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1
Waddington, Keirrie L. "New Graduate Residency." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825506.
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<p> <b><u>Background:</u></b> Shortly after the graduate nurses’ orientation period, the expectation is to rapidly function as a competent nurse. With this expectation, the graduate nurse experiences stress when attempting to quickly make the transition from student to practicing professional nurse. New nurses report that the primary reason they are leaving their employment within the first year is related to stress and thus low job satisfaction. </p><p> <b><u>Purpose:</u></b> The overall turnover rate for a community Catholic Hospital’s Critical Care Department is 60% within the past year. Combating the turnover, increasing satisfaction, and ensuring patient safety is what is needed for this hospital. </p><p> <b><u>Methodology:</u></b> The design for this project is comparative and correlational utilizing the Casey Fink New Graduate Nurse Survey. Residents involved in the revised residency program were surveyed on their job satisfaction and comfort-confidence after six months of residency. The results from the new residents were compared to nurses who had completed the previous residency program who had at least six months of experience. </p><p> <b><u>Results:</u></b> The results demonstrated the new residency program had no statistical significance on comfort, however, presented a statistically significant association with how new nurses experience the work environment of the Critical Care department. </p><p> <b><u>Conclusions:</u></b> The results of the study revealed a need for on-going assessment of the residents past the six month integration period. Another identified need that was noted was for on-going preceptor education and consistency. The study also discovered the need to explore other methods of increasing comfort during and after their residency period.</p><p>
2
Nivens, Ryan Andrew. "Teaching Mathematics Methods During Residency 1." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/220.
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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.
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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
4
Nivens, Ryan Andrew. "A Residency Model: Shifting from Traditional to On-Site Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/225.
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I report how methods course assignments shifted from simulation to actual participation in remediation, assessment, and co-teaching in a K- 6 methods course in a state where policies dictate a residency model in place of traditional courses followed by student teaching
5
Arnold, Bryan P. "Democratic Education and An Urban Teacher Residency: A Case Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6056.
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Over the course of American schooling scholars note that democratic education and citizenship have not been abandoned, but perhaps marginalized or pushed aside, as test scores and achievement have become the most desired outcomes. Democratic education must move out of the margins and into high priority. The current political climate of increased division and divisiveness could not illustrate this need any more. Another well-documented challenge within the American educational system, particularly in high need areas is the need for highly qualified teachers. Urban Teacher Residency (UTR) programs have offered a possible solution to this growing problem in recruiting, training, and retaining highly qualified teachers in urban settings. UTRs are designed to alleviate one of the longstanding education challenges of both, quality and quantity of educators within some of the most underserved schools. While the rise in teacher residency programs, particularly in urban settings, and the marginalization of democratic education may seem unconnected, an effort to illuminate their potential relationships guides this study. Qualitative case study methodology (including analysis of program documents, interviews with teachers, and interviews with staff) was undertaken to understand the inclusion of democratic habits in one UTR, as well as the resulting enactment of democratic education by the UTR residents and alumni in one UTR, Mid-Atlantic Teacher Residency (MATR).
Findings reveal the use of democratic habits by the residents and in the MATR program was mixed. Democratic habits of associated living, collaboration, student voice, critical inquiry, and student-centered learning were the most prevalent through the MATR program components of coursework, mentorship, and the cohort during the residency year. As teachers, the resident alumni exhibited democratic habits through their professional relationships and attitudes towards student-centered instruction, particularly through the use of activities. A few of the alumni exhibited aspects of democratic education through their discussion of social justice and their commitment to citizenship development. Overall, however, limited evidence of a commitment to democratic education was present in the data, which may be in part due to the program’s relatively low emphasis on democratic education. Other barriers that emerged in the data included: classroom management struggles, administrative support and policies, a lack of promoting democratic education through the program, a disconnect from the residents’ coursework to their classroom practices, and being new teachers. While it does not appear that MATR or other UTRs are currently foregrounding democratic education or democratic principles, I close by discussing why UTRs should emphasize democratic education and offering suggestions for how they might do so.
6
Wehrli, Bryan. "Locus and praxis in the Denver teacher residency." Thesis, The University of New Mexico, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681913.
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<p> The purpose of this qualitative study was to explore the concepts of praxis and locus as they pertain to teacher education practices and novice learning in the Denver Teacher Residency Program. The term locus was meant to suggest a nuanced and comprehensive way to consider the K-12 school and classroom as the essential location for learning to teach. The term praxis referred to adaptive expertise, or practical reasoning, problem solving, and wisdom informed by theory in practice. An analytical case study investigated two research questions: 1) In what ways is teacher learning deliberately located in the clinical setting of a K-12 classroom? 2) In what ways do clinical practices, learning experiences, and curricula develop the capacity for praxis in residents? An emergent research design for this case study included extended fieldwork and interim data analysis. Data collection included interviews with, and observations of program participants (residents, instructors, field coordinators, mentor teachers, program administrators), as well as document review (e.g., curricular documents, assignment descriptions, assigned texts).</p>
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Facun-Granadozo, Ruth. "Doing the Dynamic Dance: Three Teacher Candidates’ Residency Experiences." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5962.
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Bossaer, John B., and M. Decoske. "What’s Next? Options After Residency Training." Digital Commons @ East Tennessee State University, 2011. https://www.amzn.com/1449604838.
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Securing and Excelling in a Pharmacy Residency is a practical guide and handbook for pharmacy students seeking a residency, residents currently enrolled in a program, and residency program leadership. This user-friendly text encourages high-quality pharmacy residency training, which elevates the individual, the profession, and ultimately patient care.
Answering the need for residency training and improvement raised by the ASHP/ACCP joint 2020 initiative, Securing and Excelling in a Pharmacy Residency uniquely prepares students for the increasingly competitive pharmacy residency market. This one-of-a-kind resource is also helpful to guide individuals currently enrolled in a residency and their mentors. This valuable resource also addresses options after residency training, priceless guidance for both current residents and faculty advisers.
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Herrera, Añazco Percy, Vargas Luis Bonilla, Adrian V. Hernández, and Chau Manuela Silveira. "Perception of physicians about medical education received during their Nephrology residency." Brazilian Society of Nephrology, 2015. http://hdl.handle.net/10757/579609.
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Introduction: In Peru there are different
hospitals and university programs for
training of specialists in nephrology.
Objective: To assess the perception of
physicians who attend such programs.
Methods: We carried out a descriptive
cross-sectional national-level study in
physicians who were in the last two
years of nephrology training during
February 2012 and who had graduated
from it in 2010 and 2011. A self-applied
questionnaire was developed along with
the Peruvian Society of Nephrology
based on international standards. The
questionnaire evaluated: mentoring,
clinical training, procedures, external
rotations, research and global perception.
Results: Forty doctors were surveyed
nationwide. 82.5% had tutors, 22.5%
of them said their support was poor.
A 27.5% described their theoretical
formation as deficient. The practical
training was perceived as acceptable
globally; however, improvements in
training on peritoneal dialysis and
reading kidney transplant biopsies
are necessary. A 90% have national
external rotations and 65% reported to
have an international rotation. In the
assessment of research, 77.5% thought
this is deficient. In addition, 82.5%
believed that residency should last four
years. However, 60% reported that their
residency training was good. There is
a decrease in the positive perception
of the aspects studied among residents
regarding graduates. Conclusion:
The overall perception of nephrology
residency training was considered good;
however, areas of tutoring, and academic
and research activities on average were
deficient.
10
Short, Donna. "Data-Driven Instruction Use for Residency II Candidates After Clinical Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7193.
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Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The congruency of these three measures of data analysis addressed the courses and field experiences of Residency II clinical teacher candidates. The major findings were that teacher candidates were meeting expectations of the edTPA and TEAM; however, the preexisting teacher candidates' surveys indicated that there was a lack of satisfaction with their data training. Evidence indicated that the EDTPA and TEAM provided the quantitative measurements but did not provide the qualitative feedback to address any modifications in the instruction. The possible social change implications of this study involves the Residency II teacher candidates participating in an organized, 3-day workshop to have a purposeful experience where they learned collectively and enriched their field experiences while exceeding the required expectations of the edTPA and TEAM assessments.
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Saleta, Jennifer M. "The effects of utilizing high-fidelity simulation in medical residency programs." Thesis, St. John's University, School of Education and Human Services, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3537049.
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<p>The purpose of this study was to examine the effects of utilizing high-fidelity simulation on the team performance, perceived level of learning, and satisfaction of resident physicians in a simulated cardiac resuscitation scenario. This study was significant because it filled a gap in the literature about how methods of education impact healthcare practitioners. While a body of research exists in education on adult learning principles, there are few studies on how applying adult learning principles to professional development is an effective method of instruction in healthcare. </p><p> A convenience sample of resident physicians from two hospitals that are part of a large health system was utilized for this study. Resident physicians participated in a simulated mock cardiac resuscitation scenario monthly. The Simulated Cardiac Resuscitation Team Performance Evaluation instrument was utilized to assess the team performance of the residents in the scenarios. A program evaluation form was administered to measure perceived level of learning and satisfaction with the simulation experience. </p><p> One-way multivariate analyses of variance were conducted to evaluate the relationships between year of residency and gender and the team performance score on the Simulated Cardiac Resuscitation Team Performance Evaluation. Significant differences were not found among the years of residency on the dependent measures. Significant differences were not found between the genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between year of residency and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found among the three years of residency on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between gender and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between genders on the dependent measures. A one-way multivariate analysis of variance was conducted to evaluate the relationship between prior use of simulation and the level of satisfaction and perceived level of learning of the resident physicians. Significant differences were not found between prior use of simulation on the dependent measures. </p>
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Rekman, Janelle. "The Development of a Workplace-Based Surgical Clinic Assessment Tool." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34234.
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Purpose of Study: Workplace-based assessment is an opportunity for a learner to be assessed in their community of practice by an expert rater. The challenges and biases brought into this assessment relationship are complex. A shift towards Competency Based Medical Education in post-graduate residency education has triggered consideration of how to implement feasible assessment tools for the operating room, the in-patient ward, and the outpatient clinic. Competent performance in outpatient clinic is vital to surgical practice, yet no assessment tool currently exists to assess daily performance of technical and nontechnical skills of surgery residents. This project describes the development of a competency-based assessment tool, the Ottawa Clinic Assessment Tool (OCAT).
Research Question: How does the OCAT demonstrate validity for measurement of surgical resident performance in clinic?
Method: A consensus group of experts was gathered to generate ideas reflective of a competent ‘generalist’ surgeon in clinic. An entrustability anchor scale was developed. A six-month pilot study of the OCAT was conducted in orthopedics, general surgery and obstetrics and gynecology with quantitative and qualitative evidence of validity collected. Two subsequent feedback sessions, and a survey for staff and residents evaluated the OCAT for clarity and utility.
Results: The OCAT was developed as a 13-item tool, with a global assessment item and 2 short answers questions. 44 staff surgeons completed 132 OCAT assessments of 79 residents. Psychometric data was collected as evidence of internal structure validity and relations with other variables. Analysis of feedback indicated the rating scale was practical and useful for surgeons and residents.
Conclusions & Contribution to the Research Field: Surgical programs will require a daily clinic assessment tool to help define resident competency progression. Multiple sources of validity evidence collected in this pilot project demonstrate that the OCAT can measure resident clinic competency in a valid and feasible manner.
13
Roberts, Elizabeth W. "Development of a Nurse Residency Program in Perinatal Nursing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7730.
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Staffing turnover created a challenge for the women’s services department of a hospital in the southern United States, potentially compromising care for women and infants during childbirth. The gap in practice was the lack of a structured nurse orientation/residency program for nurses new to perinatal nursing, which requires specific competencies not learned at the prelicensure level of education. The guiding practice-focused question was whether a multidisciplinary team could develop a formal evidence-based perinatal nurse residency program that would meet the needs of on-boarding and support for the new nursing hires at this facility. A team of experienced nurses, which included two nurses from labor and delivery, high risk antepartum, mother baby, and assistant nurse manager developed a comprehensive program, which included defined competencies, didactic materials, detailed simulations, and evaluation tools. A multidisciplinary team of six nurses, and the assistant nurse manager achieved consensus on the quality and comprehensive nature of the program plan using the Appraisal of Guidelines for Research and Evaluation Instrument II assessment tool. The implications of this project to bring about positive social change include the potential for improved nursing care for patients during childbirth as a result of increased nurse knowledge and mentoring support. Improved retention might also contribute to stable teamwork and peer support. This project has the potential to improve both physical and psychological outcomes for women and infants in the perinatal period.
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Mintz, Lora B. "Substance Abuse Education for Newly Licensed Registered Nurses." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588325931844645.
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Kersting, Ann L. "Listeria monocytogenes, zoonotic exposure, rural residency, and prevention." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1221751504.
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Holstun, Vasti. "Perceptions of Feedback and the Relationship with Self-efficacy in Residency Counselor Education Settings." Thesis, Adams State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788445.
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<p> This correlational study explored the relationship between feedback and self-efficacy in training counseling students. Specifically, it focused on perceptions of supervisory feedback and the relationship with self-efficacy, as well as attitudes towards corrective feedback and the relationship with self-efficacy. The focus was feedback given in residency supervisory settings, such as those used for training in online counseling programs. One hundred and forty-one participants were selected from eight CACREP (Council for Accreditation of Counseling and Related Educational Programs) accredited online counselor education programs using residency supervisory trainings to supplement online courses. Participants completed a demographics questionnaire, a researcher designed questionnaire that measured perceptions of feedback, the Counselor Self-Efficacy Scale (CSES), and the Corrective Feedback Instrument-Revised (CFI-R). Results showed a small but significant positive correlation between perceptions of corrective feedback and self-efficacy, however there was no significant correlation between perceptions of positive feedback and self-efficacy. There was also no significant correlation between attitudes towards corrective feedback as measured by the CFI-R and self-efficacy as measured by the CSES. While the overall model of regression between the CFI-R (factors and total score) and the CSES was not significant, there were several significant negative correlations between CFI-R factors and CSES. The researcher discusses implications for counselor educators and researchers as well.</p><p>
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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli, and Nicholas E. Hagemeier. "Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.
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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.
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Nivens, Ryan Andrew. "Ready2Teach: Shifts in Teacher Preparation Through Residency and Situated Learning." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/298.
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Residency models for education in the medical profession have existed for many years. Nationwide, policies are being implemented to bring this model to the field of teacher preparation. How this plays out within education programs is less researched, and there is a need to document the transition from traditional teacher education, that is, education that is based heavily in the college classroom, to a residency model, where preservice teachers spend a significant amount of time in an elementary school classroom. This paper describes how a year-long residency model is implemented and presents the changes in curriculum, scheduling and challenges encountered.
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Allred, Delayne, Laura Helmly, and Amanda Stoltz. "IMPROVING CODING BEHAVIORS AMONG PHYSICIANS IN A RURAL FAMILY MEDICINE RESIDENCY PROGRAM." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/164.
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Appropriate coding is a daunting task for new physicians just entering the world of medical practice. This is mostly due to the ever-changing standards for reimbursement, and the constant demand on provider time from an ever-growing number of patients to serve from a primary care perspective. It has been shown that family physicians lose up to 10- 20 percent of reimbursement each year because of incorrect coding. Physicians are the ones responsible for appropriately coding their work and documentation so that the clinic can be fairly reimbursed. In the East Tennessee State University Family Physicians of Bristol residency program, there is a strong tendency for most physicians to under-code the majority of office visits to a 99213, despite the fact that their documentation of these visits reflects coding at much higher levels. The goal of this project is to provide more intensive education to resident physicians on the requirements for coding, and thus change behaviors that led to continued under-coding. Researchers in this project utilized aggregate data collected in the course of the usual practice of business to show the present state of coding behaviors as broken down by resident, and then re-assessed these numbers after the presentation of more intensive education regarding appropriate coding. Education was provided in a variety of formats, including 4 short lectures at didactic sessions over the course of several months, as well as handouts for residents to keep with them at nurses’ stations containing guidelines for coding. Data analysis is currently underway. It is expected that the implementation of the educational program will have led to a statistically significant increase in appropriate coding within the clinic. This result has important implications regarding education to improve appropriate coding and reimbursement, particularly for small clinics operating in rural regions that are at the highest risk of harm from under-reimbursement due to inaccurate coding.
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Weisman, Eleanor Frances. "A movement and dance residency at a Lakota Indian reservation school : an action research study /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335538536.
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Grant, Rebecca. "Experiences of Early Career Business Professionals Who Transition to Education Administration Through the Broad Residency." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112685.
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For decades the American public education system has struggled to meet the needs of our nation’s children and families. In an effort to bring fresh solutions to this major issue, a trend of enticing accomplished private sector individuals into the education sector has developed within the past decade. The Broad Residency was established in 2002 to support this bolstering of human capital by supporting career transitions to education for accomplished leaders from business, law and the military to support the systemic changes desperately needed.
A relatively new trend, there is little research on this topic. To better understand the specific transition from business to education administration through The Broad Residency, I use this study to learn 1) how Broad Residents experience the transition and 2) if there is a difference in this experience for individuals with different backgrounds, specifically management consulting or working for a corporation.
To answer these questions, I interviewed twenty graduates of The Broad Residency who are currently working in urban public school district administration in ten urban districts from west to east coast. I examined over thirty hours of interview transcripts and identified themes in the areas of “fit” in terms of skill set and expectations of the culture of the work environment, as well as the challenges transitioners face and the supports they need to be successful to maximize their contributions to the field of education. This helped to develop an understanding of how these individuals experience their transition.
Interviewees painted a picture of a career transition fraught with a multitude of challenges and sparse supports in place to meet the high demands of education administration work. I also discovered that some of the experiences differed based on an individual’s background. Regardless of background, however, with plentiful challenges and minimal supports, feelings of success are still possible.
This paper further describes in detail what these business-to-education administration transitions entail. It also offers conclusions and advice to individuals making the transition, as well as to organizations and school districts to make the most of these individuals’ unique contributions to the sector.
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Cegelka, Derek S. "End-of-Life Training in US Internal Medicine Residency Programs: A National Study." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461679801.
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Wood, Paul Adair. "Urban Native American Educational Attitudes: Impact of Educational Background and Childhood Residency." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4530.
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The purpose of this thesis is to study the relationship between educational attitudes and certain background features of Native Americans, in particular, where they were raised and what type of school they attended. The sample used consisted of 120 completed mail out-mail back surveys that were used primarily as a Needs Assessment for the Portland Indian Health clinic. The sample was randomly selected from the Portland Indian Health Clinic client/patient mailing list. The findings of this thesis indicate that the attitudes of Native Americans toward education in general are positive. The findings also indicate that older Native Americans who experienced being sent to a B.I.A. boarding school off the reservation have the least positive attitudes towards Indian Education programs. Implications and recommendation for further research are discussed.
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Nivens, Ryan Andrew, and Renée Rice Moran. "Beyond Problem-based Learning: How a Residency Model Improves the Education of Pre-service Teachers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/289.
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In 2010, the state of Tennessee embraced the call to overhaul teacher education and required programs to adopt a residency model within K-12 schools. How exactly this would affect the various methods courses in a teacher education program? This paper provides a description of how two elementary education methods courses have shifted from simulation-style projects to projects that involve working with actual elementary students throughout the semester. This article presents an overview of the new residency style methods courses, along with how major assignments shifted to utilize the extensive time pre-service teachers would spend in the elementary school classroom.
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Novak, Timothy S. "Vital Signs of U.S. Osteopathic Medical Residency Programs Pivoting to Single Accreditation Standards." Thesis, University of South Florida, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690580.
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<p> Osteopathic physician (D.O.) residency programs that do not achieve accreditation under the new Single Accreditation System (SAS) standards by June 30, 2020 will lose access to their share of more than $9,000,000,000 of public tax dollars. This U.S. Centers for Medicare & Medicaid Services (CMS) funding helps sponsoring institutions cover direct and indirect resident physician training expenses. A significant financial burden would then be shifted to marginal costs of the residency program’s sponsoring institution in the absence of CMS funding. The sponsoring institution’s ability or willingness to bare these costs occurs during a time when hospital operating margins are at historic lows (<i>Advisory.com /Daily Briefing /May 18, 2017 | The Daily Briefing / Hospital profit margins declined from 2015 to 2016, Moody's finds</i>). Loss of access to CMS funding may result in potentially cataclysmic reductions in the production and availability of primary care physicians for rural and urban underserved populations. Which osteopathic residency programs will be able to survive the new accreditation requirement changes by the 2020 deadline? What are some of the defining attributes of those programs that already have achieved <i>“initial accreditation” </i> under the new SAS requirements? How can the osteopathic programs in the process of seeking the new accreditation more effectively “pivot” by learning from those programs that have succeeded? What are the potential implications of SAS to both access and quality of health care to millions of Americans? This report is based upon a study that examined and measured how osteopathic physician residency programs in the U.S. are accommodating the substantive structural, financial, political and clinical requirements approximately half way through a five-year adaptation period. In 2014, US Graduate Medical Education (GME) physician program accreditation systems formally agreed to operate under a single accreditation system for all osteopathic (D.O) and allopathic (M.D.) programs in the U.S. Since July 1, 2015, the American Osteopathic Association (AOA) accredited training programs have been eligible to apply for Accreditation Council for Graduate Medical Education (ACGME) accreditation. This agreement to create a Single Accreditation System (SAS) was consummated among the AOA, the American Association of Colleges of Osteopathic Medicine (AACOM) and ACGME with a memorandum of understanding. As this research is published, the ACGME is transitioning to be <i>the</i> single accreditor for <i>all</i> US GME programs by June 30, 2020. At that time, the AOA would fully relinquish all its GME program accreditation responsibilities. The new SAS operates under published ACGME guidelines and governance. Business policy and health care resource allocation question motivated this research. Failure of osteopathic programs to “pivot” to the new standards could result in fewer licensed physicians being produced in the high demand primary care field. Potential workforce shortage areas include urban and especially rural populations (<i>CRS Report 7-5700 R44376 Feb 12, 2016</i>). Large physician shortages already have been projected to care for a rapidly aging US population without considering the impact of the GME accreditation changes currently underway (<i>Association of American Medical Colleges 2017 Key Findings report www.aamc.org/2017projections</i>). The goal of this research is to provide osteopathic GME programs practical insights into characteristics of a sample of osteopathic GME programs that have successfully made the “pivot” into SAS requirements and been accredited by ACGME and those that have not. The study seeks to better understand the experiences, decisions, challenges and expectations directly from osteopathic programs directors as they strive to meet the realities of the new SAS requirements. Do programs that are already accredited differ significantly from those that have not? How do characteristics such as program size, geographic locations, clinical program components, program sponsor structure, number and experience of faculty and administration, cost planning and perceived benefits of the movement to SAS factor into successfully meeting the new requirements before the 2020 closing date? A cross-sectional research survey was designed, tested and deployed to a national sample of currently serving osteopathic GME program directors. The survey elicited data about each program’s “pivot” from AOA GME accreditation practices and guidelines to the new Single Accreditation System (SAS). The survey instrument was designed to obtain information about patterns in osteopathic GME program curricula, administrative support functions, faculty training, compliance requirements and program director characteristics shared by those programs that have been granted <i>“initial accreditation” </i> by the Accreditation Council for Graduate Medical Education (ACGME) who administer SAS. Thirty five (35) osteopathic GME program directors responded to the 26 question survey in June 2017. Descriptive statistics were applied and central tendency measures determined. The majority of survey respondents were Doctors of Osteopathic Medicine (D.O.s) from specialty residency programs sponsoring an average of 16 residents. (Abstract shortened by ProQuest.) </p><p>
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Shysh, Alexander John. "The nature of anaesthesia residency education in the operating room at the University of Calgary." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20853.pdf.
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Nivens, Ryan Andrew, and Renée Rice Moran. "Beyond Problem-Based Learning: How a Residency Model Improves the Education of Pre-Service Teachers." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/221.
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Bolima, Anna Ngwisah. "Implementation of a Nurse Practitioner Residency Program in Critical Access Hospitals." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/5679.
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Access to health care in rural communities is challenged by workforce shortages. Nurse practitioners (NPs) have been filling the gap created by physician migration into specialty areas. Flex hospital legislation allows critical access hospitals (CAHs) to staff the emergency department with NPs without on-site physicians. NP education often lacks emergency and trauma curriculum, resulting in gaps in practice expectations and significant role transition stress and turnover. The purpose of this project was to construct from the scholarly literature a transition-to-practice residency program to support NP's in providing emergency department care in the CAH. The limbo to legitimacy theory guided the design and implementation of this project. Expected outcomes from this project include increased quality of care, increased patient safety, increased NP job satisfaction, and decreased turnover. The quality improvement initiative engaged an interprofessional team of 8 institutional leaders who designed the residency program and curriculum modules and the secondary products necessary to implement and evaluate the project. The project expands the understanding of the on-boarding needs of rural NPs and produces outcome data to evaluate results. Recommendations include collaboration between health care organizations and institutions of higher learning to promote postgraduate emergency care education leading to post-masters certificate or Doctor of Nursing Practice with emergency care subspecialization.
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Murphy-Rozanski, Michelle M. Dugan Marion. "A phenomenonological investigation into mentors' helping behaviors in a nurse residency program : an emerging model /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2964.
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Elius, Ian M. "Re-engineering graduate medical education an analysis of the contribution of residents to teaching hospitals utilizing a model of an internal medicine residency program /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001258.
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Speller, Heather Korkosz. "Perspectives on Intern Well-Being: The Importance of Education, Support, and Professional Satisfaction." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-05132010-164236/.
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The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.
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Nivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.
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Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.
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Hess, Janet S. "Residency Education in Preparing Adolescent and Young Adults for Transition to Adult Care: A Mixed Methods Pilot Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5039.
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Background: There is considerable evidence that physicians lack sufficient training in facilitating transition from pediatric to adult care systems for adolescents and young adults (A/YA). While several primary care residency programs have introduced health care transition (HCT) curricula in recent years, there are few studies that assess the effectiveness of HCT teaching models.
Purpose: To assess the impact of a residency education program that uses electronic health records (EHR) and other methods to teach residents how to prepare A/YA for transition to adult care.
Methods: In a mixed methods, quasi-experimental research design, quantitative methods were used to measure change in knowledge, confidence and experience among 67 Pediatrics and Med-Peds residents who participated in the program. All residents and a comparison group were invited to complete a 35-item pre/post-survey; a retrospective chart review provided documentation of age-specific HCT preparation tasks completed by residents during well visits for A/YA aged 12-21. Descriptive and correlational analyses were conducted to compare differences between resident and control test scores for 5 outcome variables, and to measure resident utilization of the HCT tool in the EHR. Using the Reach Effectiveness-Adoption Implementation Maintenance (RE-AIM) evaluation model as a guide, semi-structured interviews were conducted concurrently with residents and faculty to assess program acceptability, feasibility, and other important attributes. Interviews were transcribed and analyzed using a constant comparative, iterative process.
Results: Survey results showed residents (11 matched pairs) scored significantly higher than controls (13 matched pairs) in 2 of 5 outcomes: exposure to HCT learning activities (p=.0005) and confidence in providing primary care for YSHCN (p=.0377). Overall utilization of the EHR tool among 51 residents was 52.8% (57 of 108 patient visits). In interviews conducted with 16 residents and 6 faculty, both groups said that HCT training is a highly relevant need. Residents said they had little knowledge or experience in HCT prior to the intervention but felt more confident in their abilities afterwards. The HCT tool in the EHR was the only intervention element among multiple modalities that reached all study participants, with more than 80% of residents interviewed reporting they used the HCT tool "usually" or "always." Factors that influenced program adoption included accessibility of educational materials, ease of use, time constraints, patient age and health condition, and attending physicians' enforcement of the protocol.
Conclusion: This study contributes to the body of knowledge concerning HCT by increasing our understanding of ways to effectively educate residents about transition preparation. Results show a positive intervention effect on selected dimensions of resident knowledge, confidence, and practice in HCT, highlighting program strengths and weaknesses. The program is distinctive in educating residents to prepare all A/YA for HCT, as recommended by major medical associations for pediatric and adult care physicians, and in its use of the EHR as a primary teaching tool, a consideration for reducing time-intensive didactic instruction. It provides a model that can be adapted by other residency and provider training programs, and suggests a need to integrate acquisition of health care self-management skills more broadly in child and adolescent health preventive care tools and policies.
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Petts, Rachel PhD, Jeffrey D. PhD Shahidullah, Paul W. PhD Kettlewell, et al. "As a Pediatrician, I Don’t Know the Second, Third, or Fourth Thing to Do: A Qualitative Study of Pediatric Residents’ Training and Experiences in Behavioral Health." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/5.
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Despite a mandated 1-month rotation in developmental-behavioral pediatrics (DBP), pediatric residents report inadequate training in behavioral health care. As a first step in much needed curriculum development in this area, this study sought to assess learner experiences regarding the management of behavioral health problems during residency. Four focus groups were conducted for residents in years 1-3 of training in 2 residency programs in a northeastern state. Transcripts were analyzed and coded by researchers through qualitative classical content analysis. The exploratory analysis revealed 9 key themes: time requirements, rapport building, resources and referrals for behavioral health, psychiatric medications, diagnosis vs. treatment, working with families, the importance of behavioral health, fears of working with a pediatric population, and training issues. These qualitative data further identify gaps in the behavioral health training of pediatric residents and may inform future innovations in training curricula.
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Hollis, Jason, Aawar Amr El, Patricia Conner, and Amanda Stoltz. "IMPROVING ANNUAL SCREENING FOR LUNG CANCER IN TARGETED ADULT POPULATIONS IN A RURAL FAMILY MEDICINE RESIDENCY." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/190.
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Lung cancer is the second most prevalent cancer in men and women in the United States and the overall leading cause of cancer-related deaths. Due to this high prevalence, lung cancer screening is a critical procedure in all Family Medicine practices. However, screening is particularly important in rural Appalachian clinics, as this area experiences especially high rates of mortality due to lung cancer. The United States Preventive Services Task Force recommends annual low-dose computed tomography (LDCT) lung cancer screening in adults aged 55 to 80 years who have a 30 pack-year smoking history and currently smoke or have quit within the past 15 years. The goal of this project is assess readiness of clinical providers of the risks and benefits of lung cancer screening, to encourage screening when appropriate, and ultimately increase then number of LDCT annual screenings. Provider knowledge was assessing using a lung cancer screening knowledge and practice survey. Participants then attended an educational sessions that provided information on the importance of screening and when it is appropriate to administer LDCT. Finally, a second survey was administered, again to assess knowledge and practice. Data analysis is currently in process. A t-test will be executed to determine if there is a statistically significant difference between survey scores before and after the educational session. It is expected that the educational program will lead to increases in provider knowledge and more appropriate screenings. The results of this study have important ramifications for this area; because Appalachia has disproportionately high mortality due to lung cancer, it is imperative that the disease be identified as early as possible to ensure the most effective treatment. This project illustrates a method to increase screenings.
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Hagemeier, Nicholas E., and Matthew M. Murawski. "An Instrument to Assess Subjective Task Value Beliefs Regarding the Decision to Pursue Postgraduate Training." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1472.
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Objectives. To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training.
Methods. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine respondents’ (N=1,148) subjective task value beliefs specific to their highest level of postgraduate training completed. Exploratory and confirmatory factor analytic techniques were used to evaluate and validate value belief constructs.
Results. Intrinsic, attainment, utility, cost, and financial value constructs resulted from exploratory factor analysis. Cross-validation resulted in a 26-item instrument that demonstrated good model fit. Differences in value beliefs were noted across type of postgraduate training pursued and pharmacy training characteristics.
Conclusions. The Postgraduate Training Value Instrument demonstrated evidence of reliability and construct validity. The survey instrument can be used to assess value beliefs regarding multiple postgraduate training options in pharmacy and potentially inform targeted recruiting of individuals to those paths best matching their own value beliefs.
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Whitfield, Benjamin, Leigh D. M. D. Johnson, and Jodi Ph D. Polaha. "Costs and Benefits of Patient Home Visits in a Family Medicine Residency Program." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/136.
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Home visits are a required training component of many Family Medicine residency programs in the United States. However, they are becoming less popular due to such factors as increasing resident responsibilities, decreasing reimbursement, and a decline in resident intention to incorporate home visits into future practice. This study’s aims are: (1) to evaluate the current practices of one Family Medicine residency training program’s time and resource expenditure to conduct home visits, and (2) to evaluate resident and faculty experiences of home visits. Residents and faculty in a Family Medicine training program were provided with a 12- question survey immediately after completing a home visit. A total of 19 surveys from residents and faculty were collected and analyzed. Average reported time spent per home visit was 90 minutes (range = 50-180 minutes), and the home visit teams included an average of 4 members (range = 2-6 members). The providers felt that they knew their patients and the patients’ circumstances better after the home visit with a score of 4.1 (on a 1-5 scale with 5 being a positively framed statement). Resident opinions were neutral (average score 3.1 on a 1-5 scale) regarding whether they found home visits to be educational to their residency training in Family Medicine. Residents also had mixed feelings (average score 2.9) regarding whether they would perform more home visits during their residency training if given the opportunity. Most faculty members (5/7) indicated they had done home visits during their residency training and all faculty (7/7) felt that home visits added value to their training in Family Medicine. Finally, qualitative recommendations were collected from respondents which may allow this training program to improve home visits in the future. Overall, significant time is currently being spent conducting home visits, with a difference in perceived efficacy between residents and faculty. Future research may include a cost analysis to quantify financial value, as well as expanding data collection to other Family Medicine residency training programs to improve generalizability.
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Bomfim, Andrà Luis Benevides. "MacrocompetÃncias para o currÃculo dos programas de residÃncia em medicina de famÃlia e comunidade de Fortaleza, CearÃ." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13674.
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nÃo hÃ<br>The lack of a skills-based curriculum to guide and qualify the residents` education is a reality in several Residency programs in the country. This vulnerability has been discussed by residents, preceptors and coordination of the residency program of family and community medicine (PRMFC), which generated the need of the development of this research. This fact brings the following vulnerabilities: lack of clarity of the learning objectives, educational strategies and the evaluation to be addressed to the residents. Initially, a literature review of the competency-based curricula and a review of documents prepared by associations, societies and professional bodies were conducted. Then we conducted a teacher training course for the preceptors of the PRMFC, with discussions on the theoretical bases of the competency-based curriculum; active learning methodologies; planning and conducting educational activities and strategies; and learning evaluation. After this training, workshops were held for the development of an array of macro competencies. This work trained 12 preceptors of PRMFC and allowed the construction of an array of macro competencies. It will surely facilitate the teaching-learning process in a two-year Residency Program, evaluating the skills of the residents at the end of the course, which guarantees to society a professional able to develop its actions. With a competency-based curriculum specific designed for Family Medicine and for Primary Health Care, we wish to reorient the teaching-learning processes of residents and preceptors to qualify clinical practice.<br>A falta de um currÃculo baseado em competÃncias para nortear e qualificar o ensino dos residentes à uma realidade em vÃrios os Programas de ResidÃncia no paÃs. Esta vulnerabilidade foi problematizada por residentes, preceptores e coordenaÃÃo do Programa de ResidÃncia de Medicina de FamÃlia e Comunidade (PRMFC), o que gerou a necessidade do desenvolvimento deste estudo. Este fato traz as seguintes vulnerabilidades: falta de clareza dos objetivos de aprendizado, das estratÃgias educacionais e de avaliaÃÃo a serem abordadas. Inicialmente foi realizada uma revisÃo da literatura sobre os currÃculos baseados em competÃncia e uma anÃlise dos documentos elaborados por associaÃÃes, sociedades e entidades profissionais. Em seguida foi realizado um curso de formaÃÃo docente para os preceptores do PRMFC, com discussÃes sobre as bases teÃricas do currÃculo baseado em competÃncia; metodologias ativas de aprendizagem; planejamento e conduÃÃo de estratÃgias e atividades educacionais; e avaliaÃÃo da aprendizagem. ApÃs a capacitaÃÃo foram realizadas oficinas de desenvolvimento de uma matriz de macrocompetÃncias. Esta trabalho traz como produtos a capacitaÃÃo de 12 preceptores do PRMFC e a construÃÃo de uma matriz de macrocompetÃncias. Certamente irà para favorecer o processo de ensino-aprendizagem nos dois anos de programa, avaliando as competÃncias dos residentes no final do curso, o que garante para a sociedade um profissional apto para desenvolver as suas aÃÃes. Com um currÃculo baseado em competÃncias necessÃrias para MFC e APS desejamos reorientar os processos de ensino-aprendizagem dos residentes e preceptores para qualificar a prÃtica.
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Degiovani, Mariella Vargas. "A residência multiprofissional no Hospital São Paulo (HU – Unifesp): percepção dos residentes sobre o processo de ensino em saúde e atuação em equipe interprofissional." Universidade Federal de São Paulo, 2017. http://repositorio.unifesp.br/11600/45813.
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Made available in DSpace on 2018-06-18T13:27:09Z (GMT). No. of bitstreams: 0
Previous issue date: 2017<br>Introdução: As residências multiprofissionais em saúde (RMSs) no Brasil surgem como uma das estratégias utilizadas para fomentar o processo de aprendizado em serviço, visando a consolidação das propostas do SUS. Enquanto tal, as RMSs se inseriram em diversos cenários, desde o hospitalar até o nível de atenção básica, quando de sua implementação na Estratégia de Saúde da Família. Contudo, apesar de seu grande alcance, ainda são restritas às iniciativas que buscaram compreender, conhecer e avaliar tais residências e seu impacto na formação dos profissionais de saúde. Objetivos: analisar a percepção dos residentes multiprofissionais em saúde em relação às motivações e vivências no âmbito dos Programas de Residências Multiprofissionais em Saúde desenvolvidas no Hospital São Paulo (HSP)/Universidade Federal de São Paulo (UNIFESP), assim como mapear suas motivações, apreender as concepções dos residentes sobre trabalho em equipe, discutir as dificuldades que os residentes identificam para o trabalho em equipe multiprofissional e mapear as contribuições da Residência Multiprofissional para o trabalho em equipe. Métodos: Trata-se de uma pesquisa qualitativa, de caráter descritivo-exploratório. Os dados foram coletados por meio de entrevistas semiestruturadas. A população analisada foi composta por residentes do primeiro e do segundo ano da Residência Multiprofissional em Saúde do HSP-UNIFESP. As entrevistas foram gravadas e transcritas e os dados analisados por meio da técnica de análise de conteúdo, modalidade temática. Resultados e Discussão: Um total de 17 residentes multiprofissionais foram entrevistados. As categorias temáticas relevantes para este estudo foram: motivação para a inserção da RMS, concepção sobre o trabalho em equipe na RMS, dificuldades do trabalho em equipe multiprofissional e contribuição da residência para a atuação em equipe multiprofissional. As percepções colhidas por meio deste trabalho apontam para uma heterogeneidade entre as experiências dos residentes multiprofissionais. As motivações que levaram à busca pela RMS foram, em sua maioria, pragmáticas e voltadas à obtenção de uma formação complementar após a graduação. Ainda que muitos dos sujeitos tivessem conhecimento prévio do conceito de trabalho em equipe multiprofissional, a experiência foi inédita para todos e foi apontado ganho significativo no que tange à prática da multiprofissionalidade. Os sujeitos apontam, contudo, dificuldades expressivas na condução de tal trabalho, notadamente uma dicotomia entre o projeto pedagógico elaborado e o implantado, evidenciando uma quebra de expectativas no processo de formação. Ainda assim, a experiência foi avaliada pela maioria como significativa enquanto preparo para a futura prática profissional fora do cenário acadêmico supervisionado. Ademais, muitos participantes salientaram o papel da experiência na RMS como catalisador de um processo de autoconhecimento. Conclusão: O estudo representa um aprofundamento sobre as atividades de ensino dentro das RMSs. As categorias analisadas representam pontos essenciais para o aperfeiçoamento do processo de formação dos residentes da área multiprofissional em saúde, além da necessidade de uma aproximação entre o projeto pedagógico elaborado e as práticas de ensino. Ações de integração ensino-serviço específicas poderão melhorar a avaliação da RMS por meio de estratégias de ensino. Dentre tais estratégias, emerge a criação de um grupo interprofissional de reflexão sobre as práticas na RMS, configurando-se o produto desta pesquisa. São necessários outros estudos que possam abordar a perspectiva do professor e do preceptor nas RMSs para ampliar e articular com os achados e as análises produzidas nesse estudo.<br>Introduction: Multiprofessional residencies in the health field exist in Brazil merging as one of the strategies employed to increase the process of hands-on learning, seeking the consolidation of the propositions of the SUS (Brazilian Public Health System). As such, the multiprofessional residency programs have inserted themselves in many scenarios, from hospital-based to primary care, when they were implemented in the Family Health Strategy. However, despite its broad reach, there are few initiatives seeking to understand, know and evaluate said residencies and their impact in the shaping of health professionals. Objectives: This research sought to analyze the perception of multiprofessional residents regarding conceptions and experiences of interprofessional work within Multiprofessional Residencies in Health in HSP-UNIFESP. Methodology: This project consisted in a qualitative research, of descriptive-exploratory character. The data was collected through semi-structured interviews. The analyzed population were the first and second year residents of the Multiprofessional Health Residency program of the HSP-UNIFESP. Interviews were recorded and transcripted and data was analyzed through the content analysis technique, thematic modality. Results: A total of 17 multiprofessional residents were interviewed. Thematic categories relevant to this study were: motivation for the insertion in the Multiprofessional Health Residency program, conception of teamwork in the Multiprofessional Health Residency program and contribution of the Multiprofessional Health Residency program to working in a multiprofessional team. The perceptions captured by this study point towards a certain heterogeneity among the experiences of residents. The motivations that led to seeking a Multiprofessional Health Residency program were, for the most part, pragmatic and aimed towards the obtention of a complementary formation after completing a degree. Even though many subjects had previous knowledge of the concept of work in a multiprofessional team, the experience was new to all and pointed as a significant gain regarding Multiprofessional practice. Subjects pointed out, however, that there were expressive difficulties in the conduction of said work, notably a dichotomy between the elaborated pedagogical project and the one that was implemented, showing a break of expectations in the formation process. Furthermore, many participants highlighted the part that the Multiprofessional Health Residency program played as a catalyzer in a self-knowledge process. Conclusion: The study represents a deepening on the teaching activities within the Multiprofessional Health Residencies. The analyzed categories represent essential points towards perfecting the formation process of residents in the multiprofessional health field and also the need of an approximation between the formulated pedagogical project and the teaching practices. Specific actions in integration between teaching and practice can improve the evaluation of Multiprofessional Health Residency programs through teaching strategies. Among those strategies is the creation of an interprofessional group meant to rethink practices in the Multiprofessional Health Residency program, as well as other studies that can address the professor and preceptor perspectives in Multiprofessional Health Residency programs in order to complement the information obtained in the study.
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Neto, Manoel Vieira de Miranda. "Limites e potencialidades da residência multiprofissional em saúde para a educação interprofissional." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-13052015-125610/.
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Este estudo tem como objeto a formação interprofissional em programas de residência multiprofissional em saúde (PRMS) por meio da educação interprofissional (EIP). Seus objetivos foram: compreender os limites e as potencialidades das residências multiprofissionais em saúde para a EIP; descrever os PRMS do estado de São Paulo; identificar um programa de PRMS com um cenário altamente favorável para a EIP e analisar a percepção dos residentes a respeito dos limites e das potencialidades desse PRMS para a EIP. Estudo exploratório, descritivo, de abordagem qualitativa. Realizou-se a análise documental de seis projetos político-pedagógicos (PPP) dos sete PRMS oferecidos no estado de São Paulo para identificar o mais favorável à EIP. Em seguida, realizou-se um grupo focal com os residentes do programa selecionado. O material empírico resultante da transcrição do grupo focal foi submetido à técnica da análise de discurso. A análise documental revelou aproximações e distanciamentos da EIP em todos os PPP analisados, assim como elementos relacionados à colaboração como finalidade do processo ensino e aprendizagem, objetivos da formação, organização didático-pedagógica, matrizes pedagógicas, proposta curricular, adoção do modelo de competências e formatos de avaliação institucional e do ensino. A análise documental revelou o compromisso social de todos os programas com a formação e sua possibilidade de promover melhorias na qualidade do cuidado com foco na integralidade e nas necessidades de saúde. O programa mais favorável à educação interprofissional foi a Residência Multiprofissional em Atenção à Saúde da Universidade Federal de São Paulo, campus Baixada Santista. O material empírico proveniente da transcrição do grupo focal com os residentes evidenciou temas que foram inseridos nas categorias empíricas definidas a priori para a construção do roteiro do grupo focal: Vivenciando a residência multiprofissional, Limites da residência multiprofissional para a EIP, Potencialidades da residência multiprofissional para a EIP e Impactos das práticas profissionais como residente para a melhoria da qualidade assistência. Foram identificados limites relacionados a relações pessoais e interprofissionais, necessidade de apoio institucional e fragilidades na integração ensino-serviço. Em relação às potencialidades, destacaram-se a transformação provocada pelo apoio institucional, a reorganização do programa e dos cenários de prática profissional e a integralidade como foco das práticas profissionais. A EIP mostrou-se uma abordagem adequada ao contexto da RMS, reorientando a formação em saúde e contribuindo para fortalecer a identidade profissional, descontruir estereótipos e preconceitos profissionais, além de permitir aos residentes reconhecer competências comuns e complementares específicas e perceberem-se produzindo práticas interprofissionais colaborativas, com impactos positivos na qualidade da assistência, o que lhes causou satisfação profissional. Entretanto, o processo educacional causou intenso sofrimento aos participantes. Em síntese, considera-se que a efetivação da EIP no contexto da residência multiprofissional estudada requer medidas de ajuste relacionadas à sua implantação, condução e avaliação, de forma articulada entre os níveis individual, organizacional e político<br>The object of this study was the interprofessional qualification in multiprofessional residency programs in health (MRPH) by means of interprofessional education (IPE). The study objectives were to understand the limitations and strengths of multiprofessional residency programs in health for IPE; to describe the MRPH in the state of São Paulo; to identify a multiprofessional residency program in health with a highly favorable scenario for IPE and to analyze the perception of residents as regards the limitations and strengths of this program for IPE. This was an exploratory, descriptive study, using a qualitative approach. A documentary analysis of the six political-pedagogical projects (PPP) of the seven MRPH offered in the state of São Paulo was conducted to identify the most favorable program to IPE. In the sequence, a focus group was performed with the residents of the selected group. The empirical material resulting from the transcription of the focus group was submitted to the discourse analysis technique. Documentary analysis revealed close and distant points from IPE at all PPP analyzed, as well as elements related to the collaboration as purpose of the teaching and learning process, objectives of the educational program, didactic-pedagogical organization, pedagogical matrixes, curricular proposal, adoption of the model of competences and formats of institutional and teaching evaluation. In addition, it revealed the social commitment of all of the programs to education and its possibility of promoting improvements in the quality of care focused on comprehensiveness and on health needs. The most favorable program to interprofessional education was the Multiprofessional Residency in Health Care of the Federal University of São Paulo, at the Baixada Santista campus. The empirical material resulting from the transcription of the focus group with the residents evidenced themes that were inserted in the empirical categories defined a priori for the construction of the focus group script: Experiencing the multiprofessional residency, Limitations of the multiprofessional residency for IPE, Strengths of the multiprofessional residency for IPE and Impacts of the professional practices as an resident to improve care quality. The authors identified limitations related to personal and interprofessional relationships, the need for institutional support and weaknesses in the teaching-service integration. Regarding the strengths, the transformation caused by the institutional support, the reorganization of both the program and the scenarios of professional practice and comprehensiveness as focus of the professional practices stood out. Interprofessional education proved to be an appropriate approach to the context of multiprofessional residency in health, reorienting health education and contributing to strengthen professional identity, to deconstruct professional prejudice and stereotypes, besides allowing the residents to recognize common and specific complementary competences and to perceive themselves as producing collaborative interprofessional practices, with positive impacts in the quality of care, which led to professional satisfaction. However, the educational process caused intense suffering to the participants. In summary, developing IPE in the studied context of multiprofessional residency requires adjustment measures related to its implementation, conduction and evaluation, in an articulated manner among the individual, organizational and political levels
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Teitelbaum, Jennifer. "UCSF MOUNT ZION: The Closure of a Teaching Hospital and Its Primary Care Residency Program." Yale University, 2003. http://ymtdl.med.yale.edu/theses/available/etd-07012003-151744/.
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In November 1999, financial losses led the University of California at San Francisco Medical Center (UCSF) to close all inpatient services at Mount Zion Hospital, a community teaching hospital affiliated with UCSF since 1990. As a result of the closure, Mount Zions primary care residency program (MZPC) was merged with UCSFs university-based primary care program. We examined these events in the context of three major currents in U.S. health care: containment of rising health care costs, financial pressures on teaching hospitals, and the shifting priorities in graduate medical education with respect to subspecialty medicine and primary care. As part of this descriptive study, we investigated the impact of the Mount Zion closure on all UCSF internal medicine residents who were in training at the time. Using a cross-sectional survey, we found that a majority of residents felt the closure was harmful to their training, but that reasons varied by program affiliation. Many specific areas of training remained unaffected. Low morale correlated with abandonment of generalist career plans among some primary care residents (p=0.02). We concluded that the perception of harm reflected a temporary reaction to change rather than actual harm to the quality of the programs, and that while attrition from generalism may have resulted from disillusionment by some residents, it more likely reflected a national decline in interest in primary care since 1997. We also concluded that the closure of Mount Zion and its residency program was a consequence of the shifting emphasis toward subspecialization in the U.S. and is a harbinger of further changes in that direction.
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Stock, Nancy Jean. "A Transition-to-Practice Residency That Supports the Nurse Practitioner in a Critical Access Hospital." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/404.
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Access to health care in rural communities is challenged by workforce shortages. Nurse practitioners (NPs) have been filling the gap created by physician migration into specialty areas. Flex hospital legislation allows critical access hospitals (CAHs) to staff the emergency department with NPs or physician assistants without on-site physicians. NP education often lacks emergency and trauma curriculum, resulting in gaps in education and practice expectations and leading to significant role transition stress and turnover. The purpose of this project was to construct an evidence-based transition-to-practice residency program to support NPs providing emergency department care in the CAH. Theoretical frameworks used to guide the project include rural health theory, novice to expert, and from limbo to legitimacy frameworks. Global outcomes include increased quality of care, patient safety, NP job satisfaction, and decreased turnover. The quality improvement initiative engaged an interprofessional team of institutional and community stakeholders (n = 10) to develop primary products including the residency program, curriculum modules, and the secondary products necessary to implement and evaluate the project. Implementation will consist of a pilot followed by expansion throughout the rural health network. Evaluation will involve the CAH dashboard to monitor patient outcomes, Misener NP job satisfaction scale, and employee turnover rates. The project expands understanding of the on-boarding needs of rural NPs. The results of this project will serve as a guide to publish outcome data and collaborate with higher education to develop programs to award academic credit for paid clinical experiences leading to academic degrees.
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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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Wright, Lauri Y. "Comparison of student outcomes in distance learning internships versus traditional dietetic internships." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002231.
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Cunningham, Shala. "Influence of a post-graduate physical therapy residency program on clinical reasoning, professional development, and career advancement in Nairobi, Kenya." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_pt_stuetd/64.
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Problem Statement
Residency programs that emphasize clinical reasoning and manual therapy can provide a means to optimize the outcomes of physical therapy without the need for or access to expensive equipment. The residency format of continuing education could allow physical therapists in developing countries access to specialty training and ongoing mentorship. However, there are limited studies that investigate the influence of residency training on the progression of clinical reasoning, professional development, and career advancement.
Purpose
The purpose of this study was threefold. The first objective was to describe the outcome of a post-graduate orthopaedic manual therapy residency program on development of knowledge and clinical reasoning skills by physical therapists in Nairobi, Kenya. The second objective was to explore the influence of the residency program on the participants’ professional development and career advancement. The last objective was to explore the residency experience from participants’ perspectives.
Methodology
This mixed methods study utilized a sample of convenience that included residents in the third (n=14) and fourth (n=13) cohorts of the orthopaedic manual therapy residency program in Kenya. Data collection included an assessment of clinical reasoning through a live patient examination, a survey on professional and career development, and qualitative interviews.
Results
There was a significant improvement in clinical reasoning development as measured by an assessment of a live patient examination (p
Discussion
The residency program in Nairobi, Kenya may serve as a framework for the formation of post-graduate education programs in other developing countries. The development of residency programs that can influence the ability of physical therapists to provide treatment efficiently and effectively may ultimately assist in serving community physical therapy needs.
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Hagemeier, Nicholas E., and M. M. Murawski. "Residency, Fellowship, and Graduate Education Career Decision Making: A National Study of Pharmacy Academicians Regarding Their Exposure to Postgraduate Training and Academic Careers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1437.
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McConnell, Donna. "Using the Pedagogies of Professional Practice Framework to Make Teacher EducatorPractice Visible: A Case Study of an Elementary Reading Methods Course in an UrbanTeacher Residency." Thesis, The George Washington University, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=27543886.
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This study examined the pedagogical practice of a teacher educator who taught an elementary reading methods course in an urban teacher residency program. This single case study addressed the lack of a pedagogical structure and professional lexicon within an elementary reading methods course through an exploration of the how one teacher educator used the pedagogies of professional practice to teach emergent reading best practices (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009). In addition, this study applied the pedagogies of professional practice framework to the study of a teacher educator’s pedagogical practice in an elementary reading methods course and explored what the process revealed about this approach as a research tool. The case established a pedagogical structure and lexicon for the reading methods course and determined that the application of the pedagogies of practice to the research process was a viable tool for data analysis. Findings revealed the teacher educator used the pedagogies of professional practice in coordinated ways, drawing on her understanding of reading acquisition and learning theory, to create a pedagogical structure for Emergent Reading. Additionally, the application of the pedagogies of professional practice framework to the research process articulated a structure to study pedagogical practice.
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Millan, Tatiana 1977. "Percepções de médicos oftalmologistas de como os programas de residência médica do estado de São Paulo os prepararam para a prática profissional." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310193.
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Orientador: Keila Miriam Monteiro de Carvalho<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-21T22:28:51Z (GMT). No. of bitstreams: 1
Millan_Tatiana_D.pdf: 832401 bytes, checksum: a7fe03bf52a6548852d38fb545a91e2e (MD5)
Previous issue date: 2012<br>Resumo: Introdução: Os programas de residência médica em oftalmologia credenciados pelo Ministério de Educação são avaliados baseados em critérios objetivos e podem não refletir as percepções que os egressos desses programas têm sobre sua formação. Há poucos estudos no Brasil que avaliaram se as habilidades necessárias para a prática estão sendo adequadamente adquiridas ou como os egressos dos programas de residência percebem a aquisição dessas habilidades. Objetivos: Verificar as percepções de médicos oftalmologistas egressos de programas de residência médica em oftalmologia do estado de São Paulo nos últimos 5 (cinco) anos sobre como sua residência médica os preparou para a prática, verificando o nível de satisfação dos egressos quanto à aquisição de conhecimentos clínicos, à aquisição de habilidades cirúrgicas e ao desenvolvimento da relação médico-paciente e identificando possíveis deficiências no ensino da oftalmologia nas diversas áreas clínicas e cirúrgicas. Material e Métodos: O instrumento de pesquisa utilizado foi um questionário, elaborado com base nos critérios exigidos para credenciar os programas de residência em oftalmologia pelo Conselho Brasileiro de Oftalmologia, com perguntas estruturadas e uma escala do tipo Likert para avaliar o nível de satisfação dos egressos quanto ao seu curso de residência. A amostra calculada foi de 206 sujeitos para um nível de significância de 5%. O questionário foi aplicado através de correio eletrônico de janeiro a dezembro de 2010. Resultados: Duzentos e onze egressos de programas de residência em oftalmologia do estado de São Paulo responderam ao questionário, sendo 95 do sexo feminino e 116 do sexo masculino. Os níveis de satisfação encontrados foram: 89,1% estavam extremamente ou muito satisfeitos com a aquisição de conhecimento clínico, 93,4% estavam extremamente ou muito satisfeitos com a aquisição de habilidades cirúrgicas e 74,9% estavam extremamente ou muito satisfeitos com o desenvolvimento da relação médico-paciente. Em cada uma das áreas clínicas e cirúrgicas foi avaliada a percepção ou não de deficiência no ensino. As áreas clínicas em que eles perceberam mais deficiência foram órbita (48,3%) e patologia ocular (47,9%) e as áreas cirúrgicas foram cirurgia refrativa (65,9%) e cirurgia orbitária (59,2%). Análise estatística mostrou que quanto maior o tempo que haviam terminado a residência, maior era a satisfação dos egressos com a aquisição de conhecimento clínico (Coeficiente de Correlação de Pearson r=0,292, p<0,001) e menor era a percepção de deficiência nas áreas de uveíte (p=0,017), emergência (p=0,012) e órbita clínica (p=0,048) e cirúrgica (p=0,044). Na cirurgia refrativa, porém, quanto mais tempo de prática de oftalmologia, mais frequente foi à percepção de deficiência (p<0,001). A Razão de Chances (Odds Ratio) de perceber deficiência na área cirúrgica quando havia deficiência na área clínica correlacionada era estatisticamente significativa para todas as áreas exceto para as áreas correlacionadas refração e cirurgia refrativa. Conclusões: As percepções de egressos de programas de residência médica em oftalmologia do estado de São Paulo mostraram um bom nível de satisfação dos mesmos com sua residência na aquisição de conhecimento clínico, aquisição de habilidades cirúrgicas e desenvolvimento da relação médico-paciente, tendo sido identificadas deficiências no ensino de áreas específicas<br>Abstract: Introduction: The ophthalmology residency training programs accredited by the Ministry of Education are evaluated based on objective criteria and may not reflect the perceptions of graduates about their training. There are few studies in Brazil that evaluated whether the skills needed to practice are being properly acquired or how the graduates of residency programs perceive the acquisition of these skills. Objectives: To verify the perceptions of ophthalmologists graduates of residency programs in ophthalmology in the state of São Paulo in the last five (5) years regarding on how their residency prepared them for practice, checking the level of satisfaction of graduates with the acquisition of knowledge clinical, acquisition of surgical skills and development of doctor-patient relationship and identifying possible deficiencies in the teaching of ophthalmology in several clinical and surgical areas. Material and Methods: The survey instrument used was a questionnaire developed based on the criteria for accrediting of ophthalmology residency training programs by the Brazilian Council of Ophthalmology, with structured questions and a Likert scale to assess the level of satisfaction of the graduates with their residency training program. The calculated sample was of 206 subjects for a significance level of 5%. The questionnaire was administered by electronic mail from January to December 2010. Results: Two hundred and eleven graduates of residency programs in ophthalmology in the state of São Paulo answered the questionnaire, 95 females and 116 males. Satisfaction levels were: 89.1% were extremely or very satisfied with the acquisition of clinical knowledge, 93.4% were extremely or very satisfied with the acquisition of surgical skills and 74.9% were extremely or very satisfied with the development of the doctor-patient relationship. The perceptions of deficiency in the teaching of each of the clinical and surgical areas were assessed. The clinical areas that they had perceived more deficiency were orbit (48.3%) and ocular pathology (47.9%) and the surgical areas were refractive surgery (65.9%) and orbital surgery (59.2%). Statistical analysis showed that the longer the time they had finished the residence, the greater the satisfaction of graduates with the acquisition of clinical knowledge (Pearson Correlation r = 0292, p <0.001) and the smaller the perception of deficiency in uveitis (p = 0.017), emergency (p = 0.012) and clinical orbit (p = 0.048) and surgical orbit (p = 0.044). In refractive surgery, however, the longer the practice of ophthalmology, the more common the perception of deficiency (p <0.001). The odds ratio (odds ratio) for perceiving a surgical area deficiency when there was deficiency in the correlated clinical area was statistically significant for all areas except for the areas of refraction and refractive surgery. Conclusions: Perceptions of graduates from ophthalmology residency training programs in the state of São Paulo showed a good level of satisfaction with their residency training program in the acquisition of clinical knowledge, acquisition of surgical skills and development of surgical doctor-patient relationship and identified deficiency in the teaching of specific areas<br>Doutorado<br>Oftalmologia<br>Doutora em Ciências Médicas
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Hagemeier, Nicholas E., and Matthew M. Murawski. "Junior Pharmacy Faculty Members’ Perceptions of Their Exposure to Postgraduate Training and Academic Careers During Pharmacy School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1467.
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Objective. To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought.
Methods. A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy.
Results. Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education training as compared to residency training. Awareness of and exposure to academic careers and research-related fields was low from a faculty recruitment perspective.
Conclusions. Ensuring adequate exposure of pharmacy students to career paths and postgraduate training opportunities could increase the number of PharmD graduates who choose academic careers or other pharmacy careers resulting from postgraduate training.
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Rowland, Beverly Dianne. "Conceptualization of factors that have meaning for newly licensed registered nurses completing nurse residency programs in acute care settings." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241295.
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<p> Nurse residency programs (NRPs) have been identified as a means to promote transitioning of new nurses into the professional nursing role. Questions have arisen related to which elements within those programs are most meaningful to the development of new nurses. As the nursing shortage drives the need for quick transition and development of nurses to meet workforce needs, nursing must identify what is meaningful to nurses in their transition to practice. The purpose of this multi-site study was to explicate meaning from the experiences of newly licensed registered nurses (NLRNs) who have just completed NRPs. The research question was “What factors have meaning for NLRNs who have experienced transition to practice in nurse residency programs in acute care settings?”</p><p> Semi-structured interviews were used to collect data from six NLRNs from three different NRPs after completion of their programs. Using interpretative phenomenological analysis, themes and variations within those themes were derived from the descriptive narratives provided from participant interviews. Overarching themes identified were <i>Relationships, Reflection, Active Learning, Resources</i> and <i>Organizational Systems</i>. Findings have implications for practice and education as the nursing profession strives to find ways to transform nurses in an effective and efficient manner. </p>