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1
Kugler, Neil. "When curing stops and caring begins : a study of the need for end-of-life care education of future health care workers /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270731&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Carroll, Melissa A. "Communication Theory in Physician Training: Examining Medical School Communication Curriculum at American Medical Universities." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873270954601.
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Rahimi-Saber, Anahita, Morgan Buda, Abby Schultz, Maureen Shelton, Leigh Johnson, Abbey K. Mann, and Ivy Click. "Transgender Medicine Integrated Grand Rounds: Are Medical Students Receiving Enough Education to Competently Care for our Patients?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/128.
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Transgender individuals are defined as those whose gender does not match the sex they were assigned at birth. Healthcare providers receive inadequate training in transgender medicine, which could lead to provider stigma and lower health outcomes and higher health disparities. The purpose of our study was to assess the effect of an educational intervention on first and second year ETSU medical students’ knowledge and attitudes regarding transgender healthcare. A transgender healthcare-centered Integrated Grand Rounds (IGR) was used as a setting to conduct a 9-item survey regarding definitions, medical management, and attitudes/comfort levels with transgender care. First and second year medical students (n=140) who participated in the intervention had the option to complete pre and post surveys on paper before and after IGR. Of the 140 participants, 138 (98.6%) completed the pretest and posttest measures. The participants’ attitudes about transgender patients and their comfort in treating transgender patients significantly improved between pre and posttest surveys (p
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Click, Ivy A. "Transgender Medicine Integrated Grand Rounds: Are Medical Students Receiving Enough Education to Competently Care for Our Patients?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6379.
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Click, Ivy A. "Practice Characteristics of Graduates of East Tennessee State University Quillen College of Medicine: Factors Related to Career Choices in Primary Care." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1112.
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The nation is facing a physician shortage, specifically in relation to primary care and in rural underserved areas. The most basic function of a medical school is to educate physicians to care for the national population. The purpose of this study was to examine the physician practicing characteristics of the graduates of East Tennessee State University Quillen College of Medicine including factors that influence graduates’ specialty choices and practice locations, especially those related to primary care. Secondary data for this study were collected from the college’s student database system and the American Medical Association Physician Masterfile. The study population included all living graduates with Doctor of Medicine (MD) degrees who graduated from 1998 through 2009 (n=678). Statistical procedures included Pearson Chi-square, logistic regression, independent t tests, ANOVA, and multiple linear regression. Data analyses revealed that the majority of graduates were between 24 and 29 years of age, male, white, non-Hispanic, and from metropolitan hometowns. Most had completed the generalist track and initially entered a primary care residency training program. The majority passed USMLE Step 1 and Step 2 on the first attempt. The USMLE Step 2-CK average was 212.50. The average cumulative GPA was 3.44. Graduates were nearly evenly divided between primary care and nonprimary care practice, with the majority practicing in metropolitan areas. Graduates who initially entered primary care residency training were more likely to practice primary care medicine than those who entered nonprimary care programs; however, fewer graduates were practicing primary care than had entered primary care residency training. Graduates who attended internal medicine residency training were less likely to be practicing primary care medicine than those who attended family medicine, pediatrics, or OB/GYN programs. Women and Rural Primary Care Track graduates were significantly more likely to practice primary care than were men and generalist track graduates, respectively. Nonprimary care physicians had significantly higher USMLE Step 2-CK scores than did primary care physicians (PCPs). PCPs practiced in more rural locales than non-PCPs. Family physician graduates tended to practice in more rural locales than OB/GYNs or pediatricians. Hometown location predicted practice location over and above medical school track.
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Karajicic, Slavica. "Patient-centred care (PCC) as idea, process and practice." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29830.
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This thesis contributes to the stream of studies that indicate a transformation of the future education of
medical professionals to better address patients’ needs and promote a positive attitude towards patientcentredness
in medical education. The main goal is to identify the characteristics of patient-centred care
(PCC) as ideas, processes, and practices from a medical student’s perspective in Portugal and Sweden.
The comparative study aims to answer where the differences between these two students’ groups stand
within PCC education, patient-centred beliefs, and self-perceived ability to practice PCC and, specifically,
how Portuguese medical students perceive Portuguese PCC practice and potential barriers. Quantitative
(questionnaires) and qualitative data collection (curriculum analysis and interviews) are performed.
Curriculum analysis indicates that learning about the PCC phenomena in both countries is fragmented
across the various courses, considering that in Portugal a significant number (40%) of courses are elective.
While the Portuguese curricula focus on the knowledge, the Swedish encourages skills development.
Medical students show more caring than sharing attitudes in both countries, and female medical students
have a more positive attitude toward PCC. Previous work experience does not affect the attitudes of a
medical student to the PCC; nonetheless, it does affect the self-perception of medical student confidence
in the information and power-sharing segment and dealing with communicative challenges. Portuguese
students consider that the barriers to the implementation of the PCC in Portuguese practice come from
the system, doctor, and patient. The implications of the study findings are discussed concerning both
wider theoretical perspectives and practical solutions for policymakers and doctors on these aspects of
their work. The present study reveals the need for developing an In-Service PCC Guide with all the key
elements and activities that reflect the essence of the PCC concept in practice, and that could help medical
students when they start their daily practical work with patients; RESUMO:
Cuidado centrado no paciente (PCC) como ideia, processo e prática
Esta tese contribui para a corrente de estudos que apontam para uma transformação, no futuro, da
educação dos profissionais médicos para melhor atender às necessidades do paciente e promover uma
atitude positiva em relação à centralização no paciente, da educação médica. O objetivo principal é
identificar as características dos cuidados centrados no paciente (PCC), nomeadamente ideias, processos
e práticas na perspetiva dos estudantes de medicina em Portugal e na Suécia. O estudo comparativo
realizado visa conhecer as diferenças entre esses dois grupos de estudantes relativamente à
educação/formação em PCC, as crenças centradas no paciente e capacidade auto percebida de praticar
o PCC; e ainda, compreender como os estudantes de medicina portugueses percebem a prática
portuguesa do PCC e as potenciais barreiras à mesma. Foram realizadas recolhas de dados quantitativos
(questionários) e qualitativos (análise curricular e entrevistas). A análise curricular indica que a
aprendizagem sobre o fenómeno PCC nos dois países está fragmentada nos vários cursos, sendo que em
Portugal grande parte (40%) ainda integra currículos optativos. Enquanto o currículo de português se
concentra no conhecimento, o sueco incentiva o desenvolvimento de habilidades. Os estudantes de
medicina mostram atitudes mais carinhosas do que compartilhadas em ambos os países, e as estudantes
femininas têm uma atitude mais positiva em relação à PCC. A experiência anterior de trabalho não afeta
as atitudes do estudante de medicina em relação à PCC; no entanto, afeta a autopercepção da confiança
do estudante de medicina no segmento de partilha de informações e poder e de lidar com os desafios
comunicativos. Os estudantes Portugueses consideram que as barreiras à implementação da PCC na
prática portuguesa vêm do sistema, do médico e do paciente. As implicações dos resultados do estudo
são discutidas em relação a perspetivas teóricas mais amplas e soluções práticas para os formuladores de
políticas e para os médicos, sobre esses aspetos de seu trabalho quotidiano. Este estudo revela a
necessidade de desenvolver um “In-Service PCC Guide” com todos os elementos e atividades que
refletem a essência do conceito de PCC na prática e que possam ajudar os estudantes de medicina quando
iniciam o seu trabalho prático quotidiano com os pacientes.
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Krampl, Gayle, and University of Lethbridge Faculty of Arts and Science. "Students' lived experience of spiritual nurturing in nursing education : a phenomenological study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/630.
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The purpose of this thesis is to explore the phenomenon of spiritual nurturing as experienced by students in their fourth-year of an undergraduate baccalaureate nursing education program in Canada, using van Manen’s (2002) approach to phenomenology. The goal of this study is to describe the lived experience of spiritual nurturing of fourth-year nursing students in order to reflect on how nursing students learn spiritual care. Data were collected via in-depth interviews with seven fourth-year nursing students and analyzed according to van Manen’s interpretive approach. Three themes of spiritual nurturing emerged: spiritual nurturing as exchanging energy (spirituality as relationship with others), spiritual nurturing as recharging energy (spirituality as relationship with self), and spiritual nurturing as receiving energy (spirituality as relationship with transcending). Spiritual nurturing as it applies to nursing education, nursing practice, administration of nursing programs and nursing research are discussed from the students’ perspectives.vii, 142 leaves : ill. (col. ill.) ; 29 cm
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Munro, Susan 1938. "The education of the health care professional in terminal care in the light of the emotional impact of the nature of the work /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65973.
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Mayta-Tristan, Percy, Elías Reneé Pereyra, Juan José Montenegro-Idrogo, Christian R. Mejia, Berrospi Fiorella Inga, and Holguín Edward Mezones. "Profile and professional expectations of medical students from 11 Latin American countries: the Red-LIRHUS project." Biomed Central Ltd, 2017. http://hdl.handle.net/10757/622009.
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Background
Latin America is undergoing a human resource crisis in health care in terms of labor shortage, misdistribution and poor orientation to primary care. Workforce data are needed to inform the planning of long-term strategies to address this problem. This study aimed to evaluate the academic and motivational profile, as well as the professional expectations, of Latin American medical students.
Results
We conducted an observational, cross-sectional, multi-country study evaluating medical students from 11 Spanish-speaking countries in 2011–2012. Motivations to study medicine, migration intentions, intent to enter postgraduate programs, and perceptions regarding primary care were evaluated via a self-administered questionnaire. Outcomes were measured with pilot-tested questions and previously validated scales. A total of 11,072 valid surveys from 63 medical schools were gathered and analyzed.
Conclusions
This study describes the profile and expectations of the future workforce being trained in Latin America. The obtained information will be useful for governments and universities in planning strategies to improve their current state of affairs regarding human resources for health care professions.
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Stilp, Curt Carlton. "Rural Interprofessional Health Care Education: a Study of Student Perspectives." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3624.
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As the cost for health care delivery increases, so does the demand for access to care. However, individuals in a rural community often do not have access to the care they need. Shortages of rural health care professionals are an ever-increasing problem. The Affordable Care Act of 2010 sought to increase health care access by focusing on team-based care delivery. Thus, the need to educate health care students in the fundamentals of team-based practice has led to an increased emphasis on Interprofessional Education (IPE). While past research focused on urban IPE, a literature gap exists for the effects of a rural team-based educational experience on practice location decisions. This study examined how rural IPE influenced health profession students' perspectives of what it means to be a member of a rural health care team and explored what factors go into making decisions of where to live and provide care. Motivational Theory provided the framework for a mixed methods approach with data from student reflective journaling and a post-experience Q sort. Analysis yielded important understandings about the impact of rural IPE. Accordingly, having a rural IPE experience provided positive motivation for returning after graduation. Further, the time spent in rural IPE generated understandings of what it means to live and provide care to a rural community. One important new discovery gained is the clinical setting is not where most IPE took place. As a result, social interactions with fellow students and community members achieved the goals of rural IPE. Despite these influential findings, noted barriers to genuine rural IPE persisted. In the end, students, educators, and rural health care professionals need to be aware of the multiple factors that guide decisions of where to live and provide care.
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Salazar, Ligia de. "Assessment of health students performance by the community using perceived quality of care model." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40337.
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The trend in medical education and in general, among health professionals, is based, on the current changes of health systems aimed to improve relevance equity, and cost effectiveness of health care. With respect to human health resources, there is lack of agreement among the competence level, performance and the needs of both the system using them and the target population. Therefore, it is important and necessary to consider both the community and health services as partners in the task of defining these changes and in the provision of health services to meet the above mentioned criteria.The main purpose of this partnership is to encourage efforts to promote, oversee, and apply the actions in each one of the instances in order to improve training of human resource, strengthen local health systems, and empower the communities. Human resource competence and performance, the capacity to provide services, and the degree of community participation and commitement to health, are key elements in improving service quality.
The philosophy of current curricula reform at the Valle University stresses the partnership relationship between academic institutions, services centers, and the community, in the training of health professionals. The proposed investigation focuses on the community-based training aspect of student performance assessment and its relation to the health care system and academia. Specifically, the study will focus on designing valid and reliable instruments for community assessment of student performance, using both qualitative and quantitative aspects of data collection and analysis to assess "patient satisfaction" as an indicator of quality of care.
The results of this study demonstrate that the proposed assessment activity will allow the educational and health services institutions to have relevant and dynamic information as feedback for planning and adjustment of their programs. At the same time, it will allow the community to participate in an effective way in aspects related to their health care. The results of this study will be used as a basis for producing guidelines for involving communities (users) in the health care students evaluation process.
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Cain, Ruby. "Assessing cultural proficiency of healthcare students." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/757.
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Owens, Melissa Williams. "An exploration of collaborative practice and non-formal interprofessional education by medical and nursing students in the primary care setting." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/25503/.
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This study critically explores how Bourdieu’s (1985; 1989) concept of social space impacts on the experiences of medical and nursing students in the primary care setting when non-formal work based learning (WBL) is used as a model for interprofessional education (IPE) (Moore, 2012). Current ways in which professionals conduct their relationships with each other are also examined and factors that impede collaboration are also explored using Bourdieu’s theory of social life (1979; 1985; 1989; 1992; 1996; Bourdieu & Wacquant, 1992) as a theoretical lens. Bourdieu (1979) uses the concept of social space as a means of exploring power and hierarchical relationships arguing that social space influences relationships so that whilst groups of people can be located in the same physical space, they can remain socially distant (Bourdieu & Wacquant, 1992). In the United Kingdom (UK) different professions are now located together, within GP (General Practitioner) Practices, in the belief that it will enhance CP (DH, 2005; Hudson, 2007). However, there are a number of factors influencing how doctors and nurses work together and these include the powerful position of the doctor in relation to the nurse (for example: Coombs & Ersser, 2004; Davis, 2003; Fagin & Gaerlick, 2004, Malloy et al 2009, Vogwill & Reeves 2008). Therefore, students placed in this environment are likely to be immersed into practices where power relationships occur and supervised by those who are involved in them. As such it is likely that they learn the implicit, hierarchically influenced, rules of engagement that are practiced by their qualified counterparts (Collin et al., 2011). The study drew on critical ethnographic principles and took place in a city in the north of England. Participants were selected purposively and were comprised of the staff from three GP Practices, as well as medical and nursing students who were on or had recently completed a clinical placement at one of the three Practices. Data were collected predominantly through uni-professional focus groups alongside a selection of observations. Field notes were made at the time of the observations and a reflexive diary kept throughout. I transcribed the focus groups verbatim and uploaded them into NVIVO8 with analysis undertaken using template analysis (King, 2004). Whilst CP is now accepted as a fundamental part of contemporary health care (Barr et al., 2005; Dickinson & Sullivan, 2014) there is little clarity regarding either its meaning (Haddara & Lingard, 2013; Lingard et al., 2012) or of how it should be achieved (King et al., 2013) and could be the reason that measurements of its effectiveness are limited (Barr et al., 2005; Zwarenstein & Reeves, 2006). Exploration of CP within an emancipatory discourse ii however suggests a multitude of interplaying influences on how professions engage (Ansari et al. 2001; Haddara & Lingard, 2013). Indeed, findings from this study showed that whilst staff groups perceived CP to be positive, there remained a complex interplay of factors that impacted on how it occurred. In particular the dominant position of the doctor remained problematic influencing how, when and if it occurred. Physical space, elusiveness, communication methods, titles, language and tasks performed were all found to be significant in relation to the level and type of capital held and therefore the social space between professions. However, these were frequently masked by the physical space and distance between the staff groups. Bourdieu (1985; 1986) argues that the habitus of the individual is also influential in relation to social relationships as it is an inherent element of who a person is: influencing how they think as well as what they say and how they say it. The individuals’ habitus will ultimately manifest itself as a set of ‘tastes’ which shape their identity (Bourdieu, 1979) and how they engage with their environment (Bourdieu & Wacquant, 1992). The socialization of students into uni-professional practices resulted in their becoming indoctrinated into the epistemological norms of the profession to which they aspired: adopting similar tastes to their qualified counterparts. In this way the official criteria of WBL became lost in the unofficial criteria of social compliance to the hierarchical position held by their qualified counterparts (Billet, 2001a). The conclusions from this study argue that collaboration is complex and that greater recognition is required of those factors that impact on it: and in particular the power imbalance between doctors and nurses. Equally, current assumptions regarding students’ learning in this setting need also to recognize the complexities of CP, rather than simply relying on the experiences into which they are immersed to enable them to attain the goals of IPE and become ‘collaborative practice ready’ (WHO, 2010) at the point of qualification.
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Terkildsen, Sheryl Ramona. "End of life nursing education consortium grant implementation project." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2324.
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This project addressed the continuing education needs of nursing staff and other health care professionals for delivering competent and compassionate palliative or end of life care. The scope of the project included, writing a grant application, training and certification by the end of life Nursing Education Consortium and implementing an education program for staff at the Loma Linda Veterans Affairs medical center.
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Front, Sofia. "Self-Care Education in Oral Health : An intervention study among dental nurse students in Danang, Vietnam." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. Oral hälsa, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44660.
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Aim:The aim of the thesis was to study the effect of a self-care education in oral health for a group of dental nurse students in Danang, Vietnam. Methods: A quantitative intervention study was performed consisting of 53 selected participants, who were clinically examined to measure the dental biofilm and gingival inflammation. The intervention was a self-care education session where both information and instruction about the materials and methods of self-care in toothbrush technique and interdental cleaning were included. Results: The self-care education in oral health proved to have an effect on the students' oral hygiene. There was a statistically significant difference between the first and the second examination of the gingival inflammation. No statistically significant difference was found between the first and second examination of dental plaque but plaque score of buccal, lingual and distal surfaces significantly decreased before the second examination.The results did not show any significant difference between the group from the rural area and the group from the urban area. Conclusion:The result of the study shows that the self-care education in oral health had a positive impact on the participant´s oral hygiene. It would be beneficial to develop a self-care educational program for the population in Vietnam to improve the oral hygiene.Through knowledge and information about good self-care habits and its positive effects, more people can achieve a better and healthier oral health as a result.Syfte:Syftet med studien var att studera effekten av en given egenvårdsutbildning i oral hälsa för en grupp dental nurse studenter i Danang, Vietnam. Metod:En kvantitativ interventionsstudie utfördes, bestående av 53 utvalda deltagare som undersöktes kliniskt för att mäta dental biofilm och gingival inflammation. Interventionen var en egenvårdsutbildning där information och instruktion i material och metoder för egenvård i tandborstteknik och approximal rengöring inkluderades. Resultat:Egenvårdsutbildningen i oral hälsa visade sig ha effekt på studenternas munhygien. Det var en statistiskt signifikant skillnad mellan den första och den andra undersökningen av gingival inflammation. Ingen statistiskt signifikant skillnad uppnåddes mellan den första och andra undersökningen av dentalt plack. Dock sjönk plackförekomsten på de buccala, linguala och distala ytorna avsevärt innan den andra undersökningen. Resultaten visade inte någon signifikant skillnad mellan gruppen från landsbygd eller gruppen från tätort. Slutsats:Resultatet av studien visar att egenvårdsutbildningen haft en positiv inverkan på deltagarens munhygien. Det skulle vara fördelaktigt att utveckla ett egenvårdsprogram för befolkningen i Vietnam för att allmänt förbättra den orala hygienen. Genom kunskap och information om goda egenvårdsvanor och dess positiva effekter kan fler människor uppnå en bättre och hälsosammare oral hälsa.
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MacVane, Fiona E. "Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
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The literature concerning what medical students learn from midwives during specialist
obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery
attachments for medical students, it is almost non-existent.
Working with midwives is arguably the only opportunity medical students have to
experience holistic or social models of maternity care, focusing on normality rather than
on the medical concept of risk.
This study sought to discover how medical students constructed their knowledge about
childbirth during a six week specialist rotation in obstetrics in a Northern English
teaching hospital (NETH), with particular emphasis on whether participants assimilated
any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase
of the research, focused on MK, utilizing an international sample of experienced
midwives. Resulting themes were used to develop the data collection tool for the second
phase of the research.
The research employed a qualitative case study method with students from a single year
cohort comprising the case. Data were collected using a tool consisting of three problem
based learning (PBL) scenarios. These were presented to the students in consecutive
interviews at the beginning, the middle and the end of their obstetric rotation.
Following analysis, five main themes were identified which illuminated the medical
students' construction of knowledge about maternity care. These were explored and
discussed. The thesis concludes with recommendations for increasing opportunities for
IPE in the medical and midwifery curricula.
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Gallagher, Christine Leigh. "Shared learning in health care professional education : an evaluation of third year medical, nursing, occupational therapy, physiotherapy and podiatry students' shared learning experiences." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409854.
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MacVane, Fiona Ellen. "Midwifery knowledge and the medical student experience : an exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.
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The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.
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Hagemeier, Nicholas E., Nasar Ansari, Tandy Branham, Daniel L. Rose, Richard Hess, and Reid B. Blackwelder. "Teaching Patient-Centered Communication Skills to Medical and Pharmacy Students Using an Interprofessional Blended Learning Course." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1448.
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Objectives: 1) To evaluate the impact of an interprofessional blended learning course on pharmacy and medical students’ communication skills; 2) To compare pre- and post-course communication skills across cohorts. Method: Pharmacy (N = 57) and medical (N = 67) students enrolled in a required Communication Skills for Health Professionals course completed asynchronous online modules and face-to-face standardized patient interview sessions over the course of 1 semester. Students completed pre- and post-course objective structured clinical examinations with standardized patients and were evaluated by trained faculty using the validated Common Ground Instrument. Communication skill domains evaluated on a 1 to 5 scale included: rapport building, agenda setting, information management, active listening, addressing feelings, and establishing common ground. Nonparametric statistical tests were used to examine paired pre-/post-course domain scores within professions and pre- and post-course scores across professions. Results: Performance in all communication skill domains increased significantly for pharmacy and medical students (p valuesImplications: The blended learning Communication Skills for Health Professionals course improved students’ interpersonal communication skills across multiple domains. Fostering communication skill development in medical and pharmacy students could improve the extent to which future health care professionals engage in patient-centered communication.
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Theunissen, Anna Luttig. "An exploration of the experiences and perceptions of health and allied health care students regarding interprofessional collaboration and education in a rural clinical setting in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86617.
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Mort, Sophia C. "Utilizing Health Professional Students’ Knowledge, Attitudes, and Beliefs to Inform the Development of a Contact-Based Educational Approach to Address the Opioid Epidemic." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597412295795281.
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Campos, Maria Angelica de Figueiredo. "Percepção e avaliação dos alunos do curso de medicina de uma escola médica pública sobre a importância do estágio em saúde da família na sua formação." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/17/17139/tde-15022007-140809/.
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Introdução: Na Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo (FMRP-USP), o ensino no internato da Atenção Primária à Saúde (APS) com enfoque em medicina de família iniciou-se em 1997. São promovidas a integração do aluno com a equipe de Programa de Saúde da Família (PSF) e a participação na rotina da equipe por meio dos grupos de educação em saúde, reuniões de equipe, visitas domiciliares, discussões de casos individuais e de família. O cuidado médico é realizado na consulta individual e no seguimento das famílias, sendo enfatizadas a prevenção e a promoção da saúde e a avaliação do paciente buscando a assistência integral. São poucos os estudos sobre a percepção dos alunos sobre a vivência nos estágios em saúde da família. Objetivos: Avaliar a percepção dos alunos do 5° ano de medicina do Curso de Medicina da FMRP-USP quanto à contribuição do estágio em Saúde da Família na formação em atenção primária. Metodologia: Os sujeitos do estudo foram alunos do 5º ano do Curso de Medicina da FMRP no ano de 2005, cuja idade médica foi 23 anos e dos quais 58,3% eram do sexo masculino. A esses alunos foi aplicado questionário estruturado antes e após o estágio. O questionário incluiu itens sobre dados pessoais, importância, contribuição e influência do estágio na formação médica e outros aspectos, como integração com a equipe, mudanças na relação médico-paciente, adequação do estágio no 5º ano e duração. Resultados: Dos 103 respondentes, 75,5% avaliaram o estágio em saúde da família como bastante ou muito importante e 87% consideraram adequada sua inserção no 5º ano. Em relação à duração, 49,5% e 82,5% consideraram suficiente no primeiro e segundo questionário respectivamente. 91,3% referiram boa integração com a equipe. Quanto ao atendimento, 68% perceberam mudanças em sua forma de atender o paciente durante o estágio. Os princípios da estratégia de saúde da família mais percebidos pelos alunos foram acessibilidade e longitudinalidade. Conclusão: Na avaliação dos graduandos, o estágio contribui positivamente para a sua formação, principalmente nos aspectos de integração com a equipe de saúde, humanização e visão dos principais princípios da saúde da família, como trabalho em equipe, longitudinalidade, acessibilidade e atuação na prevenção. Após o estágio o aluno passou a dar mais importância aos aspectos sociais e econômicos do paciente e avaliá-lo com um ser bio-psico-social.Introduction: At Medical School of Ribeirão Preto of São Paulo Universilty (FMRP-USP), Primary Care (PC) started to be taught in 1997 with emphasis on family medicine. The integration between students and the Family Medicine team is promoted and the students are encouraged to participate in the routine of the team by attending group meetings, team meetings, home visits, and individual and family cases discussion. Medical care is provided during an individual visit and by following up the families, with emphasis on prevention and health promotion and on patient evaluation in an effort to provide complete assistance. There are a few studies about this efford. Objectives: To evaluate the perception of 5th year medical students of FMRP-USP regarding the contribution of the training in Family Health to PC education. Methodology: The study subjects were 5th year medical students of FMRP in the year 2005, to whom a structured questionnaire was applied before and after the training period. Mean age was 23 years and 58,3% were men. The questionnaire contained questions about the following topics: personal data, importance, contribution and influence of the period of training regarding medical education, aspects such as integration with the team, changes in the doctor-patient relationship, and adequacy and duration of the training in the 5th year. Results: Of 103 students, 75.5% evaluated the training in family health as considerably or very important and 87% considered its insertion in the 5th year to be adequate. Regarding duration, 49.5% and 82.5% considered it to be sufficient in the first and second questionnaire, respectively. 91.3% reported good integration with the team. Regarding care, 68% perceived changes in their way to care for the patient during the training period. The principles of the family health strategy most perceived by the students were accessibility and longitudinality. Conclusion: The training contributed positively to the education of the students, especially regarding integration with the health team, humanization and vision of the main principles of family health such as team work, longitudinality, accessibility and prevention. After the training the students started to attribute more importance to the social and economic aspects of the patients and to evaluate the latter as bio-psycho-social beings.
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Parma, Fabiana Arenas Stringari de. "Percepção dos profissionais de saúde em relação às práticas e integração dos estudantes de medicina na atenção primária à saúde." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21632.
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Introduction: The medicine course of Centro Universitário de Votuporanga (UNIFEV) was implemented in 2012 according to the National Curricular Guidelines for the Medicine Graduate Courses (DCN in portuguese) of 2001. The Practical module of Community Service Education Integration (PIESC in potuguese) is the curricular unit that inserts students in Primary Health Care scenarios (APS in portuguese) since the first period of the course until the Internship, breaking with the traditional model of hospital-centered training, which is segmented in specialties. The module of medical skills and attitudes training (THAM in portuguese) also leads the student, in some cases, to the PHC services, but with focus on the basic clinical procedures in controlled scenarios, which may be those from typical clinical practice, as well as those simulated or even made in skill laboratories. At Internship, the student continues in PHC as an intern in general, family and community medicine (MGFC in portuguese) with the highest number of working hours. In this context, the integration of community-education-service plays a major role among the movements of transformation in health graduation, which also aim at modifying the current health care model. Objectives: Understand the perception of professionals in the Family Health Units as to the inclusion of medical students in these services and interpret the results of this integration as far as the service, the community and the medical training are concerned. Methodology: Qualitative research carried out with health professionals who work in three Family Health Units of Votuporanga, São Paulo. They were invited to participate of focus groups to express their opinions about thought-provoking questions. The recorded material was transcribed, organized and analyzed according to a method called “Bardin content analysis”, which allowed categories of analysis to emerge based on parts of the participants’ speeches. Results and Discussion: The study has concluded that the integration of community-serviceeducation contributes to the three areas involved. Among the contributions we can point out the academic and health care reflexive practices, educational activities in health, the students’ support to the team in solving problems of local reality and the teamwork that stimulated the emergence of a new profile of medical professionals. We identified some difficult situations, such as patients’ embarrassement in medical appointments with the presence of the students and the short period of permanence of these students to the necessary construction of a bond. There were no disadvantages to medical training
Introdução: O curso de medicina do Centro Universitário de Votuporanga (UNIFEV) foi implantado em 2012 segundo as Diretrizes Curriculares Nacionais para os Cursos de Graduação em Medicina (DCN) de 2001, sendo o módulo Prática de Integração Ensino Serviço Comunidade (PIESC) a unidade curricular que insere os discentes nos cenários da Atenção Primária à Saúde (APS) desde o primeiro período do curso até o internato, rompendo, assim, com o modelo tradicional de formação centrada no hospital e segmentada em especialidades. O módulo Treinamento de Habilidades e Atitudes Médicas (THAM) também leva o aluno, em alguns momentos, aos serviços da APS, mas com enfoque nos procedimentos clínicos básicos, em cenários controlados, que podem ser os da prática clínica, mas também os simulados ou em laboratórios de habilidades. No internato, o aluno continua na APS, com estágio em Medicina Geral, de Família e Comunidade (MGFC), sendo este de maior carga horária. Nesse contexto, a integração ensino-serviço-comunidade exerce um papel importante entre os movimentos de transformação da graduação em saúde, que visam também a modificação do modelo assistencial vigente. Objetivos: Compreender a percepção dos profissionais das Unidades de Saúde da Família em relação à inserção dos estudantes de medicina nesses serviços e interpretar os reflexos dessa integração para o serviço, para a comunidade e para a formação médica. Metodologia: Pesquisa qualitativa, realizada com profissionais de saúde que atuam em três Unidades de Saúde da Família do município de Votuporanga, SP. Eles foram convidados a participar de grupos focais nos quais expressaram suas opiniões de acordo com as perguntas disparadoras de discussão. O material gravado foi transcrito, organizado e submetido à análise de conteúdo de Bardin, de onde emergiram categorias de análise apresentadas por meio de recortes das falas dos participantes. Resultados e Discussão: O estudo permitiu identificar que a integração ensino, serviço e comunidade contribui para as três áreas envolvidas. Entre as contribuições, destacaram-se as práticas reflexivas assistenciais e acadêmicas, as atividades de educação em saúde, o apoio discente à equipe na resolução de problemas da realidade local e o trabalho em equipe que, em conjunto, favorecem a formação de um novo perfil de profissional médico. Foram identificadas algumas situações de dificuldade, tais como o constrangimento de pacientes na consulta médica com a presença dos estudantes e o curto tempo de permanência desses estudantes para a necessária construção de vínculo. Não foram apontadas desvantagens à formação médica
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Cox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.
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Greene, Joseph Harrison. "Development of a social service program for college health services." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1869.
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The initial development of a social services program in a college health setting is presented, with discussion regarding causes, methods, and outcomes. Both empirical and anecdotal data which were influential in the initial formation of the program are reviewed, in the context of an examination of the research literature relating to this area. The actual development and implementation of the program is followed through its first year of existence. Outcomes are presented in the form of qualitative data analysis and case studies. Discussion of the results and recommendations for both future research and improvements to the program are presented.
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Issa, Afonso Henrique Teixeira Magalhaes. "Percepções discentes sobre a Estratégia de Saúde da Família e a escolha pela especialidade de Medicina de Família e Comunidade." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3106.
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license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-19T18:00:55Z (GMT) No. of bitstreams: 2 Issa, Afonso Henrique-2013-Dissertação.pdf: 3632893 bytes, checksum: f2b68adb0dcb6dbd38de1679ebec1a0f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)
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Objective: To analyze the perceptions of undergraduates in medicine in relation to the work of the Family Health Strategy (FHS) and the influencing factors in choosing the specialty of Family Medicine and Community (FM). Materials and Methods: An exploratory and qualitative study of a cross-sectional nature involving undergraduates in the 11th period of the medical school of the University Center of Anápolis (UniEVANGÉLICA) which is located in the Central-West region of Brazil. The study involved the examination of data collected from the body of students involved in a course of study who have been selected after approval by the Ethics and Research Committee. In the research, two instruments for collecting data and information were used: Firstly a questionnaire and secondly a roadmap for semi-structured interviews. This approach was taken in order to Identify Socioeconomic Characterization along with the Identification of Occupational Aspirations and analysis of factors that influence their choice of FM by using the technique of content analysis. Results and Discussion: None of the interviewed graduates opted to specialize in FM. The low social status, low wages, lack of labor rights, the experience of little contact with medical specialists during the course, the poor solutions in FHS, with poor working conditions and limited opportunity for professional growth showed up as negative influences in their choice. FM have previously examined the social relevance, comprehensive clinical work, bond with patients, as well as greater contact with medical experts in FM for new graduates to present themselves as positive influences on the perception of choices. Final Thoughts: The most effective actions that can ensure the recovery of the FHS as a more inclusive and positive workplace and one that offers a more recognized appreciation of family medicine as a medical specialty is as outlined. Better wages and greater social recognition of the work of the FM are factors that should be considered in policy actions. A further major factor would be ensuring labor rights and conditions for personal accomplishment in the FHS expert in FM. The inclusion of experts in FM graduation may assist in identifying students with this specialty. Further studies should be conducted to broaden the understanding of the subject and deeper questioning of this important theme for consolidation of the Unified Health System (SUS).
Objetivo: Analisar as percepções dos graduandos de medicina em relação ao trabalho da Estratégia de Saúde da Família (ESF) e os fatores influenciadores na escolha pela especialidade de Medicina de Família e Comunidade (MFC). Materiais e Métodos: Pesquisa qualitativa de cunho exploratório, transversal, envolvendo graduandos do 11º período do curso de medicina do Centro Universitário de Anápolis (UniEVANGÉLICA), da cidade de Anápolis/GO, localizada na Região Centro-Oeste do Brasil. O estudo envolveu o universo de alunos do curso, iniciado após aprovação pelo Comitê de Ética e Pesquisa. Na pesquisa, foram utilizados dois instrumentos para coleta de dados e informações: um questionário e um roteiro para entrevista semiestruturada, visando à caracterização socioeconômica, a identificação das aspirações profissionais e análise dos fatores influenciadores da escolha pela MFC, recorrendo à técnica da Análise de Conteúdo, de Bardin. Resultados e Discussão: Nenhum dos graduandos entrevistados optou por especializar-se em MFC. O baixo prestígio social, baixos salários, ausência de direitos trabalhistas, o pouco contato com médicos especialistas durante o curso, a baixa resolutividade da ESF, com precárias condições de trabalho e a limitada possibilidade de ascensão profissional, mostraram-se como influências negativas para a escolha da MFC. Já aspectos como relevância social, a atuação clínica abrangente e o vínculo com os pacientes, assim como um contato maior com médicos especialistas em MFC durante a graduação apresentam-se como influência positiva na percepção dos internos. Considerações Finais: São necessárias ações mais eficazes que possam garantir a valorização da ESF como local de trabalho e a valorização da Medicina de Família como especialidade médica. Melhores salários e maior reconhecimento social do trabalho do MFC são fatores que devem ser considerados nas ações políticas, garantindo direitos trabalhistas e condições para a realização pessoal no trabalho na ESF pelo especialista em MFC. A inclusão de mais especialistas em MFC na graduação pode auxiliar na identificação discente com essa especialidade. Novos estudos devem ser realizados para ampliar a compreensão sobre o assunto e o aprofundamento da problematização dessa importante temática para consolidação do Sistema Único de Saúde (SUS).
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Doetsch, Jane Marie. "Initial planning of a school-based clinic: pilot project in the Moreno Valley Unified School District." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/539.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 27, 2014." University of Arizona Faculty Senate (Tucson, AZ), 2014. http://hdl.handle.net/10150/312203.
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Kleinhans, Atholl Valdon. "A qualitative inquiry into the experience of lesbian, gay, bisexual, transgender and intersexed students in accessing healthcare in a contact higher education institution." Diss., 2018. http://hdl.handle.net/10500/25075.
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South African institutions of higher learning remain unfriendly and hostile environments for queer students who reportedly continue to experience homophobia, biphobia and transphobia in these spaces. This qualitative enquiry explored the experiences of Lesbian, Gay, Bisexual, Transgender, and Intersexed (LGBTI) students in accessing healthcare in a contact higher education institution. The findings suggest that LGBTI issues are silenced within the university spaces and this blocks the availability of a targeted and strategic approach to deal with the healthcare issues of queer students. Furthermore, it was found that the healthcare services are heterocentric in nature, mainly targeting heterosexual students and deliberately excluding LGBTI students from accessing these services. In addition, the heteronormative attitudes held by healthcare professionals create added barriers for LGBTI students to access healthcare services. Religiously motivated stigma and discrimination prevented healthcare professionals from providing culturally appropriate healthcare services to LGBTI students, thereby excluding them from accessing these services. This research concludes that university management should take decisive action in supporting a human rights framework in order to protect the rights of LGBTI students. Sensitization training as well as the training curriculum of healthcare professionals should include aspects of sexual orientation and gender identity.Health Studies
M.A.(Social Behaviour Studies in HIV-AIDS)
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Schmidt, Lynn Marie. "An evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing students." 2014. http://hdl.handle.net/1805/8014.
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Indiana University-Purdue University Indianapolis (IUPUI)The increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.
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Oliveira, Sofia Morgado. "Cuidados Paliativos: conhecimento de estudantes de medicina da Universidade de Coimbra." Master's thesis, 2019. http://hdl.handle.net/10316/89582.
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Trabalho Final do Mestrado Integrado em Medicina apresentado à Faculdade de MedicinaIntrodução: Cada vez mais doentes necessitam de cuidados paliativos, por conta do constante envelhecimento da população e do aumento de doenças crónicas. Os futuros médicos têm de estar preparados para cuidarem destes doentes, pelo que é fundamental que desenvolvam competências ao longo do curso. Objetivos: Avaliar o conhecimento sobre cuidados paliativos em estudantes de medicina da Faculdade de Medicina da Universidade de Coimbra. Métodos: Foi realizado um estudo observacional e transversal, através da aplicação de um questionário a estudantes de medicina do quinto ano. Os dados recolhidos foram posteriormente analisados no IBM® SPSS® Statistics, versão 20 para Windows®. Resultados: Todos os 186 estudantes inquiridos mostraram saber o que são cuidados paliativos e reconheceram a sua importância. 52,7% afirmaram saber o que é um cuidador informal e 96,8% discordaram de que os cuidados paliativos só podem ser prestados no fim de vida. 88,2% não receberam formação para lidar com doentes terminais ou dependentes de cuidados permanentes e apenas 57,5% dos alunos dizem ter recebido formação para comunicar “más notícias”. 89,8% revelaram não se sentirem capacitados para cuidarem destes doentes e 70,4% assumiram que não eram capazes de comunicar tais notícias. 98,4% asseguraram sentir necessidade de ter mais formação sobre cuidados paliativos. Discussão e conclusão: Verificou-se que os estudantes de medicina do quinto ano sabem o que são cuidados paliativos e que os consideram importantes. No entanto, não se consideram adequadamente preparados para cuidarem de doentes que precisam destes cuidados. Será necessário ponderar o plano de estudos do ensino médico, dada a falta de formação dos estudantes de medicina em cuidados paliativos.
Background: The need for palliative care among patients is increasing because of the aging of the population and the growth of chronic diseases. Future doctors must be prepared to take care of these patients, so it is essential that they develop skills throughout the course. Objectives: To evaluate the knowledge about palliative care in medical students at the Faculty of Medicine of the University of Coimbra. Methods: An observational and cross-sectional study was performed by means of the application of a questionnaire to fifth year medical students. The data collected were subsequently analyzed in IBM® SPSS® Statistics, version 20 for Windows®. Results: All 186 students surveyed showed they knew what palliative care is and recognized its importance. 52.7% reported they knew what an informal caregiver is and 96.8% disagreed that palliative care may only be delivered to terminally ill patients. 88.2% have never had any training on how to deal with palliative care patients and only 57.5% of the students reported they were given some training to communicate "bad news". 89.8% revealed they did not feel able to take care of this type of patients and 70.4% assumed they were not able to communicate such bad news. 98.4% admitted they need to have more training on palliative care. Discussion and conclusion: Fifth year medical school students know what palliative care is and consider it important. Yet, they do not feel adequately trained and ready to take care of patients who need palliative care. A change in the curriculum of medical teaching will be necessary to improve this aspect given the lack of training of medical students in palliative care.
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Hobin, Erin Patricia. "Middle school students' concepts of health in Ontario, Canada and the British Virgin Islands and the implications for school health education." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442178&T=F.
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Haith-Cooper, Melanie, and Gwendolen Bradshaw. "Meeting the health and social needs of pregnant asylum seekers; midwifery students’ perspectives. Part 2; Dominant discourses and approaches to care." 2013. http://hdl.handle.net/10454/6687.
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yesPregnant women seeking asylum in the United Kingdom appear particularly vulnerable, having complex health and social care needs and could benefit from a woman centred approach to midwifery care. This article is the second of three parts and reports on the findings from one objective of a wider doctorate study. It focuses on exploring midwifery students' perceptions of how to approach the care of pregnant women seeking asylum. Although the design of the study is explored in article one, in this context, the data was subject to critical discourse analysis to meet this objective. Key words and phrases were highlighted which appeared to reveal power and ideology implicit in the language used when discussing midwifery care of the pregnant woman seeking asylum. Dominant discourses were identified which appeared to influence the way in which care was approached and the possible sources of these discourses critically analysed. The findings suggest an underpinning ideology around following policies and guidelines to meet the physical needs of the woman at the expense of her other holistic needs. Despite learning to adopt a woman centred approach in theory, once in practice some students appear to be socialised into (re)producing these dominant medical and managerial discourses with “midwifery discourse” being marginalised. In addition, some students appeared to have difficulty understanding how to adopt a woman centred approach and the importance of considering the woman's context and its impact on care. These findings have implications for midwifery educators and this article identifies that the recent Nursing and Midwifery Council requirement for students to undertake a caseloading activity could provide the opportunity for them to adopt a consistent woman centred approach in practice, rejecting dominant medical and managerial discourses. However, these discourses appear to influence midwives caring for women more widely and will be difficult to challenge.
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Henkin, Katherine. "Understanding interprofessional education : a multiple-case study of students, faculty, and administrators." Thesis, 2014. http://hdl.handle.net/1805/4032.
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Indiana University-Purdue University Indianapolis (IUPUI)Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.
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Levin, Debra. "Team-patient communication of information and support at the Breast Cancer Clinic of the Johannesburg Hospital." 1997. http://hdl.handle.net/10500/17206.
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This study addresses the effectiveness of communication between the team (doctors, sisters and social workers) and patients at the Breast Cancer Clinic of the Johannesburg Hospital. Tue needs of patients were highlighted, as well as the role of care-giver, both as a group and in their separate disciplines, in attempting to meet these needs. Tue empirical survey was carried out through the use of questionnaires as well as interview schedules. Patients, doctors, nurses and social workers were used as respondents. Results indicated that the majority of patients' needs for information and support were met by the team in general; however, a need for further social work intervention seemed to be apparent. In addition, several barriers were found to inhibit both team-patient and inter-team communication. Tue researcher used the information gathered in this study to make recommendations that will facilitate improved communication in the clinic, with specific reference to the role of the social worker.Social Work
M.A.(Social Science: Mental Health)