Journal articles on the topic 'Degree Discipline: Health'
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1
Todorovich, John R., Daniel K. Drost, F. Stephen Bridges, and Christopher K. Wirth. "A Doctoral Degree in Physical Education and Health: A Next Generation Perspective." Kinesiology Review 4, no. 4 (November 2015): 403–8. http://dx.doi.org/10.1123/kr.2015-0042.
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Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.
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Gathman, Patrick C., Nicole R. Grabowski, Julia Wallace Carr, and Mikel K. Todd. "Campus Recreation Use and Health Behaviors among College Students in Different Academic Disciplines." Recreational Sports Journal 41, no. 1 (April 2017): 87–99. http://dx.doi.org/10.1123/rsj.2016-0011.
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Physical activity, campus recreation (CR) use, body mass index (BMI), and varied health indices were compared between academic discipline groups and sex. Participants ( n = 219) were classified as AD I (kinesiology and physical education majors), AD II (health science majors and nursing majors), and AD III (representative sample of non-health-related majors) to make between-group comparisons based on the amount of emphasis placed on physical activity and health-related content within different disciplines. Significant differences ( p < .05) were found between the academic discipline groups for International Physical Activity Questionnaire scores, CR minutes, CR days, CR time per day, vigorous physical activity (VPA), and perceived-health score; and between sex for BMI, VPA, sitting, fiber intake, and fruit and vegetable intake. The results indicate a positive relationship between the emphasis placed physical activity and health within an academic discipline and the degree to which students participate in physical activity, positive health behaviors, and perceived health.
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Cui, Xiuyun. "Academic Influence of China’s Sports Social Discipline Based on Bibliometrics." Mobile Information Systems 2021 (May 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/9988847.
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Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.
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Zubarev, S. "Training in Kinesiology of Bachelor’s Degree Students of the direction "Physical Education for Persons with Deviations in Health"." Standards and Monitoring in Education 9, no. 1 (March 1, 2021): 25–29. http://dx.doi.org/10.12737/1998-1740-2021-9-1-25-29.
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The article describes the content of the discipline "Kinesiology", developed for the training direction 49.03.02 "Physical culture for persons with disabilities in health (adaptive physical culture)", training profile "Adaptive sports". The urgency of the discipline is substantiated, its features are noted, and kinesiological methods of diagnostics and rehabilitation of persons with health disorders are given. The discipline ensures the formation of professional competencies among bachelors of the specified direction, knowledge, abilities, skills that meet the requirements of the Federal State Educational Standard 3 ++. It instills labor functions that meet the professional standards "Trainer for adaptive physical culture and adaptive sports", "Instructor-methodologist for adaptive physical culture and adaptive sports" and "Specialist for rehabilitation work in the social sphere". The peculiarities of the issues studied, the depth of the study of the material are reflected in the indicators of achievement, indicating the labor ac-tions that students must demonstrate when completing the study of the discipline.
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Pace, Barnaby. "Preliminary comparison between the roles of support workers and social workers in community mental health services." Aotearoa New Zealand Social Work 21, no. 3 (July 17, 2017): 33–37. http://dx.doi.org/10.11157/anzswj-vol21iss3id273.
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Within New Zealand there is a definite confusion between the role identity of social workers and support workers within community mental health services. Currently there appears to be a degree of confusion as to the distinguishing features of these two roles. The objective of this preliminary investigation was to identify the similarities and differences within the two discipline areas. The themes identified through the thematic analysis indicated marked similarities between the two roles examined. The fundamental differences identified were the level of qualification, competencies, clinical work and experience of the workers. Scopes of practice are considered as a means of offering individual identities for both disciplines.
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Pettit, Michele L. "Graduate School in Health Education." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 29–31. http://dx.doi.org/10.32398/cjhp.v2i1.577.
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This article examines aspects health educators should consider before obtaining an advanced degree. Specifically, challenges and expectations facing graduate students in health education are discussed in addition to available options for individuals thinking about graduate school in the discipline. Health educators must devise goals to obtain the most from their graduate school experiences. Potential students must also choose programs that best suit their personal and professional needs. Above all, health educators must determine when to attend graduate school and at what costs.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.
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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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Considine, Julie, Tony Walker, and Debra Berry. "Development, implementation and evaluation of an interprofessional graduate program for nursing–paramedicine double-degree graduates." Australian Health Review 39, no. 5 (2015): 595. http://dx.doi.org/10.1071/ah14258.
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Over the past decade, several Australian universities have offered a double degree in nursing and paramedicine. Mainstream employment models that facilitate integrated graduate practice in both nursing and paramedicine are currently lacking. The aim of the present study was to detail the development of the Interprofessional Graduate Program (IPG), the industrial and professional issues that required solutions, outcomes from the first pilot IPG group and future directions. The IPG was an 18-month program during which participants rotated between graduate nursing experience in emergency nursing at Northern Health, Melbourne, Australia and graduate paramedic experience with Ambulance Victoria. The first IPG with 10 participants ran from January 2011 to August 2012. A survey completed by nine of the 10 participants in March 2014 showed that all nine participants nominated Ambulance Victoria as their main employer and five participants were working casual shifts in nursing. Alternative graduate programs that span two health disciplines are feasible but hampered by rigid industrial relations structures and professional ideologies. Despite a ‘purpose built’ graduate program that spanned two disciplines, traditional organisational structures still hamper double-degree graduates using all of skills to full capacity, and force the selection of one dominant profession. What is known about the topic? There are no employment models that facilitate integrated graduate practice in both nursing and paramedicine. The lack of innovative employment models for double-degree graduates means that current graduate program structures force double-degree graduates to practice in one discipline, negating the intent of a double degree. What does this paper add? This is the first time that a graduate program specifically designed for double-degree graduates with qualifications as Registered Nurses and Paramedics has been developed, delivered and evaluated. This paper confirms that graduate programs spanning two health disciplines are feasible. What are the implications for practitioners? Even with a graduate program specifically designed to span nursing and paramedicine, traditional organisational structures still hamper double-degree graduates using all their skills to full capacity, and force the selection of one dominant profession.
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Grigorieva, D. D., M. I. Mikheev, and V. P. Potamskaya. "SELF-RESPONSIBILITY AT ORDINATORS UNDER CONDITIONS PANDEMIC COVID-19." Bulletin of the Tver State Technical University. Series «Social Sciences and Humanities», no. 4 (2020): 45–53. http://dx.doi.org/10.46573/2409-1391-2020-4-45-53.
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The article discusses the features of the medical ethos of residents of the Federal State Budgetary Educational Institution of Higher Education of the Tver State Medical University of the Ministry of Health of Russia. Some of the basic components that form the ethos of a doctor are indicators of the degree of freedom, responsibility, discipline, self-discipline and self-responsibility. In this regard, a psycho-diagnostic study was carried out aimed at determining the external and internal modes of responsibility of residents in the context of the COVID-19 pandemic. The processing, analysis and interpretation of empirical data was carried out on the basis of the Center for Psychological Support of the Federal State Budgetary Educational Institution of Higher Education of the Tver State Medical University of the Ministry of Health of Russia. The study made it possible to conduct a qualitative analysis, determine the degree and forms of discipline. Egoism, individualism, mercantilism are secondary qualities that regulate, discipline the activities of a specialist. The experience of the current challenges of the COVID-19 pandemic requires strengthening the humanitarian, bioethical and general cultural components in the training of medical workers at all levels, both through the assimilation of abstract principles and through interactive forms such as social and psychological trainings, master classes, etc.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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Mirovský, Tomáš, Václav Hošek, and Markéta Šauerová. "Analysis of Adult Educational Opportunities in Wellness as a Starting Point for Building a Scientific Platform of the Wellness Discipline in the Czech Republic." Lifelong Learning 5, no. 1 (2015): 73–90. http://dx.doi.org/10.11118/lifele2015050173.
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The aim of this paper is to evaluate the current development of newly forming Wellness programme, particularly with regard to the experience evaluated in the field of education of the specialists working in this field. The starting point is the analysis of needs and competencies of wellness specialists followed by the analysis of many years of experience in adult education in the field of wellness on the level of retraining and lifelong learning courses, higher vocational education, bachelor's degree and subsequently analysis of the experience of two-year Wellness specialist Master's degree programme. With an emphasis on the quality of specialized education is related also improvement of professional environment and building specialized platforms for newly developing field, in which the network of experts is gradually expanding, new literature for professionals has been created, scientific and professional societies, scientific journals and also interest in scientific research in wellness disciplines has increased. Collaboration of science and research in the field of wellness in the context of possibilities to educate professionals at various professional levels is the basis for young profiling scientific discipline related to the promotion of a healthy lifestyle, prevention of burnout syndrome in many professions and promoting overall physical and mental health, which the National Health Strategy 2020 is appealing to.
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Khan, Rehan Ahmed. "Role of Medical Educationists, Educators, and Teachers in Health Professions Education." Health Professions Educator Journal 2, no. 2 (June 30, 2019): 9. http://dx.doi.org/10.53708/hpej.v2i2.237.
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Educationists are professionals who develop and design educational policies and conduct research on different aspects of education. Some of them also teach ‘Education’ as a subject. Education is being more streamlined and accepted as a separate entity in medical education, with more and more doctors opting for courses in medical education such as certificates, diplomas and masters in medical education (Tekian, Roberts, Batty, Cook, & Norcini, 2014). Hence, a discussion often ensues regarding the definition of medical educationists, educators, and teachers. Literature does not discriminate clearly between these three terms. In this editorial, I will share my perspective on these terminologies based on my experience and supportive evidence from the literature. A clinician needs a license to practice, so it is unfair to consider a doctor as a teacher by default, without a license to teach. Hence, to be considered a medical teacher, a prerequisite of obtaining a certificate, diploma, or masters in medical education should be fulfilled. At the least, courses or workshops in different aspects of medical education should be completed by the doctors. Regarding medical education, faculty in medical and dental colleges in Pakistan can be divided into three categories: (1) Doctors with basic medical education (MBBS or BDS) and a postgraduate degree in medical education (e.g. MHPE or MME, etc). These professionals are usually concerned with medical education as a discipline and work in the department of medical education (DME) and can be called ‘Medical Educationists’. (2) Doctors with a post-graduate degrees in their primary discipline (such as Physiology or Surgery etc ) but an additional post-graduate degree in medical education. These professionals teach their primary disciplines but at the same time work actively with DME in a collaborative or leadership role. They can be considered as ‘Medical Educators’. (3) The third type of faculty confines them to teaching their own subjects who can be considered as ‘Medical Teachers’. They either have a license to teach (CHPE, Diploma or Masters) in addition to a postgraduate qualification in their own discipline or have learned the art and craft of teaching through experience and self-training. However, in this day and age when teaching is no more delivery of knowledge (Harden & Crosby, 2000), it is difficult to be a medical teacher without a formal degree and training in teaching. All these professionals define and shape the structure and role of medical education departments or units. In Pakistan, where medical education departments are still in infancy in the majority of the medical schools, it is important to understand how these departments should be run (Batool, Raza, & Khan, 2018; Davis, Karunathilake, & Harden, 2005). Department of medical education may be headed by either a medical educationist or medical educator, but the gist is that they should have a basic degree in medical education. In the author’s experience, it is better to have all three types of professionals in the DME or related to it. Each has its own benefit. The medical educationist is focused on administrative and research areas related to educationists, the medical educator can act as a bridge between DME and other disciplines, and the medical teacher is the brace of DME, ensuring the implementation of the educational program. Successful collaboration between these three types of professionals is important for the effective implementation of the curriculum. The nomenclature of medical educationists, educators, and teachers do not have strict boundaries and are being interchangeably used in practice. It would be interesting to define them empirically and describe the roles and responsibilities for each one of them separately.
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References
Batool, S., Raza, M. A., & Khan, R. A. (2018). Roles of medical
education department: What are expectations of the faculty?
Pakistan Journal of Medical Sciences, 34(4). https://doi.
org/10.12669/pjms.344.14609
Davis, M. H., Karunathilake, I., & Harden, R. M. (2005).
AMEE Education Guide no. 28: the development and role of
departments of medical education. Medical Teacher, 27(8), 665–
675. https://doi.org/10.1080/01421590500398788
Harden, R. M., & Crosby, J. O. Y. (2000). AMEE Guide No
20 : The good teacher is more than a lecturer - the twelve roles
of the teacher. Medical Teacher, 22(4), 334–347. https://doi.
org/10.1080/014215900409429
Tekian, A., Roberts, T., Batty, H. P., Cook, D. a, & Norcini, J.
(2014). Preparing leaders in health professions education.
Medical Teacher, 36(3), 269–271. https://doi.org/10.3109/01421
59X.2013.849332
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Pascual Sáez, Marta, and David Cantarero Prieto. "PRESENTACIÓN." Studies of Applied Economics 31, no. 2 (March 29, 2020): 335. http://dx.doi.org/10.25115/eea.v31i2.3329.
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Health Economics has reached a significant degree of maturity in recent times, which allows it to have generated sufficient knowledge (both theoretical and empirical evidence) to be able to transcend the results obtained to the application of health policies. All these reasons are more than enough for the discipline of Health Economics to be present in the editors of Studies in Applied Economics. The compilation of articles contained in this issue, whose coordination we gladly accept at the invitation of the editors of this Journal, therefore represents a current review of many of the main aspects of the discipline and a good example of its concerns, not only from the point of view of the public powers but of the population in general.
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kr, Ms Harinakshi KR, and Dr Venu Lata Saxena saxena. "EFFECTIVENESS OF HEALTH PROMOTION PROGRAM ON PRACTICES REGARDING LIFE STYLE MODIFICATION AMONG DIABETES MELLITUS." GENESIS 8, no. 2 (June 10, 2021): 77–80. http://dx.doi.org/10.47211/tg.2021.v08i02.013.
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Diabetes mellitus, or just diabetes, is a gathering of diseases described by high blood glucose levels that outcome from surrenders in the body's capacity to deliver or potentially use insulin. It is a condition essentially characterized by the degree of hyperglycaemia bringing about risk of microvascular harm (retinopathy, nephropathy and neuropathy). It is related with decreased future, critical grimness because of explicit diabetes related microvascular complications, expanded risk of macrovascular complications (ischaemic coronary illness, stroke and fringe vascular sickness), and reduced personal satisfaction Several pathogenetic processes are engaged with the advancement of diabetes. As the diabetes is a slow progressive disease which causes target organ damage if not control. Study shows that controlled diabetics have also risk of target organ damage. Managing a diabetic patient needs to be combination of diet, discipline and drugs. Only drugs is given by the physician but the other two control parameter like diet and discipline is done by the patient himself. Life style modification can bring these two factors under control.
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Zaiukov, Ivan, Oleksandr Kobylianskyi, and Vitalina Pugach. "Remote performance of laboratory classes from module 2 “Fundamentals of occupational health and safety” discipline “Life safety and fundamentals of labor protection”." Health and Safety Pedagogy 5, no. 1 (2020): 43–51. http://dx.doi.org/10.31649/2524-1079-2020-5-1-043-051.
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The relevance of the study is due to the fact that the pandemic of the infectious disease COVID-19 is spreading in the world and in Ukraine. This requires the introduction of radical changes in the educational process of higher education institutions, in particular the conduct of laboratory work in the disciplines of the cycle of labor protection. The purpose of the article is to study the problem of development and implementation of remote laboratory classes in the study of the module 2 "Fundamentals of labor protection" based on the functioning of the electronic system JetIq VNTU. The object of the study is the educational distance training of bachelor students in the institutions of the cycle of disciplines in labor protection. The subject of research is the theory and methods of development and implementation of remote laboratory classes in the module 2 "Fundamentals of labor protection" on the topic «Research of touch and step voltage». The Regulations on distance and blended learning of Vinnytsia National Technical University are considered and the emphasis is placed on the need to introduce virtual experiments in conducting laboratory classes in the disciplines of the cycle of labor protection. The main elements of the scheme of realization of the educational platform − JetIq VNTU learning management system are generalized and examples of the corresponding interaction «Teacher – Student» are given. A virtual laboratory lesson with a detailed description of it, which is given in the guidelines for its remote implementation on the topic «Investigation of contact voltage and step" in the discipline discipline "Life safety and basics of labor protection" (module 2 "Fundamentals of labor protection") for students of educational degree Bachelor in the field of knowledge 07 − Management and administration in the electronic system JetIq VNTU. The structure of methodical instructions for the laboratory lesson «Investigation of contact and step voltage» in the discipline discipline "Life safety and basics of labor protection" (module 2 "Fundamentals of labor protection"). Conducting the experimental part, summarizing and forming a student report and communication in the system «Teacher – student». These guidelines allowed in the quarantine conditions to approach in the mode of a virtual experiment to investigate the physical processes that occur when a person is exposed to the voltage of touch and step; take readings from the voltmeter and ammeter; to construct the corresponding schedules, in particular concerning action on the person of force of current; draw conclusions, etc. Developed and implemented guidelines for conducting a virtual experiment «Study of the voltage of touch and step» allow in practice to consolidate the knowledge that was learned as a result of the lecture «Fundamentals of Electrical Safety», in video conferencing, based on the platform «Google Meet». This should raise the professional level of future graduates and form a holistic system of occupational safety competencies, which will ultimately save their lives and health in the process of professional activity.
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Haslam, N., and D. Lusher. "The structure of mental health research: networks of influence among psychiatry and clinical psychology journals." Psychological Medicine 41, no. 12 (June 1, 2011): 2661–68. http://dx.doi.org/10.1017/s0033291711000821.
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BackgroundPsychiatry and clinical psychology are the two dominant disciplines in mental health research, but the structure of scientific influence and information flow within and between them has never been mapped.MethodCitations among 96 of the highest impact psychiatry and clinical psychology journals were examined, based on 10 052 articles published in 2008. Network analysis explored patterns of influence between journal clusters.ResultsPsychiatry journals tended to have greater influence than clinical psychology journals, and their influence was asymmetrical: clinical psychology journals cited psychiatry journals at a much higher rate than the reverse. Eight journal clusters were found, most dominated by a single discipline. Their citation network revealed an influential central cluster of ‘core psychiatry’ journals that had close affinities with a ‘psychopharmacology’ cluster. A group of ‘core clinical psychology’ journals was linked to a ‘behavior therapy’ cluster but both were subordinate to psychiatry journals. Clinical psychology journals were less integrated than psychiatry journals, and ‘health psychology/behavioral medicine’ and ‘neuropsychology’ clusters were relatively peripheral to the network.ConclusionsScientific publication in the mental health field is largely organized along disciplinary lines, and is to some degree hierarchical, with clinical psychology journals tending to be structurally subordinate to psychiatry journals.
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Ali, Dhouha Haj. "Inequality in Early Childhood." International Journal of Applied Behavioral Economics 10, no. 3 (July 2021): 41–58. http://dx.doi.org/10.4018/ijabe.2021070103.
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This paper has a dual purpose. First, it aims to construct and evaluate parental investment in early childhood based on five indicators: mental development, discipline, nutrition, health, and leisure. Second, it aspires to establish a link between the education of mother and family well-being and the level of parental investment in early childhood with regard to the five indicators. The author tests the impact of family well-being and mother's education on investment in early childhood to find out if discrimination of gender and residence inequalities matter. Results indicate that the family's degree of wealth/socio-economic class and mother's education have a significant positive effect on all indicators of parental investment in early childhood except on discipline. The author also sees that households in rural areas invest more in the discipline of their children than urban ones. Moreover, they discriminate between gender in favor of boys.
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Smith, Daniel W., and Nihar Biswas. "Environmental engineering education in Canada." Canadian Journal of Civil Engineering 28, S1 (January 1, 2001): 1–7. http://dx.doi.org/10.1139/l00-078.
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Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers.Key words: environmental engineering, education, courses, undergraduate environmental engineering, graduate environmental engineering.
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Todoriko, L. D., O. V. Pidverbetska, O. Ya Pidverbetskyi, N. I. Zorii, and Ya I. Toderika. "Presentation and implementation of the results of the own scientific research — a practical approach." Tuberculosis, Lung Diseases, HIV Infection, no. 4 (December 15, 2021): 21–26. http://dx.doi.org/10.30978/tb2021-4-21.
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During postgraduate studies, future PhDs must master a wide range of teaching and research skills that meet global and European academic standards. In particular, candidates for the degree of Doctor of Philosophy must acquire theoretical knowledge that is sufficient to produce new ideas, solve complex problems in the field of professional and/or research and innovation, acquire universal research skills, including oral and written presentation of their own scientific results, application of modern information technologies in scientific activity, organization and carrying out of educational employments, management of scientific projects and/or introduction of offers concerning financing of scientific researches, registration of the intellectual property rights.
Objective — to summarize information about the relevance of the discipline «Presentation and implementation of the results of the own scientific research» and highlight practical approaches to its teaching.
Materials and methods. Analysis and generalization of information on current documents governing the educational process for applicants for the degree of «Doctor of Philosophy» in medical specialties, and literature sources on the presentation and implementation of dissertation research.
Results and discussion. The discipline «Presentation and implementation of the results of the own scientific research» is an important component of the preparation of graduates of the degree of Doctor of Philosophy in the field of knowledge 22 «Health». As part of the study of this discipline, students learn the concept of innovation process and innovation of the scientist, get acquainted with the basics of protection of the results of their own research and modern aspects of patent information search technologies, gain skills in presenting the results of the own research using various forms of new information technologies and implementation in the practice of health care and educational process of the results of the own research.
Conclusions. Assimilation of theoretical material and practice of the practical part of the program of the discipline «Presentation and implementation of results of the own scientific research» provides acquisition by postgraduate students of corresponding integral, general and special competences and formation of integrative final program results of training necessary for further professional activity of the future doctor of philosophy.
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Jacobsen, Kathryn H., Xiaojie Li, Meredith Gartin, Rebecca A. Malouin, and Caryl E. Waggett. "Master of Science (MS) and Master of Arts (MA) Degrees in Global Health: Applying Interdisciplinary Research Skills to the Study of Globalization-Related Health Disparities." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 14–22. http://dx.doi.org/10.1177/2373379919895032.
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Graduate global health education has grown in popularity over the past decade. The Association of Schools and Programs of Public Health has defined global public health competencies for Master of Public Health (MPH) degrees, but there are no similarly established lists of learning outcomes for other types of master’s degrees in global health. The objective of this study was to examine the program goals, curricula, and applied learning requirements for non-MPH master’s degrees in order to understand how global health is being defined and operationalized by these programs. We identified the 14 universities in the United States and Canada offering Master of Science (MS) or Master of Arts (MA) degrees in global health in 2019. Their program descriptions typically emphasize applied research skills, interdisciplinary and multidisciplinary approaches, health disparities, and globalization. Both MS and MA degree pathways use a similar research-oriented core curriculum in which (1) foundational courses introduce the social and environmental determinants of health and global burden of disease trends in the context of globalization, global health ethics, and health systems and policy; (2) a research core develops competencies in biostatistics, epidemiology, and quantitative and qualitative research methods; and (3) a thesis or other written capstone project synthesizes and applies knowledge. Only 4 of the 14 programs require an international field experience, but most encourage applied experiential learning activities. Global health appears to be maturing as an academic discipline, with non-MPH graduate degrees in global health emphasizing similar knowledge areas, research skills, and competencies.
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Fischer, Tatjana. "Understanding the Spatial-Related Abstraction of Public Health Impact Goals and Measures: Illustrated by the Example of the Austrian Action Plan on Women’s Health." Sustainability 13, no. 2 (January 14, 2021): 773. http://dx.doi.org/10.3390/su13020773.
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The influence of spatial aspects on people’s health is internationally proven by a wealth of empirical findings. Nevertheless, questions concerning public health still tend to be negotiated among social and health scientists. This was different in the elaboration of the Austrian Action Plan on Women’s Health (AAPWH). On the example of the target group of older women, it is shown whether and to what extent the inclusion of the spatial planning perspective in the discussion of impact goals and measures is reflected in the respective inter-ministerial policy paper. The retrospective analysis on the basis of a document analysis of the AAPWH and qualitative interviews with public health experts who were also invited to join, or rather were part of, the expert group, brings to light the following key reasons for the high degree of spatial-related abstraction of the content of this strategic health policy paper: the requirement for general formulations, the lack of public and political awareness for the different living situations in different spatial archetypes, and the lack of external perception of spatial planning as a key discipline with regard to the creation of equivalent living conditions. Nonetheless, this research has promoted the external perception of spatial planning as a relevant discipline in public health issues in Austria. Furthermore, first thematic starting points for an in-depth interdisciplinary dialogue were identified.
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Wagner, PhD, BCE, ME, Vaughn E., and Elichia A. Venso, PhD. "Chemical and bioterrorism: An integrated emergency management approach at the undergraduate level." Journal of Emergency Management 2, no. 4 (October 1, 2004): 50. http://dx.doi.org/10.5055/jem.2004.0045.
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The accredited Environmental Health Science BS degree program at Salisbury University, a member institution of the University System of Maryland, has developed an integrated chemical and bioterrorism course for undergraduate students and emergency management professionals. The one-credit class meets once a week. Course design is adapted from the Federal Emergency Management Agency’s (FEMA) integrated approach to chemical and bioterrorist defensive training strategies. Course objectives are to gain knowledge of specific chemical and biological agents; become familiar with peacetime equivalents and surrogate agents; understand biomedical and environmental factors related to agent exposures; become familiar with integrated response strategies; and gain understanding of government policy issues, agency coordination, and field operations.Student input is based on specific discipline group response and participation in a simulated bioagent release. Discipline groups include public and emergency health, media, critical incident stress analysis, and conflict resolution. Student evaluations of the first course offered in the fall semester of 2002 indicated that the simulated release exercise gave each student an increased awareness of multiagency response necessary to mitigate bioterrorist-initiated events. Evaluation results also suggested the following modifications: include at least one community professional in each discipline group, extend the course to two credits, and schedule the class in late afternoon to accommodate working professionals.
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Silva Junior, Geraldo Bezerra da, Maria Angelina Silva Medeiros, Juliana Gomes Ramalho de Oliveira, Ana Maria Fontenele Catrib, and Maria Helena de Agrela Gonçalves Jardim. "Team-Based Learning: Successful Experience in a Public Health Graduate Program." Revista Brasileira de Educação Médica 41, no. 3 (September 2017): 397–401. http://dx.doi.org/10.1590/1981-52712015v41n3rb20160081.
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ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL) is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree) at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students) and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5). The lowestscore was achieved by the question number 11 (4.3) about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied) evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the main difficulty presented by students was the requirement for previous study at home. TBL was better evaluated than the traditional method.
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Holt, Karen. "An Exploration of the Experience of Harm in the Bondage/Discipline/Sadomasochism Community." Violence and Victims 33, no. 4 (August 2018): 663–85. http://dx.doi.org/10.1891/0886-6708.vv-d-16-00194.
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This study sought to gain insight into the attitudes, beliefs, and values that shape bondage/discipline/sadomasochism (BDSM) activities and to explore the degree and consequences of unintended or non-negotiated harms, including physical, emotional, and sexual violence. A qualitative approach, consisting of 22 semistructured interviews and over 150 hours of observations of BDSM events and activities, was used to develop an in-depth exploration of the lived experiences of participants. Thematic analysis was employed to elucidate the ways in which participants define and in some cases experience harm. Findings suggest that individuals construct rational identities that emphasize safe practices and managing harm; however; there are instances where “boundary slippage” occurs. Implications for understanding the dynamics as well as the potential dangers of “consensual” violence are discussed.
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Nisbett, Nancy, and Jennifer Hinton. "Ethics Audit Of A Therapeutic Recreation Course." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (August 3, 2011): 15. http://dx.doi.org/10.19030/ctms.v4i2.5521.
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The purpose of this study was to enhance awareness of the presence of ethics education within the allied health discipline of therapeutic recreation. To achieve this end, a curriculum audit was conducted in a therapeutic recreation course to determine the existence of ethics education within the course. Included topics, methods of delivery, and degree of student-initiation were all considered. Findings suggest the frequent presence of ethics content; however, an explicit connection between the course content and ethics was not always made. Discussion was found to be the main delivery method. Recommendations are discussed.
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Dufour, Chloe. "An Uphill Battle: Academic Librarians and the Barriers to Scholarship." Pennsylvania Libraries: Research & Practice 9, no. 2 (December 6, 2021): 79–82. http://dx.doi.org/10.5195/palrap.2021.261.
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Some academic librarians within Pennsylvania and across the United States have been granted faculty status by their institutions. With this status comes the expectation that librarians will contribute scholarship to their discipline. However, with many librarians holding only a master’s degree, there is the likelihood that they lack the requisite skills to engage in research. On top of this, multiple studies have shown that librarians feel they lack the time to pursue scholarship on top of their typical job duties. This commentary discusses how these barriers create stress for librarians, hurts their scholarly pursuits, and how the current culture in academia may play a role in it.
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Nagel, Daniel A., Taylor T. Naccarato, Mark T. Philip, Victoria K. Ploszay, Janice Winkler, Diana C. Sanchez-Ramirez, and Jamie L. Penner. "Understanding Student-Run Health Initiatives in the Context of Community-Based Services: A Concept Analysis and Proposed Definitions." Journal of Primary Care & Community Health 13 (January 2022): 215013192211262. http://dx.doi.org/10.1177/21501319221126293.
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Background: Student-run health initiatives in the community setting have been utilized to provide practical experience for undergraduate students to develop professional competencies, gain exposure to diverse populations, and to engage in activities of social accountability. There is much literature on student-run health initiatives; however, there is no consensus on a definition of this concept or a comprehensive synthesis of the literature that describes student-run health initiatives offered by students in pre-licensure healthcare education programs. Purpose: To provide a concept analysis of, and propose a definition for, student-run health initiatives that provide community-based services for students during pre-licensure health discipline education. Methods: A systematic literature search and review process was used to identify and synthesize peer-reviewed articles from 7 academic databases covering a range of pre-licensure health disciplines and education. Walker and Avant’s framework for concept analysis was used to guide exploration of attributes, antecedents and consequences of student-run initiatives, and to inform development of a definition for this concept. Results: The review yielded 222 articles for data extraction and represented 17 distinct pre-licensure health disciplines, 18 health-related disciplines, and a range of other baccalaureate and graduate programs. Our analysis revealed 16 definitions, 5 attributes, 6 antecedents, and consequences identified for student-run health initiatives. Attributes were Provision of Service, Service is Free, Target Clientele, Volunteerism, and Student Governance. Antecedents included Purpose/Rationale, Affiliation with Academic Unit, Location and Partnerships, Funding and Resources, Professional Oversight, and Preparation for Student Role. Consequences were improved access to services and outcomes for clients; competency development, personal gains and interprofessional learning for students; and positive outcomes for broader systems, such as decrease of service utilization and cost/benefit. Conclusions: There was no clear conceptual definition for student-run health initiatives, but many defining characteristics and well-described exemplars in the literature. Given the variations in purpose and scope of these initiatives, particularly to distinguish degree of students’ roles in operations and the involvement of academic institutions, we propose 3 distinct conceptual definitions: student-run, student-led, and student-infused health initiatives.
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Hopmere, Michael, Lynn Crawford, and Michael S. Harré. "Proactively Monitoring Large Project Portfolios." Project Management Journal 51, no. 6 (September 13, 2020): 656–69. http://dx.doi.org/10.1177/8756972820933446.
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The discipline of project management has evolved over the years, yet projects still run into trouble, failing entirely, running late, or not delivering expected benefits. Program and portfolio managers need assistance identifying potentially troubled projects while they are being delivered, allowing time to intervene. We report on our investigation of whether project status reports from IT project portfolios can be used to predict projects that may be trending into trouble ahead of time. We found that this initial approach resulted in a high degree of accurate predictions opening new avenues of research in predicting project progress and health.
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Imwinkelried, Edward J. "Expert Testimony by Ethicists: What Should be the Norm?" Journal of Law, Medicine & Ethics 33, no. 2 (2005): 198–221. http://dx.doi.org/10.1111/j.1748-720x.2005.tb00487.x.
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The term, “bioethics” was coined in 1970 by American cancerologist V. R. Potter. In the few decades since, the field of bioethics has emerged as an important discipline. The field has attained a remarkable degree of public recognition in a relatively short period of time. The “right to die” cases such as In re Quinlan placed bioethical issues on the front pages. Although the discipline is of recent vintage, the past quarter century has witnessed a flurry of scholarly activity, creating a substantial body of bioethical literature. Moreover, the bioethics movement has manifested itself in institutional expressions. Universities and medical schools have added courses in bioethics to their curricula. In 1974, federal legislation and regulations mandated that federal grantees conducting human subjects research establish institutional review boards to safeguard subjects’ welfare, and even absent a legislative mandate numerous hospitals created ethics committees. Centers and institutes, devoted exclusively to the study of bioethical issues, have been founded.
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Eltahir, Mohd Elmagzoub, Najeh Rajeh Alsalhi, and Sami Sulieman Al-Qatawneh. "Implementation of E-exams during the COVID-19 pandemic: A quantitative study in higher education." PLOS ONE 17, no. 5 (May 20, 2022): e0266940. http://dx.doi.org/10.1371/journal.pone.0266940.
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The primary aim of this study was to identify the degree of acceptance of e-exams by undergraduate students at Ajman University during the spread of the COVID-19 pandemic. The study used the descriptive approach. A questionnaire consisting of 27 items was distributed to 1986 undergraduate students. The results of the study showed that undergraduate students demonstrated a moderate degree of acceptance of the implementation of e-exams during the spread of the COVID-19 pandemic, with females students finding them more acceptable than male students. Discipline and academic year also showed an impact on such acceptance, with Pharmacy & Health Science College students, and those in their third academic year demonstrating the highest levels of acceptance. Implications of the study raise awareness of the importance of addressing challenges associated with e-exams such as strict computer technology settings.
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Sirigatti, Saulo, and Silvia Casale. "Psicologia della salute e psicologia clinica: oppure psicologia clinica della salute." PSICOLOGIA DELLA SALUTE, no. 3 (March 2009): 47–58. http://dx.doi.org/10.3280/pds2008-003005.
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- Clinical health psychology is a specialty widely recognized because of its evidence based practice, its contribution to an integrated health care system, and the costeffectiveness of its services. The specialty of clinical health psychology applies scientific bio-psycho-social knowledge to the promotion and maintenance of health, to the prevention, treatment and rehabilitation of illness and disability, and to promotion of the health care system. The distinct focus of clinical health psychology is on physical health problems, as delineated by ICD-10. In this article the authors review its definition, provide a brief overview of practice in the specialty, address the training in clinical health psychology. The greater degree of focused science and practice in a specialty is the consequence of advances of the discipline and profession of psychology. In every case, the future holds a variety of important challenges and opportunity in research, practice, training and policy. Key words: clinical health psychology, bio-psycho-social model, clinical psychology, health psychology, education and training, specialization.
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Mikki, Susanne, Øyvind Gjesdal, and Tormod Strømme. "Grades of Openness: Open and Closed Articles in Norway." Publications 6, no. 4 (November 22, 2018): 46. http://dx.doi.org/10.3390/publications6040046.
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Based on the total scholarly article output of Norway, we investigated the coverage and degree of openness according to the following three bibliographic services: (1) Google Scholar, (2) oaDOI by Impact Story, and (3) 1findr by 1science. According to Google Scholar, we found that more than 70% of all Norwegian articles are openly available. However, the degrees of openness are profoundly lower according to oaDOI and 1findr at 31% and 52%, respectively. Varying degrees of openness are mainly caused by different interpretations of openness, with oaDOI being the most restrictive. Furthermore, open shares vary considerably by discipline, with the medicine and health sciences at the upper end and the humanities at the lower end. We also determined the citation frequencies using cited-by values in Google Scholar and applying year and subject normalization. We found a significant citation advantage for open articles. However, this was not the case for all types of openness. In fact, the category of open access journals was by far the lowest cited, indicating that young journals with a declared open access policy still lack recognition.
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Gómez, Gloria Margarita Ruiz, Manuel Antonio López Cisneros, Juan Yovani Telumbre Terrero, Alma Delia Sánchez Rivero, and Karen Doribel López Hernández. "El Pensamiento Crítico y Reflexivo desde la Percepción de los Estudiantes de la Licenciatura en Enfermería." European Scientific Journal, ESJ 14, no. 27 (September 30, 2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n27p102.
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The nursing profession has gone through a process of professionalization in the last decades, which allows to recognize that Nursing emerged as a social activity that has been institutionalized, both in its training and in its work practice, affirming itself as a science, profession, discipline and art. Nursing professionals must generate, promote and apply reflective and critical thinking in their actions, professional, ethical, humanistic and technological (Cardenas, 2015). The objective of this study is to describe the reflexive and critical thinking of the students of the Degree in Nursing of the Faculty of Health Sciences. This is a qualitative study, carried out with 5 students of the faculty of health sciences, we used a representative sample of students who are attending the 2nd, 4th and 8th semester of Nursing Degree. Data were collected through a semi-structured interview (Face to Face). Results: From the constant comparison of data analysis emerged the subcategories 1) critical thinking; 2) reflective thinking; 3) decision making; 4) reflective practice. Conclusions: The results of this study achieved the objective of describing reflective thinking and critical thinking in students of the Nursing Degree in the Faculty of Health Sciences. We identified the empirical categories of the study phenomenon that represents the result attributed to the perception of Critical and Reflective thinking. This resulted in four interrelated sub-categories, reflective thinking, critical thinking, decision-making and reflective practice.
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Lin, Yi-Hsuan, Yen-Han Tseng, Hsiao-Ting Chang, Ming-Hwai Lin, Yen-Chiang Tseng, Tzeng-Ji Chen, and Shinn-Jang Hwang. "Interdisciplinary, interinstitutional and international collaboration of family medicine researchers in Taiwan." PeerJ 3 (October 8, 2015): e1321. http://dx.doi.org/10.7717/peerj.1321.
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The family medicine researches flourished worldwide in the past decade. However, the collaborative patterns of family medicine publications had not been reported. Our study analyzed the collaborative activity of family medicine researchers in Taiwan. We focused on the types of collaboration among disciplines, institutions and countries. We searched “family medicine” AND “Taiwan” in address field from Web of Science and documented the disciplines, institutions and countries of all authors. We analyzed the collaborative patterns of family medicine researchers in Taiwan from 2010 to 2014. The journal’s impact factor of each article in the same publication year was also retrieved. Among 1,217 articles from 2010 to 2014, interdisciplinary collaboration existed in 1,185 (97.3%) articles, interinstitutional in 1,012 (83.2%) and international in 142 (11.7%). Public health was the most common collaborative discipline. All international researches were also interdisciplinary and interinstitutional. The United States (75 articles), the United Kingdom (21) and the People’s Republic of China (20) were the top three countries with which family medicine researchers in Taiwan had collaborated. We found a high degree of interdisciplinary and interinstitutional collaboration of family medicine researches in Taiwan. However, the collaboration of family medicine researchers in Taiwan with family medicine colleagues of other domestic or foreign institutions was insufficient. The future direction of family medicine studies could focus on the promotion of communication among family medicine researchers.
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Tipton, Charles M. "The emergence of Applied Physiology within the discipline of Physiology." Journal of Applied Physiology 121, no. 2 (August 1, 2016): 401–14. http://dx.doi.org/10.1152/japplphysiol.00767.2015.
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Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, United Kingdom, and the United States in publications that focused not only on the teaching of physiology to medical and secondary students, but on the specific applications of the content of physiology to medicine, health, hygiene, pathology, and chronic diseases. At the turn of the 20th century, texts began to appear with applied physiology in their titles and in 1926, physician Samson Wright published a textbook entitled Applied Physiology that was intended for both medical students and the medical profession. Eleven years later, physicians Best and Taylor published The Physiological Basis of Medical Practice: A University of Toronto Texbook in Applied Physiology. Although both sets of authors defined the connection between applied physiology and physiology, they failed to define the areas of physiology that were included within applied physiology. This was accomplished by the American Physiological Society (APS) Publications Committee in 1948 with the publication of the Journal of Appplied Physiology, that stated the word “applied” would broadly denote human physiology whereas the terms stress and environment would broadly include work, exercise, plus industrial, climatic and social factors. NIH established a study section (SS) devoted to applied physiology in 1964 which remained active until 2001 when it became amalgamated into other SSs. Before the end of the 20th century when departments were changing their titles to reflect a stronger science orientation, many established laboratories and offered degree programs devoted to Applied Physiology. We concluded that Applied Physiology has been an important contributor to the discipline of physiology while becoming an integral component of APS.
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Roets, Lizeth, Yvonne Botma, and Cecilna Grobler. "Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses." Health SA Gesondheid 21 (October 11, 2016): 422–30. http://dx.doi.org/10.4102/hsag.v21i0.1001.
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Background: The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses.Aim: The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses.Method: A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using aself-administrative questionnaire.Results: Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) andimplementing best practice guidelines (62,2% compared to 55,9%).Conclusion: The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.
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Briko, N. I., A. J. Mindlina, R. V. Polibin, and T. V. Yakovleva. "Development of Personnel Potential Faculty in Epidemiology -Necessary Component of Epidemiological Well-Being of the Country." Epidemiology and Vaccine Prevention 15, no. 5 (October 20, 2016): 59–62. http://dx.doi.org/10.31631/2073-3046-2016-15-5-59-62.
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The article shows that to maintain health, diseases prevention and country biosafety requires a deep knowledge of basic preventive health care discipline - epidemiology. Experts-epidemiologists are in demand both in the institutions of Rospotrebnadzor (Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing) and the Ministry of Healthcare. Analysis the educational process in departments and epidemiology courses of 48 medical colleges indicated the importance of the organization in all medical college individual faculties or epidemiology courses where have worked as a lecturer specialists of «medical and prophylactic business», or certificate epidemiologist, or doctors a degree in the specialty «epidemiology». There is necessary «rejuvenation» of the lecturer staff. Also in connection with a significant change in the epidemiology of the application area is necessary to organized regularly training for epidemiology lecturer.
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Cañadas, Laura, María Luisa Santos-Pastor, and Francisco Javier Castejón. "Competencias docentes en la formación inicial del profesorado de educación física (Teaching competences in physical education teacher initial training)." Retos, no. 35 (November 19, 2018): 284–88. http://dx.doi.org/10.47197/retos.v0i35.64812.
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Entre las competencias docentes, conocer los contenidos de la disciplina a impartir y cómo deben ser impartidos resulta de vital importancia. Esta investigación busca (a) conocer si existen diferencias en la percepción de egresados, alumnado y profesorado universitario sobre la adquisición de las competencias de conocimiento del contenido y de conocimiento pedagógico del contenido consideradas en la formación inicial del profesorado de educación física; y (b) conocer si existen diferencias en la percepción sobre la adquisición de estas competencias en función de la titulación (Maestro de Educación Física en Primaria o Ciencias de la Actividad Física y el Deporte). Se contó con 1982 participantes. Los resultados muestran diferencias de percepción en la adquisición de competencias docentes entre los grupos estudiados. Entre titulaciones aparecen diferencias en la promoción de hábitos saludables y la implementación de propuestas de contenidos motrices; en el conocimiento del contenido estas diferencias aparecen en contenidos de expresión corporal y de condición física y salud.Abstract: Knowledge of a discipline contents and how to teach them are among the most vital teaching competences. The aims of this research are: (a) to know whether there are differences in the perception of graduated, current students, and university teachers about the acquisition of content knowledge and pedagogical content knowledge competences considered in physical education teacher initial training; and (b) to know if there are differences in the perception of the acquisition of teaching competences by Degree (Primary Education with Physical Education specialty or Physical Activity and Sport Sciences). There were 1,982 participants. The results showed differences of perception of the acquisition of teaching competences among the studied groups. Between degrees, differences appear in the promotion of healthy habits and the implementation of motor content proposals; in content knowledge competences these differences appear in body expression and physical fitness and health contents.
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Christodoulou, G. "Cultural and Economic Factors in European Psychiatry Guidance." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70502-4.
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Europe can hardly be considered as homogeneous. There are gross historical, climatological, cultural, developmental, religious, political and economic differences that render generalizations inappropriate and European “globalization” a mission impossible (and, by and large, undesirable).Psychiatry is no exception to the above and in the historical evolution of our discipline, psychiatric practice has varied. Because this evolution has followed a different course and has occurred at a different pace in the various parts of Europe, the present situation reflects all these developmental stages, thus rendering homogeneity questionable.In spite of these differences, however, there is a degree of consensus regarding the basic requirements for the practice of our discipline and the desired competencies of its practitioners. The development of a common language through the modern classification systems, the organizations of specialist psychiatrists (e.g. the UEMS) the WPA and the European Psychiatric Associations have played a useful role in the harmonization of psychiatric practices and are expected to play a more useful role in the future.In conclusion, what is required (and what can be realistically achieved) is consensus on some basic clinical, research, administrative and teaching requirements, in association with agreement on the basic ethical principles of our profession and, basically, the beneficence and non maleficence principles. European Psychiatry Guidance should involve these basic requirements that can be achieved by all European countries.
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Johanson, Marie A. "Association of Importance of the Doctoral Degree With Students' Perceptions and Anticipated Activities Reflecting Professionalism." Physical Therapy 85, no. 8 (August 1, 2005): 766–81. http://dx.doi.org/10.1093/ptj/85.8.766.
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Abstract Background and Purpose. The American Physical Therapy Association (APTA) has identified the Doctor of Physical Therapy (DPT) degree as 1 of 6 elements necessary to transition the physical therapy profession to a fully professionalized discipline. However, there have been no data to determine whether physical therapist students who place importance on the DPT degree perceive physical therapy to be more professionalized or anticipate participation in activities reflecting professionalism more than those who do not place importance on the DPT degree. Subjects. The subjects were 919 professional physical therapist students. Methods. Faculty members at 34 physical therapist education programs distributed questionnaires to 1,172 professional physical therapist students and returned 919 questionnaires, for a response rate of 78.4%. The data were statistically analyzed using chi-square analysis and logistic regression. Results. There were few differences between students who place importance on the DPT degree (DPT-I students) and those who do not place importance on the DPT degree (DPT-NI students) regarding how professionalized they perceive physical therapy to be relative to other health care professions or regarding their anticipated participation in activities reflecting professionalism. The one potential distinction found when controlling for other variables was that DPT-I students were more likely than DPT-NI students to anticipate becoming faculty members. Discussion and Conclusion. When beginning their professional education, there are few differences between DPT-I and DPT-NI students' perceptions of the professionalization of physical therapy or anticipation of activities reflecting professionalism.
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Aizman, Roman Idelevich, Natalya Fyodorovna Lysova, and Mikhail Albertovich Subotyalov. "The importance of the course "School Medicine" in the training of future teachers." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 68–77. http://dx.doi.org/10.15293/1813-4718.2104.07.
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Introduction, problem statement. The article actualizes the problem of health of school-age children in Russia and the need for future teachers to master basic information on school medicine. The purpose of the article is to present the significance of the introduction of the discipline “School Medicine” in the educational process in a pedagogical university. Review of the scientific literature on the problem. The problem of deterioration of the state of student’s health is highlighted. The role of teachers in health-saving issues is revealed. Research methodology and methods. Theoretical research strategies included the analysis of normative legal documents, pedagogical, methodological and medical literature on the problem of preserving and developing the health of the younger generation in the learning process. Empirical strategies included the development of the course “School medicine” and its testing in the educational process of the university. Research results, discussion. The content of the course “School Medicine” for the master’s degree program “Safety and Health” of the pedagogical direction is presented, the meaning of each section is revealed. The main reasons for the deterioration of the health status of students in Russia are analyzed. The article substantiates the need to organize a new level of interaction between medical-biological and psychological-pedagogical structures in educational organizations based on the ideology of a healthy lifestyle, prevention of violations and recovery. The normative documents defining the place of teachers in the organization of health-saving activities and monitoring the health of students, which are important components of the system of school medicine in educational organizations, are considered. The main issues of hygiene of children and adolescents, necessary for the development of this discipline by master’s students, are highlighted. The structure of diseases of school-age children is presented, which allows undergraduates to learn about the main deviations in the state of health of school-age children, learn to identify signs (symptoms) of the main diseases and master the techniques of their primary prevention. Conclusion. To improve the health of students, it is necessary in the future to interact with teachers who know the basics of school medicine, with doctors and social workers.
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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
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Chong, Siow-Ann. "Mental healthcare in Singapore." International Psychiatry 4, no. 4 (October 2007): 88–90. http://dx.doi.org/10.1192/s1749367600005257.
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Singapore is a modern city state and the smallest nation (land area of 699 km2) in South East Asia. Its population of over 4 million is multiracial, with the Chinese (76.8%) constituting the majority of the population, followed by the Malays (13.9%) and the Indians (7.9%). The present health system is one that stresses individual responsibility, based on a system of compulsory medical saving accounts and on market mechanisms for the allocation of scarce healthcare resources. There are both public and private healthcare sectors. Since 1985, every public sector hospital has been ‘restructured’ — to grant some degree of autonomy in operational matters, with the intention of creating competition and financial discipline, although the government still retains 100% ownership of the hospitals.
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Goldstein, Harris S. "Conduct Problems, Parental Supervision, and Cognitive Development of 12- to 17-Year-Olds." Psychological Reports 59, no. 2 (October 1986): 651–58. http://dx.doi.org/10.2466/pr0.1986.59.2.651.
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Data from the Cycle III Health Examination Survey conducted by the National Center for Health Statistics provided the opportunity to examine the effect of conduct problems on cognitive development in a representative sample of the Nation's 12- to 17-yr.-olds. Conduct problems (school discipline, police contact, and arrest) and degree of parental supervision were the two factors in the analysis of covariance design with Intellectual Index (WISC Vocabulary plus Block Design) and Achievement Index (WRAT Reading plus Arithmetic) as outcome measures. Family background factors were controlled by covariation. White male youths with both in- and out-of-school problems performed less well on Intellectual and Achievement Indices. White girls with in-school problems also scored less well. Paradoxically high parental supervision was associated with lower achievement for these youths. Also for both white boys and girls, high parental supervision was associated with lower Intellectual Index scores.
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Fomunyam, Kehdinga George. "Theorising Intercontinental PHD Students’ Experiences: The Case of Students from Africa, and Asia." International Journal of Higher Education 9, no. 3 (April 18, 2020): 232. http://dx.doi.org/10.5430/ijhe.v9n3p232.
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The doctorate degree ranks third on the academic hierarchy, and is commonly viewed as an approval on a student by an institution, to conduct original research in at least one academic discipline. Several motivations drive the need to acquire a doctorate degree, and they include intrinsic interest, employment considerations, personal, and professional development. To achieve this feat, some students pursue their PhD abroad for several reasons as discovered by this study. Using a quantitative approach, this paper reports on the findings of an online survey distributed to 1901 Asian and African students pursing their PhD to investigate their experiences, and determine their satisfaction, and its relationship with their personal and professional growth. Findings reveal that most students were satisfied with their decision to pursue a PhD in another continent, but were dissatisfied with some properties that made up the process. This included their relationship with their supervisors, their study-work-life balance, and its effects on their mental health. As you are reporting on a study that has already happened, write in past tense.
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Zozus, Meredith N., Angel Lazarov, Leigh R. Smith, Tim E. Breen, Susan L. Krikorian, Patrick S. Zbyszewski, Shelly K. Knoll, et al. "Analysis of professional competencies for the clinical research data management profession: implications for training and professional certification." Journal of the American Medical Informatics Association 24, no. 4 (February 16, 2017): 737–45. http://dx.doi.org/10.1093/jamia/ocw179.
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Abstract Objective: To assess and refine competencies for the clinical research data management profession. Materials and Methods: Based on prior work developing and maintaining a practice standard and professional certification exam, a survey was administered to a captive group of clinical research data managers to assess professional competencies, types of data managed, types of studies supported, and necessary foundational knowledge. Results: Respondents confirmed a set of 91 professional competencies. As expected, differences were seen in job tasks between early- to mid-career and mid- to late-career practitioners. Respondents indicated growing variability in types of studies for which they managed data and types of data managed. Discussion: Respondents adapted favorably to the separate articulation of professional competencies vs foundational knowledge. The increases in the types of data managed and variety of research settings in which data are managed indicate a need for formal education in principles and methods that can be applied to different research contexts (ie, formal degree programs supporting the profession), and stronger links with the informatics scientific discipline, clinical research informatics in particular. Conclusion: The results document the scope of the profession and will serve as a foundation for the next revision of the Certified Clinical Data ManagerTM exam. A clear articulation of professional competencies and necessary foundational knowledge could inform the content of graduate degree programs or tracks in areas such as clinical research informatics that will develop the current and future clinical research data management workforce.
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Yiu, Nicole, and Ibukun Oluwadara Famakin. "Comparative assessment of senior year student’s confidence in discipline-specific English bridging course." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 61–70. http://dx.doi.org/10.33495/jerr_v9i3.19.135.
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Senior year students of BSc (Hons) in Environmental and Occupational Safety and Health (EOSH) are trained to be future environmental and safety practitioners. However, they usually show relatively weak English ability when proceeding with their study in articulation degree programmes. Their ability to communicate fluently in English is pivotal to the advancement of their career, particularly for numerous international opportunities. All the EOSH students are Chinese and are expected to communicate in English at work, which indicates the importance of English proficiency. Therefore, a trial course perfectly tailored to meet the professional needs of senior year students with job-related examples was developed to improve their confidence level in communication, particularly the syntax, semantics and lexis of English language. The intended objectives were assessed by reviewing students’ performance and feedback. A pre-test and a post-test were conducted to ascertain the English language proficiencies of the students before and after the English bridging course respectively. Further, a pre-designed questionnaire survey was distributed to the senior year students before and after the English bridging course to collect information about their confidence level with four identified areas, including overall language proficiency, specific writing skills, specific listening skills and specific speaking skills. The results showed that the confidence level of senior year students was low before the English bridging course, while the confidence level was moderate after the English bridging course. There was also significant improvement in their confidence level after the English course for all the identified areas. The results suggest that an English bridging course should be conducted in English by native speakers and supplemented with Cantonese from non-native speakers to enhance the understanding and confidence level of the senior year students.
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Kosenko, V. M. "THE POTENTIAL CAPACITY OF THE “INFECTION CONTROL” DISCIPLINE IN THE FORMATION OF RESPONSIBLE ATTITUDE TO THE PATIENT SAFETY AMONG MASTER NURSES IN THE PROCESS OF PROVIDING MEDICAL AND PREVENTIVE CARE." Медична освіта, no. 2 (August 5, 2021): 138–42. http://dx.doi.org/10.11603/me.2414-5998.2021.2.11961.
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In the article we have analyzed the significance and importance of the “Infection Control” discipline in pursuing a master’s degree in nursing. The article states that the master nurse is the lead organizer and executor of activities related to the creation of a safe hospital environment, while the correctness and completeness of the actions at the workplace depends on the depth of theoretical knowledge and sophistication of practical skills. The paper specifies the general and occupational competencies, forms and methods of conducting lectures and practical sessions, describes the expected results of training, indicates interdisciplinary integration, draws attention to the problems of honesty in the performance of autonomous and individually research work by the seekers of higher education. It is noted that the practical health care needs such a master nurse, who not only possesses thorough professional knowledge, but also is capable to act clearly and quickly in an emergency, perfectly master up-to-date techniques of preventing, in particular, the healthcare-associated infections through the developed clinical judgment. It is the competency based potential capacity of the “Infection Control” academic discipline that makes it possible to realize these tasks. The priority area of improving the educational process is its practical orientation and significance.
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Mohd. Elmagzoub Eltahir, Najeh Rajeh Alsalhi, Geraldine Torrisi-Steele, and Sami Sulieman Al-Qatawneh. "The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study." International Journal of Emerging Technologies in Learning (iJET) 18, no. 01 (January 10, 2023): 68–99. http://dx.doi.org/10.3991/ijet.v18i01.36005.
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The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy & Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.
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Willison, John, and Femke Buisman-Pijlman. "PhD prepared: research skill development across the undergraduate years." International Journal for Researcher Development 7, no. 1 (May 9, 2016): 63–83. http://dx.doi.org/10.1108/ijrd-07-2015-0018.
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Purpose Many countries are looking for ways to enable students to engage more effectively with PhD study. This paper aims to consider the effects of explicit discipline-specific research skill development embedded in multiple semesters of an undergraduate degree on PhD preparedness. Design/methodology/approach This case study of one Bachelor of Health Science programme determined the effectiveness of the implementation of a conceptual model, the Researcher Skill Development framework, across the undergraduate degree programme. Data were gathered through interviews of 9 academic staff and 14 students in their fourth year of undergraduate study, which is a research-focused year. Findings All students and academics stated the benefits of the use of the Researcher Skill Development framework in undergraduate study including: deepening metacognition of research processes; assisting students toward acting and thinking like researchers; and the research-capacity building of the school. While all academics and all but one student recommended that the framework be used early in the degree programme, a number of interviewees specified problems with the existing implementation of the framework. Research limitations/implications While the results are not generalisable, the approach is worth studying in other degree programme-wide contexts to determine its broader capacity to enable students to be more research ready for PhD study when compared to current practice. Practical implications When adapted to the context, whole-of-degree research skill development may enable developing countries to have more students and developed countries to better prepared students commencing PhD studies. Originality/value No studies currently provide results for explicit research skill development across a degree programme, or of the benefits of this approach for PhD preparation.