Educação foram facilitadores no processo de construção pedagógica. A docência trouxe impacto na vida do profissional médico a partir do momento que provocou, nestes docentes, reflexão e mudanças de comportamento na sua prática profissional
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Grobler, Ilze. "Co-constructing knowledge in a psychology course for health professionals a narrative analysis /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06212007-121700.
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Terkildsen, Sheryl Ramona. "End of life nursing education consortium grant implementation project." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2324.
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This project addressed the continuing education needs of nursing staff and other health care professionals for delivering competent and compassionate palliative or end of life care. The scope of the project included, writing a grant application, training and certification by the end of life Nursing Education Consortium and implementing an education program for staff at the Loma Linda Veterans Affairs medical center.
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Stilp, Curt Carlton. "Rural Interprofessional Health Care Education: a Study of Student Perspectives." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3624.
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As the cost for health care delivery increases, so does the demand for access to care. However, individuals in a rural community often do not have access to the care they need. Shortages of rural health care professionals are an ever-increasing problem. The Affordable Care Act of 2010 sought to increase health care access by focusing on team-based care delivery. Thus, the need to educate health care students in the fundamentals of team-based practice has led to an increased emphasis on Interprofessional Education (IPE). While past research focused on urban IPE, a literature gap exists for the effects of a rural team-based educational experience on practice location decisions. This study examined how rural IPE influenced health profession students' perspectives of what it means to be a member of a rural health care team and explored what factors go into making decisions of where to live and provide care. Motivational Theory provided the framework for a mixed methods approach with data from student reflective journaling and a post-experience Q sort. Analysis yielded important understandings about the impact of rural IPE. Accordingly, having a rural IPE experience provided positive motivation for returning after graduation. Further, the time spent in rural IPE generated understandings of what it means to live and provide care to a rural community. One important new discovery gained is the clinical setting is not where most IPE took place. As a result, social interactions with fellow students and community members achieved the goals of rural IPE. Despite these influential findings, noted barriers to genuine rural IPE persisted. In the end, students, educators, and rural health care professionals need to be aware of the multiple factors that guide decisions of where to live and provide care.
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Moore, Bridgit R. "Assessing Allied Health and Nursing Post-Secondary Career and Technical Education Teacher Attitudes and Beliefs About Reading." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4757/.
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This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.
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Munro, Susan 1938. "The education of the health care professional in terminal care in the light of the emotional impact of the nature of the work /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65973.
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Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.
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Doetsch, Jane Marie. "Initial planning of a school-based clinic: pilot project in the Moreno Valley Unified School District." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/539.
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Law, Lik-hang Darick, and 羅力恒. "Attitudes toward rape and sexual assault: a comparative analysis of professional groups in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.
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Parent, Florence. "Déterminants éducationnels et facteurs favorables à une meilleure adéquation entre formation et compétences attendues des professionnels de la santé dans les organisations de santé en Afrique: étude sur la gestion et le développement des ressources humaines en santé." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210866.
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La problématique des ressources humaines est complexe. Elle a donc besoin de cadres conceptuels pour décoder la réalité et cerner les limites de ses actions. La présentation d'un cadre théorique qui questionne les niveaux d'adéquation entre formation et compétences attendues des professionnels de la santé (à la fois dans le champ de la santé et dans celui de l'éducation) est l’aboutissement d'une réflexion sur la formation appréhendée comme voie d’accès à l’innovation, elle-même levier de changement dans la gestion des ressources humaines en santé. La démarche systémique appliquée à cette problématique et dans plusieurs contextes permet une action cohérente aux niveaux national, régional et local, tout en respectant la complexité de l’ensemble ainsi que les contraintes relatives aux mécanismes des marchés internationaux. L'importance du processus et de l'ensemble des acteurs concernés par le changement est analysée, mettant en évidence plus particulièrement la nécessité d’une appropriation, dès le départ, d’un cadre de référence et de sa mise en œuvre par les enseignants et les équipes de directions aux différents niveaux institutionnels. L’adéquation des programmes à leurs contextes d’application et le renforcement des compétences des professionnels sont les questions centrales posées par cette recherche à travers la mise en œuvre de l’approche par compétences et des pédagogies actives. Les finalités sont celles de la mise en évidence des mécanismes, facteurs et visions nécessaires à l'amélioration de la formation des professionnels de santé et la promotion d’un « enseignement – apprentissage » favorable à l'intégration des principes d’actions de promotion et d'éducation à la santé. Ces finalités sont au centre des résultats recherchés dans ces vastes chantiers. Elles réclament un travail de fond sur la question du sens des apprentissages, dont la mise en réseau avec des centres de formation et d'expertise, ainsi que le développement de l'autonomie d'une masse critique de professionnels de santé. Parmi ces derniers, les infirmier(ère)s de première ligne sont responsables dans de nombreux contextes de plus de 80 % de l'offre de services. L'application de cette approche sur plusieurs terrains d'actions viendra renforcer les cadres théoriques et la méthodologie proposés.
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Cette thèse est articulée de manière à présenter des articles sur la formation et la gestion des ressources humaines en santé dans un ensemble cohérent. Certaines redondances dans la présentation des contextes et des méthodes sont de ce fait inévitables. Chacune des parties commence par une introduction et un cadrage qui devraient permettre de se situer quant aux objectifs et aux contenus spécifiques de la partie concernée. Un débat peut ouvrir une partie tout comme une discussion peut la clore. Dans un souci de lisibilité, un lexique propre à cette thèse est donné en annexe, plus particulièrement aux champs de la pédagogie (annexe 1) et de la santé publique (annexe 2). Les mots et concepts qui se trouvent dans ce lexique sont soulignés la première fois qu’ils sont rencontrés dans le texte (à l’exception des articles).
Doctorat en Sciences de la santé publique
info:eu-repo/semantics/nonPublished
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Cassidy, Keely Marie. "Embryology in medical education: a mixed methods study and phenomenology of faculty and first year medical students." Diss., 2015. http://hdl.handle.net/1805/10459.
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Indiana University-Purdue University Indianapolis (IUPUI)The anatomical sciences are experiencing a notable decrease in the time and resources devoted to embryology in North American medical education. With more changes assured, it is necessary to investigate the current trends in curriculum, pedagogy, and related experiences of embryology teachers and learners. To address these concerns, the researcher developed two online mixed methods surveys: one for current anatomy and embryology faculty and another for first year medical students. The faculty survey was followed by interviews with volunteers from that cohort. The researcher used a grounded theory methodology to analyze the qualitative components of the surveys, and descriptive statistics to analyze the quantitative components of the surveys. Both the faculty and student surveys illuminated the vast differences between the explicit, implicit, and null curricular components found in the numerous medical education programs represented. A combined grounded theory methodology and phenomenological approach was used to analyze the interviews with faculty. This generated a lived experience narrative of the phenomenon of teaching embryological content to medical students in the modern world, which led to a better understanding of the needs and challenges that face this subject matter and those who teach it. In this fluid era of medical education reform and integration, the perceptions and experiences of anatomy and embryology faculty and first year medical students are invaluable to assessing the curriculum and pedagogy of this foundational anatomical science and formulating evidence-based recommendations for the future.
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Cockerill, Jacqueline Anne. "Teaching non Zulu-speaking medical students to communicate with Zulu- speaking patients in the out-patients department : the formulation and rationale of a Zulu for specific purposes (ZSP) second language syllabus for the medical consultation setting." Thesis, 2002. http://hdl.handle.net/10413/3044.
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Madill, A., and Paul W. Sullivan. "Medical training as adventure-wonder and adventure-ordeal: a dialogical analysis of affect-laden pedagogy." 2010. http://hdl.handle.net/10454/6075.
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Our purpose is to examine the possibilities of Bakhtinian dialogical analysis for understanding students' experiences of medical training. Twenty-three interviews were conducted with eleven British medical students intercalating in psychology. Forty emotionally resonant key moments were identified for analysis. Our analysis illustrates students' use of the professional genre to present their training as emotionally neutral. However, we show how medical training can be framed in more unofficial and affective-laden ways in which threshold moments of crisis are presented as space-time breaches characteristic of the genres of adventure-wonder and adventure-ordeal. This affect was often depotentiated in the narratives through brief allusion to the professional genre. This cycling between genres suggests that the students were searching for an appropriate way in which to frame their experiences, a central dilemma being the extent to which medical training makes sense within an immediate and affect-laden, or future-orientated and affect-neutral, pedagogy. Finally, we identify how consultants are an important aspect of the affective experience of medical training who, at their best, offer inspiring exemplars of flexible movement between official and unofficial ways of being a doctor. In conclusion, we demonstrate the potential of genres to make sense, and to organize the experience, of medical training spatially in terms of moving between personal and impersonal contact, temporally in terms of moving between the extraordinary and routine, and affectively in terms of moving between potent and neutral affect. Learning to use the professional genre is part of enculturation as a doctor and can be helpful in providing a framework restoring coherence and composure through engaging with, and reformulating, difficult experiences. However, it is important to take seriously the resistance many of the students demonstrated to the professional genre as a possible barometer of its acceptability to the general public.
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Moreira, Ana Catarina Fernandes. "Medical students' conception of elder abuse." Master's thesis, 2018. http://hdl.handle.net/10316/82544.
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Trabalho Final do Mestrado Integrado em Medicina apresentado à Faculdade de MedicinaIntrodução: O papel dos profissionais de saúde em diagnosticar e gerir o abuso de idosos tem sido destacado por muitos autores, no entanto muitos destes casos continuam sub-diagnosticados e subestimados. Foi também reconhecida a importância de treinar e educar profissionais. Este estudo tem como objetivo investigar a sensibilização e o conhecimento dos alunos em aspetos selecionados sobre abuso de idosos e procurar eventuais diferenças entre os que iniciam e os que terminam o curso, que podem ser atribuídas à formação académica.Materiais e métodos: Um questionário foi desenvolvido e distribuído pelos alunos do 1º e 6º ano da Faculdade de Medicina da Universidade de Coimbra, Portugal. Os dados adquiridos incluíram parâmetros relacionados com características sociodemográficas, epidemiológicas, de gestão e intervenção, de educação teórica e prática sobre este assunto e da análise de um caso fictício (com base numa versão modificada do Questionário de Cenário de Cuidador). A amostra consistiu em 261 alunos de ambos os anos.Resultados: Quase todos os estudantes (96,9%) consideraram que é importante para a sua prática clínica futura a abordagem deste tema na sua formação médica. A maioria dos alunos do 6º ano (87,7%) sentiram que precisavam de uma abordagem mais profunda do que a que lhes foi dada. A maioria dos estudantes do 6º ano acreditava que os profissionais de saúde são obrigados a denunciar todas as suspeitas de abuso e se o idoso descrever abuso. Os alunos do 6º ano poderiam ser considerados mais conscientes e com mais conhecimento sobre outros aspetos de abuso de idosos. Importante ressalvar a grande proporção de estudantes do 6º ano que responderam que não se sentiam preparados para diagnosticar ou gerir casos de abuso de idosos (73,6% versus 64,1% e 82,6% versus 65,7%, respetivamente).Discussão: Embora os estudantes do 6º ano estejam mais sensibilizados para abuso de idosos, nomeadamente no que se refere ao diagnóstico e gestão destes casos, comparativamente aos alunos do 1º ano, ambos os grupos revelaram incerteza sobre se eram obrigados a relatar todos os casos de abuso de idosos e sentiram que precisavam da certeza absoluta do abuso antes de o relatar, fatores estes que foram alguns dos identificados como responsáveis pela diminuta denúncia por profissionais de saúde. No geral, parece haver uma necessidade de uma educação mais profunda para aumentar a confiança do (futuro) profissional.Conclusões: Este estudo revelou que os futuros profissionais de saúde parecem conscientes da importância do abuso de idosos, no entanto, sendo de particular relevância, os alunos do 6º ano não se encontravam preparados para gerir estes casos e reconheceram que é necessária mais formação sobre este assunto.
Introduction: The role of health professionals on diagnosing and managing elder abuse has been highlighted by many authors, however many cases remain underdiagnosed and underreported. It has also been recognized the importance of training and educating professionals. This study aims to investigate students’ awareness and knowledge on selected aspects of elder abuse and search for eventual differences between those beginning and those finishing the course, which could be attributed to academic formation.Materials and methods: A questionnaire was developed and distributed to 1st and 6th year students of the Faculty of Medicine, University of Coimbra, Portugal. Data collected included parameters related to socio-demography, epidemiology, management and intervention techniques, theoretical and clinical training on this subject and fictional case analysis (based on a modified version of the Caregiving Scenario Questionnaire). The sample consisted of 261 students from both years. Results: Almost all students (96.9%) consider that it is important for their future clinical practice to address this issue in medical school. Most of 6th year students (87,7%) felt that they needed a deeper approach than the one that was given to them. The majority of the 6th year students believed that health professionals are obliged to report all suspicions of abuse and if the elder describes abuse. 6th year students could be considered overall more aware and knowledgeable of other aspects of elder abuse. Worth noting the higher proportion of 6th year students that answered not feeling prepared to diagnose or manage cases of elder abuse (73,6% versus 64,1% and 82,6% versus 65,7%, respectively). Discussion: Although 6th year students showed increased awareness on elder abuse, namely on diagnosing and managing aspects, than 1st year students, both groups revealed uncertainty of whether they are obliged to report cases of elder abuse and felt that they needed to be absolute sure of the abuse before reporting, which are some factors identified for underreporting by health professionals. Overall, there seems to be a need for more profound education to boost the (future) professional’s confidence.Conclusions: This study reveals that future health professionals seemed aware of the importance of elder abuse, however, being of particular relevance, 6th year students did not find themselves yet prepared to manage such cases and acknowledged further formation is required.
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Lee, Tzu-Hsien, and 李姿嫻. "The Effectiveness Evaluation of the Medical and Nursing E-learning System for Medical Personnel: A Local Teaching Hospital in Kaohsiung." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/zrj778.
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碩士嘉南藥理科技大學
醫療資訊管理研究所
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Background: The way to learning medical clinical knowledgr and information with electronic facilities (abbreviate to e-learning) is more and more popular in hospital recently. There are hastily progress for the e-learning development of medical industries. Since year 2002 to 2007. The National Science & Technology Program start to focus on the general educational way of e-learning in 2002 year, and the teaching hospital had to prepare the internet teaching equipment that was new hospital accreditation that teaching hospital should have e-learning. The last decade, e-learning development in hospital has made a mighty advance. However, previous studies have shown that there are still many restrictions on e-learning. Aim: This study would like to evaluate the effectiveness of e-learning use, and investigate the main factor in use of e-learning effectiveness. Motheds: This survey research is based on Technology Acceptance Model (TAM), integrating with Information System Success Model (I/S Success Model) and Self-determination Theory (SDT). The questionnaire survey carried out in two stages. Results: The results shows that system quality, information quality, computer & internet competence, perceived autonomy support, perceived competence, perceived relatedness, and perceived usefulness will affect the effectiveness of e-learning. Discussion and suggestion: To integrate TAM with I/S Success Model is better than SDT. System quality and information quality are the most important in building e-learning on hospital. Second, the computer & Internet competence for medical personnel are also influential when managers want to build e-learning system in hospital.
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"Nutrition Course and Culinary Demonstrations To Increase Perceived Importance of Nutrition in Medical Students." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.54810.
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abstract: Healthy lifestyle behaviors including quality nutrition have been shown to successfully prevent chronic disease or minimize symptoms. However, many physicians lack the knowledge and skills to provide adequate nutrition counseling and education for their patients. A major component of this problem is that medical schools are not required to teach nutrition education. The purpose of this feasibility study was to compare the changes in the perceived importance of nutrition in the medical field in medical students before and after participating in a week-long interactive nutrition course in order to determine if a week-long course can positively influence students’ perceptions of nutrition. Ultimately by changing these perceptions, medical students may be able to better help patients prevent chronic disease. The participants were first year medical students at the Mayo Clinic School of Medicine (Scottsdale, AZ) who chose to participate in this medical school “Selective”. The study included a five-day curriculum of case-studies, lectures from specialized health professionals, and a cooking class led by a chef who trained in France. An anonymous pre- and post-study questionnaire with five-point Likert scale questions was used to measure changes in attitudes. The data suggest that students’ perceptions regarding the importance and relevance of nutrition in the medical shifted slightly more positive after attending this Selective, although these shifts in attitude were not statistically significant. Limitations of this study include a small sample size and selection bias, which may have decreased the potential of having significant results. Both of these factors also make the results of this study less generalizable to all medical students. This study supports the need for a larger experimental study of a similar design to verify that an interactive, evidence-based nutrition class and culinary experience increases medical students’ positive perceptions of nutrition in the medical field.Dissertation/Thesis
Masters Thesis Nutrition 2020
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Khoury, Leandra Ruth. "An evaluation of the use of an e-learning platform in complementing Xhosa language teaching and learning as an additional language." Diss., 2015. http://hdl.handle.net/10500/20070.
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Within medical facilities in South Africa, including the Western Cape, language barriers often exist between healthcare professionals and their patients. This can cause a barrier to efficient patient treatment. In order to address this problem, educational institutions in the Western Cape have started to introduce Xhosa language facilitation for healthcare professionals. In order to facilitate the learning of this additional language, the use of e-learning as a complement to traditional classroom lectures was investigated. The students who participated in this Xhosa language facilitation were specifically identified. This study was quantitative in nature and questionnaires were used. It was concluded that the combination of lectures and the complementary e-learning component helps to improve the student’s ability to learn an additional language, in this case Xhosa. Recommendations were made that would possibly alleviate the problem of language barriers in healthcare settings in the Western Cape.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Withy, Kelley. "Factors influential in recruitment to health careers in Micronesian students." Thesis, 2005. http://hdl.handle.net/10125/20429.
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Naidoo, Kathleen. "Continuing professional development : opinions, awareness and compliance challenges experienced by radiographers in KwaZulu-Natal, South Africa." Thesis, 2016. http://hdl.handle.net/10321/1781.
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Submitted in fulfillment of the requirements for the Master of Health Sciences in Radiography, Durban University of Technology, Durban, South Africa, 2016.Introduction: Continuing Professional Development (CPD) has been introduced as a means to ensure that professionals continuously update their knowledge and skills. In addition, CPD has become a mandatory requirement by the Health Professionals Council of South Africa (HPCSA). However despite CPD being mandatory, health professionals nationally and internationally alike have experienced numerous challenges obtaining the required CPD points/hours. Some of these challenges included lack of awareness of the CPD requirements, lack of available activities, lack of employer support, lack of funding and a lack of time to participate. No studies have been conducted amongst radiographers working in the province of KwaZulu-Natal (KZN), to determine if they are affected by similar challenges hence the need for this study. Purpose The purpose of this study was to identify the opinions, level of awareness, participation, and challenges related to CPD compliance by radiographers in KwaZulu-Natal, and to ascertain their suggestions for improvement to CPD practices in order to make recommendations to the HPCSA. Method A quantitative, descriptive research approach using a questionnaire with both open-ended and closed-ended questions was utilized. Radiographers from all four disciplines in Radiography, working in the province of KwaZulu-Natal were included in this study. A five point Likert scale was used for most of the closed questions. The open ended questions allowed respondents to express their opinions freely. The quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23.0. The inferential statistics included bivariate correlations and Chi-square testing. Open ended questions were analyzed by means of thematic analysis. Results Two hundred and ninety two questionnaires were administered and one hundred and forty six were returned which resulted in a 50% response rate. The mean age of respondents were 31.3 years. The majority of respondents were females (85.6%). Most of the respondents were diagnostic radiographers (80.8%) hence 59.6% were shift workers. Fifty percent of the respondents were employed in the public health sector. Respondent’s acknowledged the importance of CPD however majority indicated engagement due to the mandatory requirements by the council. The most common challenges identified were lack of funding and time. Suggestions for having formal polices in place and allocation for financial support were recommended. A number of respondents suggested having an online database for the systematic recording of CPD points in order to improve the audit process. In this study relationships between different variables were tested. It was noted that a progression in rank resulted in a greater level of agreement that CPD does improve professional competence. The infrequency of CPD engagement was directly affected by the difficulties associated with evidence and record keeping of CPD activities. The lack of funding was a greater challenge amongst the public health sector employees as opposed to the private sector. It was also noted that a lack of employer support affected how often respondents engaged in CPD activities hence support from employers was deemed crucial. Conclusion Radiographers working in KwaZulu - Natal were experiencing numerous CPD challenges. Suggestions were made to overcome these challenges as well as improving the auditing system by the HPCSA.
M
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Chang, Yan-Di. "Community of Reflective Practice: Clinical Education in Taiwan." Thesis, 2017. https://doi.org/10.7916/D8H41X5V.
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Medical practice entails lifelong learning of both the science and art of medicine. However, it is not easy to teach or observe what one has learned about the latter. Previous literature has found that learning during the clinical phase is influenced by both the macro, structural issues and micro, individual factors. This ethnographic study investigates the deliberate, systematic, and sustained effort of clinical education at a district hospital in Taiwan in order to find out how medical educators can train and retain caring and competent physicians. It focuses on the students’ experiences during their clerkship, formal and informal teachings such as ward rounds, teachings at the operating room, and fortnightly medical humanities discussions, as well as what the hospital has done to create a conducive environment for teaching and learning. Using a grounded theory approach, it uncovers the problems novices face in clinical practice and learning and effective techniques expert clinicians use in teaching. It concludes that the most effective and efficient education happens when learning is made explicit and visible, when teachers actively engage students in legitimate peripheral participation, when learners become self-directed in their endeavors, and when there is a community of reflective practitioners.
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Cermak, Radomir. "An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape." Thesis, 2016. http://hdl.handle.net/10321/1741.
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Submitted in fulfillment of the requirements for the Degree of Master of Health Sciences in Emergency Medical Care, Durban University of Technology, Durban, South Africa, 2016.Purpose Emergency care education and training in South Africa is experiencing an important transformation period, involving migration from short course based training to a newly proposed, formalised, three-tier qualification system, aligned with the Higher Education Sub-framework. Many existing and experienced holders of short course emergency care certificates face the challenge of gaining access to formal emergency care programmes without meeting the minimum entry requirements. Recognition of Prior Learning (RPL) will therefore become one of the key strategies for planned migration of short course graduates into professional learning programmes. However, the research reports on RPL practice in the field of emergency care are scarce. Hence, valuable lessons about RPL in emergency care programmes are missed. The purpose of this study is to explore the efficacy of RPL practice within the National Certificate: Emergency Care (NCEC) Programme in the Western Cape, through the experience of ambulance emergency assistants, who applied for RPL on the Programme and the paramedic educators involved in the facilitation and RPL assessment on the NCEC Programme. Methodology The design of this descriptive exploratory study was qualitative, and was set in the interpretative paradigm using a case study mode of inquiry. The qualitative data was collected through semi-structured focus groups, individual interviews, and document analysis. The participants were from Cape Peninsula University of Technology (CPUT), Department of Emergency Medical Sciences, and the Western Cape Government College of Emergency Care (WCCEC). Collected data was interpreted by means of thematic analysis, set against the context of the study objectives and the theoretical framework. Finding The study revealed three main themes related to RPL efficacy in the NCEC Programme. These included the need for RPL training for educators involved in RPL, lack of support and guidance for RPL assessors and participants, and the need for careful selection of RPL assessment methods. The document analysis highlighted the gap between a comprehensive and sound RPL policy document and the practical implementation of these policies. Conclusion and Recommendations The emergency care field requires greater awareness and information on RPL processes, principles, assessments, and requirements. The higher education institutions, as the sole providers of the newly proposed formal emergency care programmes need to consider building capacity for RPL by means of training and dedicating academic staff to RPL, and developing comprehensive RPL policies, in collaboration with relevant stakeholders in the field. RPL assessment methods need to be more diverse and tailored to the individual RPL claimants. Further research on RPL will ensure a fair, social inclusive and redressing process during the planned migration of emergency care education and training.
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McNamara, Timothy Francis. "Assessing the second language proficiency of health professionals." 1990. http://repository.unimelb.edu.au/10187/7110.
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This thesis reports on the development of an Australian Government English as a Second Language test for health professionals, the Occupational English Test (OET) , and its validation using Rasch Item Response Theory models.The test contains sub-tests of the four macroskills, each based on workplace communication tasks. The thesis reports on the creation of test specifications, the trial ling of test materials and the analysis of data from full test sessions.
The main research issues dealt with are as follows:
1. The nature of the constructs involved in communicative language testing. The term proficiency is analysed, and its relationship to a number of models of communicative competence examined. The difficulty of incorporating into these models factors underlying test performance is identified.
2. The nature of performance tests. A distinction is introduced between strong and weak senses of the term performance test, and related to the discussion in 1 above.
3. The content validity of the OET. This is established on the basis of a questionnaire survey, interviews, examination of relevant literature, workplace observation and test data.
4. The role of classical and Rasch IRT analysis in establishing the qualities of the test. Classical and Rasch IRT analyses are used to establish the basic reliability of the OET sub-tests. The Writing sub-test is shown to be somewhat problematic for raters because of the nature of the writing task involved. Analysis of data from the Reading subtest demonstrates the superiority of the Rasch analysis in the creation of short tests with a specific screening function.
5. The role of Rasch IRT analysis in investigating the construct and content validity of the test and hence of communicatively-oriented tests in general. Rasch analysis reveals that the sub-tests are satisfactory operationalizations of the constructs 'ESL listening/ speaking/ reading/ writing ability in health professional contexts. For the Speaking and Writing sub-tests, the analysis reveals that responses of raters in categories associated with perceptions of grammatical accuracy have a more important role in the determination of the candidate's total score than was anticipated in the design of the test. This finding has implications for the validity of communicatively oriented tests in general, and illustrates the potential of IRT analysis for the investigation of the construct validity of tests.
6. The appropriateness of the use of Rasch IRT in the analysis of language tests. The nature of the debate about 'unidimensionality' in Rasch analysis is reviewed. It is argued that the issue has been substantialy misunderstood. Data from the two parts of the Listening sub-test are analysed, and statistical tests are used to confirm the unidimensionality of the data set. It is concluded that Rasch analysis is appropriate for a language test of this type.
7. The behaviour of raters in the rating of oral and written production in a second language. The findings reported in 5 above suggest that the behaviour of raters is crucial to understanding what is being measured in a communicative test of the productive language skills.
The research demonstrates the value of Rasch IRT analysis in the empirical validation of communicatively oriented language tests, and the potential of large-scale test development projects for theoretical work on language testing.
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Tjallinks, Juanita Edith. "Enkele funksies van die verpleegdosent aan die verplegingskolleges sedert 1986." Thesis, 2014. http://hdl.handle.net/10210/12105.
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M.Cur.Over the years the field and scope of the Registered Tutor in South Africa has become more comprehensive. The nurse tutor's activities have extended from just the preparation of school leavers who entered professional training to the formal education of nurses at all levels of basic, post-basic and post-graduate nursing programmes and informal education, to highly experienced professional nurses in in-service and informal continuing education programmes. The nurse tutor's educational duties cover both the classroom and the various fields of nursing practice. She is therefore concerned with the educative process at a variety of levels. In the clinical teaching situation she might have to participate in health education activities for patients, clients and relatives and educate future and newly qualified nurse practitioners to fulfil their role as health educators, as well as instructors of students, pupils and assistant nurses. To some extent she also participates in the education of other health service personnel either at formal or at clinical instruction level. Since 1986 the nurse tutor's scope has further extended with the institution of the comprehensive four-year course. Her administrative functions namely planning, organisation, accompaniment and evaluation contributes to her main function teaching. The new course provides for the opportunity to use a variety of teaching methods besides the traditional lecture method. Also, she participates in curriculum building as well as the planning of her own syllabus. She now also has a greater input in the clinical field by guiding the students.
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Brouard, Pierre Waldemar. "Attitude change in a group of health professionals exposed to a three-day AIDS education course." Thesis, 1993. http://hdl.handle.net/10539/21514.
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A dissertation submitted to the Faculty of Arts
at the University of the Witwatersrand, Johannesburg,
in partial fulfilment of the requirements of
the degree of Master of Arts (Clinical Psychology).
March 1993There are many AIDS prevention programmes which are being conducted in South Africa at present. This research examined one specific programme to assess whether it resulted in a change in attitudes (to AIDS, to homosexuality and to the sexuality of black people), using the information processing approach to attitude formation and change of Fishbein and Ajzen (1975). [Abbreviated abstract. Open document to view full version]
MT2016
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Johnson, Liza. "The effectiveness of contracting bursary students to the Department of Health (KwaZulu-Natal) as a specialist skills retention strategy." Thesis, 2006. http://hdl.handle.net/10321/82.
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Thesis (M.B.A.)-Business Studies Unit, Durban University of Technology, 2006
xv, 200 leavesImbalance in the health workforce is a major challenge for health policy-makers, since human resources are the most important of the health systems input (Sanders & Lloyd) Several developed nations are increasingly relying on immigration as a means of coping with domestic shortages of health care professionals (Vujicic et al. 2004). The extent of migration and other losses of professional skills are difficult to quantify. However, the effects of these are multifaceted and have far reaching consequences for both the economy and the maintenance of health services in the country. The effects of this “brain drain” limit service delivery and limit the general population’s access to health services. The purpose of this study is to determine the effectiveness of contracting bursary students to the Department of Health (KwaZulu-Natal) as a specialist skills retention strategy.
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Hollingshead, Nicole A. "An investigation of medical trainees' self-insight into their chronic pain management decisions." Thesis, 2014. http://hdl.handle.net/1805/4842.
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Indiana University-Purdue University Indianapolis (IUPUI)While the majority of chronic pain patients report receiving inadequate care, there is evidence that female and Black patients receive less analgesic medications and treatment for their chronic pain compared to male and White patients, respectively. While treatment disparities have been evidenced in the literature, there is little understanding of provider-factors, such as their decision-making awareness and attitudes, which may contribute to the differences in treatment. This investigation employed quantitative and qualitative procedures to examine the relationship between patient demographics and chronic pain treatment variability, providers’ awareness of these non-medical influences on their decisions, and the extent to which providers’ gender and racial attitudes associate with their treatment decisions. Twenty healthcare trainees made pain treatment decisions (opioid, antidepressant, physical therapy, pain specialty referral) for 16 computer-simulated patients presenting with chronic low back pain; patient sex and race were manipulated across vignettes. Participants then selected among 9 factors, including patient demographics, to indicate which factors influenced their treatment decisions for the simulated patients and completed gender and racial attitude measures. After online study completion, follow-up semi-structured interviews were conducted to discuss the medical/non-medical factors that influence trainees’ clinical treatment decisions. Quantitative analysis indicated that 5%-25% of trainees were actually influenced (p<0.10) by patient sex and race in their treatments, and on the whole, trainees gave higher antidepressant ratings to White than Black patients (p<.05). Fifty-five percent demonstrated concordance, or awareness, between their actual and reported use of patient demographics. Follow-up McNemar’s test indicated trainees were generally aware of the influence of demographics on their decisions. Overall, gender and racial attitudes did not associate with trainees’ treatment decisions, except trainees’ complementary stereotypes about Black individuals were positively associated with their opioid decisions for White patients. During qualitative interviews, aware and unaware trainees discussed similar themes related to sex and racial/ethnic differences in pain presentation and tailoring treatments. We found that (1) a subset of trainees were influenced by patient sex and race when making chronic pain treatment decisions, (2) trainees were generally aware of the influence of patient demographics, and (3) trainees discussed differences in pain presentation based on patients’ sex and ethnic origin. These findings suggest trainees’ are influenced by patient demographics and hold stereotypes about patient populations, which may play a role in their decision-making.
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Pillay, Bernard Christopher. "A needs assessment for continuous professional development for South African advanced life support providers." Thesis, 2011. http://hdl.handle.net/10321/728.
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Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011.South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.
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Bhengu, Lindiwe Rejoice. "Graduate ancillary health care workers' perceptions of the ancillary health care learnership programme in eThekwini District." Thesis, 2014. http://hdl.handle.net/10413/11068.
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Aim
The aim of this study was to describe ancillary health care workers’ perceptions of the
Ancillary Health Care Learnership programme, and their current employment status within
the health care sector.
Methods
A non-experimental cross sectional survey was used that incorporated complementary mixed
method data collection (Balnaves & Caputi, 2001; Polit & Beck, 2010). Quantitative data
collected during the first phase, a telephonic interview assisted self-report questionnaire was
used to inform semi structured focus group interviews that took place during the second
phase to obtain richer descriptions and explore response and results of the phase 1 cross
sectional survey (Bell, 2005). A Convenience sample of ninety two (n=92) was achieved for
the telephonic interview assisted self- report questionnaire, and was substantially lower that
the number of potential participants (N=200). Purposive sampling was used to obtain fifteen
(N=15) potential key informant participants, a final sample of nine (n=9) achieved for the
focus group interviews.
Results
The research revealed that majority (69%) of participants had their expectations of the course
met. Subjects such as agriculture and business plan were perceived as not valuable and
participants recommended that these be removed from the course. Computer course
information was seen as and needed addition in order to bridge the skills gap and improve the
opportunities for employment.Despite particpants perceptions of the course being met,
expectations regarding emplyment were not. Employment rates were low, specifically within
the health care sector.
Conclusion and Recommendations
The Ancillary Health Care Programme has not assisted the graduates in gaining employment.
The review of the Ancillary Health Care Programme and some of the unit standards is one of
the recommended options that can be done to improve the employment opportunities.Theses (M.N.)-University of KwaZulu-Natal, Durban, 2014.
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Malwela, Thivhulawi. "Integration of midwifery nursing science theory with clinical practice in selected training hospitals of Vhembe District, Limpopo Province." Diss., 2015. http://hdl.handle.net/11602/249.
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Full textAbstract:
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.