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Dissertations / Theses on the topic 'Medical education'
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Batchelor, Christopher. "Queering medical education." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434633.
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O'Connor, Vivienne. "Women's health in medical education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18450.pdf.
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Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.
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Aukes, Lense Cornelis. "Personal reflection in medical education." [S.l. : [Groningen : s.n.] ; University of Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/314681205.
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Rutherford, Patricia (Patricia Anne) Carleton University Dissertation Canadian Studies. "Medical education reform in Canada." Ottawa, 1996.
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Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.
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Galper, Carol Quillman. "Evidence of professional values in a rural medical education program: Implications for medical education leaders." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279943.
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Medical education leaders have been concerned about the decline in professionalism among medical students. While many studies have documented the professional socialization of medical students most have simply noted the process or examined the adaptation on the part of the students to the environment of the academic health center. Few have examined the socialization of professionalism, although many articles in the literature have discussed the lack of professionalism seen among medical students and they progress through their medical education. This is seen in students' distancing from patients, adopting the use of dehumanizing terminology when referring to patients and their families, and the decline in psycho-social functioning. There appear to be many factors that have facilitated this decline in professional values. Some include the increasing involvement of managed care in the teaching hospital, requirements for faculty to increase their clinical revenue thus reducing their time spent with students, and relegation of the teaching of medical students to residents. This study examines an alternate environment, the rural site, as one that may favor the adoption of the traditional or core professional values of physicians. This research qualitatively examines student's comments related to their involvement in a rural medical education program. This program, which selects 15 students each year from the entering class of medical students, seeks to nurture interest in rural practice. These medical students appear to have increased exposure to professional values due to their increased time spent in the rural environment. These teaching sites provide an alternative with which to compare the values held and reinforced in the academic health center. The values in the rural environments appear to be different than those in the academic health center, and seem to reflect professionalism in ways that are more consistent with the traditional values of physicians. These values include ones such as service to the community, altruism, honesty, respect and collegiality. The professional socialization of medical students requires the socialization of professional values. The rural medical education sites examined here through the students' comments reflect a different type of experience, one in which professional values are modeled, expected and upheld.
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Click, Ivy A., Abbey K. Mann, Morgan Buda, Anahita Rahimi-Saber, Abby Schultz, K. Maureen Shelton, and Leigh Johnson. "Transgender Health Education for Medical Students." Digital Commons @ East Tennessee State University, 2019. https://doi.org/10.1111/tct.13074.
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Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.
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Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.
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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.
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Pathmathasan, Cynthia. "DISABILITY IN MEDICAL EDUCATION & TRAINING: A DISABILITY-FOCUSED MEDICAL CURRICULUM." NEOMED College of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ne2gs1622810204171811.
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Di, Teodoro Martina <1982>. "Il ruolo della Narrative in Medical Ethics, Medical Practice e Medical Education. Elementi di ricerca." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5037/1/Di_Teodoro_Martina_tesi.pdf.
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La mia tesi di dottorato ha ad oggetto lo studio e l’analisi del ruolo della Narrative all’interno di tre ambiti, quali Medical Ethics, Clinical Practice e Medical Education. La tesi è strutturata in 4 capitoli: i primi tre vanno a comporre la parte teorica mentre nel quarto capitolo viene riportata una ricerca sul campo da me svolta negli Stati Uniti. Nel primo capitolo, analizzo il ruolo della narrative all’interno della Medical Ethics specificando che cosa si intenda con etica narrativa, quali sono le motivazione alla base del suo sviluppo e chi sono i suoi principali esponenti. In questo capitolo, inoltre, esamino i problemi che l’etica narrativa solleva suggerendo un nuovo modo in cui essa si integra alla riflessione bioetica. Il secondo capitolo è dedicato al contributo della narrative nella Medical Practice investigando sia le modalità attraverso le quali il paziente può avvalersi della narrazione per analizzare la sua esperienza di malattia sia la cosiddetta Medicina Narrativa. Il terzo capitolo è dedicato all'analisi delle Medical Humanities, ossia di quelle discipline che all’interno della Medical Education si stanno rivelando strumenti efficaci per una formazione più equilibrata e completa dei professionisti della salute. Il quarto capitolo, invece, è dedicato alla descrizione di una ricerca svolta presso l’University of California – Irvine . Durante questa esperienza ho frequentato i corsi del Program in Medical Humanities and Arts diretto dalla Prof.ssa J. Shapiro, (programma in vigore da 13 anni e implementato allo scopo di migliorare alcune competenze nei futuri medici quali: l'empatia, l’altruismo, la compassione e la predisposizione alla cura verso i pazienti, oltre che per affinare le comunicazione clinica e la capacità di osservazione) e intervistato gli studenti che hanno preso parte a queste lezioni.The main goal of this Ph.D. thesis is to investigate the role of narrative within three fields of research: Medical Ethics, Medical Practice and Medical Education. The thesis is divided into four chapters: the first three are theoretical, while in the four chapter I present an empirical study which I conducted in the United States. In the first chapter, I analyze the role of narrative within the Medical Ethics: I explain what narrative ethics is, what the motivations behind its development are, and who are its main exponents. In this chapter, I also examine the problems that ethical narrative raises, suggesting a new way in which it is integrated into bioethics. The second chapter is devoted to explain how narrative contributes to Medical Practice: I investigate the ways in which the patient can use narrative to analyze both his/her experience of illness and the so-called Narrative Medicine. The third chapter is devoted to the analysis of Medical Humanities: the latter is a discipline which, within the medical education, can be considered an effective tool for a more balanced and comprehensive training of healthcare professionals. The fourth and the last chapter is devoted to describe my research at the University of California – Irvine: I have attended courses at the Program in Medical Humanities and Arts headed by Prof. J. Shapiro, (this Program was implemented to enhance aspects of professionalism, such as empathy, altruism, compassion, and caring towards patients, as well as to hone clinical communication and observational skills) and interviewed the students who took part in these courses.
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Di, Teodoro Martina <1982>. "Il ruolo della Narrative in Medical Ethics, Medical Practice e Medical Education. Elementi di ricerca." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/5037/.
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La mia tesi di dottorato ha ad oggetto lo studio e l’analisi del ruolo della Narrative all’interno di tre ambiti, quali Medical Ethics, Clinical Practice e Medical Education. La tesi è strutturata in 4 capitoli: i primi tre vanno a comporre la parte teorica mentre nel quarto capitolo viene riportata una ricerca sul campo da me svolta negli Stati Uniti. Nel primo capitolo, analizzo il ruolo della narrative all’interno della Medical Ethics specificando che cosa si intenda con etica narrativa, quali sono le motivazione alla base del suo sviluppo e chi sono i suoi principali esponenti. In questo capitolo, inoltre, esamino i problemi che l’etica narrativa solleva suggerendo un nuovo modo in cui essa si integra alla riflessione bioetica. Il secondo capitolo è dedicato al contributo della narrative nella Medical Practice investigando sia le modalità attraverso le quali il paziente può avvalersi della narrazione per analizzare la sua esperienza di malattia sia la cosiddetta Medicina Narrativa. Il terzo capitolo è dedicato all'analisi delle Medical Humanities, ossia di quelle discipline che all’interno della Medical Education si stanno rivelando strumenti efficaci per una formazione più equilibrata e completa dei professionisti della salute. Il quarto capitolo, invece, è dedicato alla descrizione di una ricerca svolta presso l’University of California – Irvine . Durante questa esperienza ho frequentato i corsi del Program in Medical Humanities and Arts diretto dalla Prof.ssa J. Shapiro, (programma in vigore da 13 anni e implementato allo scopo di migliorare alcune competenze nei futuri medici quali: l'empatia, l’altruismo, la compassione e la predisposizione alla cura verso i pazienti, oltre che per affinare le comunicazione clinica e la capacità di osservazione) e intervistato gli studenti che hanno preso parte a queste lezioni.The main goal of this Ph.D. thesis is to investigate the role of narrative within three fields of research: Medical Ethics, Medical Practice and Medical Education. The thesis is divided into four chapters: the first three are theoretical, while in the four chapter I present an empirical study which I conducted in the United States. In the first chapter, I analyze the role of narrative within the Medical Ethics: I explain what narrative ethics is, what the motivations behind its development are, and who are its main exponents. In this chapter, I also examine the problems that ethical narrative raises, suggesting a new way in which it is integrated into bioethics. The second chapter is devoted to explain how narrative contributes to Medical Practice: I investigate the ways in which the patient can use narrative to analyze both his/her experience of illness and the so-called Narrative Medicine. The third chapter is devoted to the analysis of Medical Humanities: the latter is a discipline which, within the medical education, can be considered an effective tool for a more balanced and comprehensive training of healthcare professionals. The fourth and the last chapter is devoted to describe my research at the University of California – Irvine: I have attended courses at the Program in Medical Humanities and Arts headed by Prof. J. Shapiro, (this Program was implemented to enhance aspects of professionalism, such as empathy, altruism, compassion, and caring towards patients, as well as to hone clinical communication and observational skills) and interviewed the students who took part in these courses.
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Kolotulo, Olexandr Bohdanovuch, Volodumur Borusovuch Reva, Olexandr Oksentievuch Karliychyk, Oleh Yosiphovych Khomko, Bohdan Vasulyovuch Petruk, Ruslan Ihorovych Sydorchuk, and Petro Mukhaylovuch Volyanyuk. "EDUCATIONAL RATIONALE: «5S» PRINCIPLES AND ITS POSSIBLE IMPLEMENTATION IN MEDICAL EDUCATION." Thesis, Матеріали навчально-методичної конференції «Актуальні питання вищої медичної та фармацевтичної освіти: досвід, проблеми, інновації та сучасні технології». - Чернівці 2016, 2016. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/10578.
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Kovach, Alison A. "Challenges of Medical Laboratory Science and Medical Laboratory Technology Program Directors." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1433424508.
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Lempp, Heidi Katherine. "Undergraduate medical education : a transition from medical student to pre-registration doctor." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407479.
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Nemoy, Laura. "Experiencing Resonance: Choral Singing in Medical Education." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35542.
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Arts and humanities programming is becoming increasingly incorporated in the medical school, balancing the biomedical paradigm, and nurturing human and emotional qualities and understandings in medical students. Music is often listed among these arts and humanities disciplines; yet there exists an acknowledged gap in the literature pertaining to musical activities and programming in the medical school, despite the prevalence of choirs, a cappella groups, small instrumental ensembles, and musical theatre programs in medical schools. Literature on choirs, musical ensemble, and community music suggests that choral singing can cultivate many of the intra and interpersonal skills that medical humanities programming encourages, such as empathy, cooperation, self-awareness, and human connection. Within the medical humanities, music has been tied to metaphors of “medicine as a performing art” or “the art of listening,” but very little literature exists delving into the actual musical experience of medical students. Drawing from medical humanities, community music, and education theory, and shaped by the metaphor of musical and emotional ‘resonance,’ this phenomenological study explores the relationships between choral singing and medical scholarship. Through semi-structured interviews, the primary goal of this inquiry was to develop in-depth understandings of the experiences of medical students singing as members of a musical community of practice: an extra-curricular medical school choir at a Canadian university. Findings indicate that choir is an informal, non-medical venue where students can engage with their musical identity during medical school; that choral singing can offer a means of stress-relief and creative outlet, mitigating symptoms of student burnout; and that engagement in the choir builds meaningful relationships and a supportive, connected community. Moreover, this study describes the role of music and choral singing in medical humanities and medical education, as well as suggests how involvement in a medical school choir may influence a medical student’s professional identity formation.
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Cote, Dalton James. "Web-based technology to support medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34881.pdf.
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Tian, Jing. "Instrument development for continuing medical education evaluation." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7416.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: Public and Community Health. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Al-Khalifah, Ali Hussain. "Virtual Reality for Medical Education and Training." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487478.
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Virtual Reality (VR) is having an increasingly profound impact on a wide range of disciplines, such as gaming, engineering, science, design, education and medicine, to name but a few. Medical education and training form the backbone of the medical field, however, traditional teaching and training methods introduce a number of serious moral, financial and technical challenges, which could be resolved or eliminated by the use of VR technology. VR has already been applied to medical education and training, but little has been done with regard to the application of immersive display technology in this field. The aim' of this thesis is to investigate how VR technology, and immersive display technology in particular, can be used within the realms of medical education and training from educational and medical perspectives. The work in this thesis has been structured around four key stages: review, modelling, application development and feedback. The review stage took the form of a study of related works with the findings, conclusions, recommendations and challenges that emerged being used to define a set of research objectives and questions. The modelling stage involved the creatiqn 'of the VREM ~irtual Reality for Education in Medicine) model, which describes the interplays and interrelationships between VR technology, education and medicine. The development stage focussed on the implementation of a number of immersive display-based medical applications to demonstrate the VREM model. Three types of applications were developed: collaborative interactive volumetric models for diagnosis; immersive open surgery simulations for training; and multi-model visualizations for demonstration and modelling. The feedback stage involved six studies to elicit views and opinions from stakeholders, including students, educators and medical professionals, in relation to the research questions complied in the review stage. In summary, the findings of this research have established a basis on which the different stakeholders involved in the virtual medical education process, including medical education administrators, medical educators, students, trainee surgeons, clinicians and VR developers can understand the role played by VR technology, and immersive display technology' in particular, in medical'ieducation. A number of papers based on this research have already been published in peer reviewed journals and conferences and others are in preparation.
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Ahmed, Maria. "Embedding patient safety into postgraduate medical education." Thesis, Imperial College London, 2013. http://hdl.handle.net/10044/1/14141.
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As frontline clinicians, junior doctors (trainees) are being increasingly recognised as powerful agents for change in improving patient safety. However, routine postgraduate medical education (PGME) offers little opportunity for trainees to develop the requisite knowledge and skills to advance safety improvement efforts. This thesis aims to build on the evidence base for patient safety education by developing and evaluating educational interventions informed by users, the existing literature, and educational theory. Section One (Chapters 1 to 3) sets the context for the thesis, providing an introduction to patient safety, relevant educational theory, and the role of education and engagement in improving patient safety. Subsequently, Section Two reports exploratory research to inform the development of a patient safety course for Foundation trainees – junior doctors at the very start of their careers. A systematic review reveals how the UK lags behind international efforts to deliver patient safety education for trainees, and highlights the need to address barriers to its sustainable integration into medical curricula (Chapter 4). An analysis of Foundation trainees’ portfolio entries demonstrates the feasibility of using patient safety incidents (PSIs) experienced by trainees as the basis for learning about patient safety (Chapter 5). Drawing on these findings, Section Three reports the development and evaluation of ‘Lessons Learnt: Building a Safer Foundation’. This is a novel patient safety programme designed to formalise the opportunity for all 1000+ trainees across a Foundation School to learn from PSIs in a structured, facilitated forum. The development and delivery of the programme is first described (Chapter 6), followed by empirical studies to develop senior faculty (Chapter 7), and to evaluate the impact of the programme on trainees’ learning both qualitatively (Chapter 8) and quantitatively (Chapter 9). In Section Four, a different approach is taken to explore non-technical skills (NTS) training for more senior trainees. A tri-continental interview study of 33 surgical team members underlines the need to improve debriefing as a core NTS in Surgery and explores the user perspective on effective debriefing in surgical training (Chapter 10). These findings are used to inform the development of the ‘SHARP 5-Step Feedback Tool for Surgery’ and to evaluate its impact through observation of 100 surgical cases (Chapter 11). A number of conclusions are drawn from the research. Patient safety education is well accepted by trainees and trainers alike, and results in improved safety competencies across knowledge, skill and behavioural domains. It is feasible to embed a large-scale patient safety programme into PGME and to engage senior doctors to support its delivery. Overall, these findings suggest that patient safety education not only improves ‘safety skills’ at an individual level, but may also promote the safety of the wider healthcare system through enhancing medical engagement in patient safety and fostering cultural change. The concluding Section (Chapter 12) summarises the findings in detail. Strengths and limitations of the research are discussed, and recommendations are drawn for accelerating the integration of patient safety education into PGME.
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Silva, Cleber Domingos Cunha da. "Education and medical ascetism: offensive from Nietzsche." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5180.
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nÃo hÃThe aim of this study is to demonstrate that as the doctor answers (responds) to the expectations of society in his task of promoting health, both he and those who are entrusted to him, develop a practice that I call medical asceticism. What the research tries to investigate is the pursuit of a healthy body as an ideal. The research was developed from the analysis of present speeches in platonic texts and its reflections in contemporary medical statements. The theoretical dialogue of the thesis emphasized the Nietzscheâs approach to the truth and moral. The arguments presented are divided in three books: 1- Medical Asceticism: a search of the truth as an ideal; 2- Medical scientific truth and moral and 3- Prognoses and prescriptions. Among the considerations pointed by the thesis, we checked the intersection between the practices of information and medical advisories and the search of a healthy life. The cult of the healthy life seems to be linked to the cult of the medical scientific truth and to the production of adjusted and submissive subjectivities. The medical ascetic ideal, observed in the production and consumption of truths appears like a demonstration of a game of forces, a will that Nietzsche called will to power.
O objetivo desse estudo à demonstrar que, na medida em que o mÃdico responde à expectativa da sociedade na sua tarefa de promover a saÃde, tanto ele como aqueles que lhe sÃo confiados desenvolvem uma prÃtica que denomino de ascetismo mÃdico. O que a pesquisa procura investigar à a busca do corpo saudÃvel como um ideal. A pesquisa se desenvolveu a partir da anÃlise de discursos presentes em textos platÃnicos e de suas ressonÃncias nos enunciados mÃdicos contemporÃneos. O diÃlogo teÃrico da tese privilegiou a abordagem nietzschiana sobre a verdade e a moral. Os argumentos apresentados estÃo divididos em trÃs livros: 1. Ascetismo mÃdico: a busca da verdade como ideal; 2. Verdade mÃdico-cientÃfica e moral e; 3. PrognÃsticos e prescriÃÃes. Entre as consideraÃÃes apontadas pela tese, verificamos o entrecruzamento entre as prÃticas de informaÃÃo e de aconselhamentos mÃdicos e a busca de uma vida saudÃvel. O culto à vida saudÃvel aparece ligado ao culto à verdade mÃdico-cientÃfica e à produÃÃo de subjetividades normalizadas e assujeitadas. O ideal ascÃtico mÃdico, verificado na produÃÃo e consumo de verdades, aparece como manifestaÃÃo de um jogo de forÃas, de uma vontade que Nietzsche denominou de Vontade de Poder.
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Walden, Rachel R. "Incorporating Health Literacy Concepts in Medical Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8832.
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Малиш, Ніна Григорівна, Нина Григорьевна Малыш, and Nina Hryhorivna Malysh. "Introduction of innovative technologies in medical education." Thesis, Prague Institute for Qualification Enhancement, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65507.
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Introduction of innovative educational technologies in continuous medical education in the format of remote modular systems integrated with the electronic workplace of a doctor is an effective tool for professional development. Practical application of this resource will be able at the first stage to provide a standardized approach to clinical decision making on the basis of clinical recommendations, and in the future to become the basis for certification and accreditation of a specialist doctor in an open educational environment, which will certainly improve the quality of medical care.
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Dixon, Corrina Aloyse. "Accommodating women's learning in continuing medical education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2447.
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The purpose of this project was to present continuing medical education providers with a handbook that presents current perspectives on women's learning and suggests practice guidelines that can be incorporated into the planning of existing and future medical education activities.
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Stori, Michael C. "Advanced education for the radiologic technologist through cooperative education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998storim.pdf.
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Groom, Jeffrey A. "Medical Decision Making Under Stress-Evaluating the Role of Computerized Medical Simulation Education." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/552.
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In an emergency, cognitive ability, skill performance, and decision making skills of medical personnel are often impaired due to the physical and psychological effects of stress created by the emergency event itself. Computerized human patient simulators hold the potential of enabling personnel to recreate the cognitive, psychomotor, and affective demands of a real life medical emergency without putting patients or personnel at risk. While previous research has demonstrated the potential of simulation-based instruction to improve cognitive and psychomotor learning outcomes, there has been no attention focused on affective learning domains and performance outcomes. Repeated practice in a realistic simulation training environment has the potential to decrease the stress response of personnel in an emergency, blunt the effects of skill degradation due to stress, and increase the performance capacity of medical personnel in an actual emergency.
In this study, senior anesthesiology nursing residents participated in a series of computerized patient simulation scenarios in which overall medical performance and physiological and psychological indicators of stress were assessed. Physiological measures included noninvasive measures of heart rate, blood pressure, and salivary cortisol level. Psychological measurements included the State-Trait Anxiety Inventory (STAT) and two Likert-scale responses to the subject's perceived level of stress and level of confidence. Because of the individual variation in response to stress, each subject served as their own control. Fifty-four subjects participated in the study. A random sample of 16 subjects participated in a baseline nonemergency simulation scenario. All 54 subjects then participated in a pre- and post-intervention simulated emergency scenario. Between the two scenarios, each subject received 16 hours of simulation-based instruction in the management of anesthesia emergencies and stress inoculation training. Subjects showed a significant increase in all parameters in the pre-intervention emergency scenario when compared to the nonemergency baseline scenario. Equally, all subjects showed a significant increase in parameters during the pre-intervention scenario when compared to that during post-intervention scenario. However, all of the parameters during the post-intervention scenario showed significantly less response to stress than during the pre-intervention scenario. Additionally, ratings for performance showed a significant increase in the post-intervention scenario when compared to performance during the pre-intervention scenario. The research demonstrates that computerized human patient simulation is capable of replicating the demands of a real emergency. The study was able to validate an improvement in medical performance and decrease in responsiveness to stress. The research appears to be the first to confirm the utility of simulation-based instruction in mitigating the physical and psychological effects of stress, created by an emergency event itself. Equally important, the participants reported a decreased perception of stress and an increased level of confidence following the intervention. The combination of stress inoculation training and simulation-based instruction appears to an effective strategy for improving cognitive, psychomotor and affective learning and performance outcomes. Further study in a wider population and evaluation of the duration of the intervention is warranted.
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Basso, Marco Antonio Gimenes. "The problem of bias in medical research and its relationship with medical education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10019260/.
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Biases in medical research are becoming acknowledged as a serious and increasing problem for medicine all over the world. They compromise the evaluation of the real effects of drugs, and jeopardise the possibility of evidence-based decisions and knowledge in medical practice. The current measures adopted to attempt to reduce them, although important and necessary, seem to have had only a limited effect. The fundamental aim of this study is to be a piece of exploratory research on the possible factors involved in medical education that can be related to the existence of bias in medical research. The randomised controlled trial, the main research method in much of medical research, is analysed concerning its strengths and weaknesses as a scientific instrument and the most common biases that may occur in this research method are evaluated. Questionnaires and interviews with students and teachers of five medical schools in Parana State (Brazil) were used to appraise aspects of a potential connection between medical education and the aforementioned problems in medical research. Qualitative and quantitative analyses of the data obtained were performed. The level of awareness about bias in research, in these schools, was evaluated as insufficient and fragmentary. Some critical obstacles, related to the transmission of knowledge about bias to the students, were identified. There is evidence that, at least in the schools involved in this research, the problem of bias is considered as a minor issue, when compared with other structural and educational problems. Possible solutions to the problem of low level of awareness about bias in research were collected by the research instruments employed, and are discussed in regard to their potential efficacy and feasibility.
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Sesate, Diana Beth. "A Matthew Effect?: Undergraduate Institutional Prestige, Admission to Medical School, and Medically Underserved Communities." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556663.
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Admission to medical school is key to addressing medically underserved communities because over 90% of medical students graduate and become physicians. Yet, members of populations most likely to serve medically underserved communities as physicians remain chronically underrepresented in medical education despite initiatives aimed at increasing their representation among medical students. Meanwhile, traditional determinants of medical school admission fail to fully predict success in medical school, but have a disparate impact on applicants from underrepresented populations. Other determinants are underexplored, especially undergraduate institutional prestige. This study used a quantitative case study approach to examine the relationship between undergraduate institutional prestige, admission to medical school, and potential to serve medically underserved communities via specialty. Using a synthesis of the frameworks of symbolic capital, the iron triangle, and manifest and latent functions as a lens, this study analyzes (1) the relative impact of undergraduate institutional prestige on predicting admission to medical school holding constant the effect of traditional determinants of admission to medical school (i.e., MCAT, GPA), (2) how undergraduate institutional prestige varies by admissions stage, and (3) the relationship between undergraduate institutional prestige and specialty. Overall, findings show that undergraduate institutional prestige is important throughout the medical school admissions process; yet, undergraduate institutional prestige is not related to specialty. Nonetheless, findings imply preferences for applicants from more prestige undergraduate institutions may be contradictory to fulfilling organizational missions concerned with addressing healthcare disparities.
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Bergsma, Lynda Joan. "Ideological reproduction and social control in medical education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282392.
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This sociological study of medical school culture employed a critical framework for analysis of ideological reproduction and social control. A literature review provided a social-historical context for the empirical findings that focused on student-faculty discourse at one college of medicine during the third-year Family and Community Medicine clerkship. Data collection consisted of audio recording and observation in both classroom and clinical settings. A depth hermeneutical analysis was used to answer three research questions. For question 1, "What is the macro medical social context within which ideologies are being reproduced and received in medical education?" a literature review on recent trends in health care delivery and medical education elucidated the social-historical conditions in which ideological and social control constructs are embedded today. The principal finding was that the U.S. health system is embroiled in a revolution, characterized by the frequently contradictory ideologies of medical advocacy and business allocation. For question 2, "What are the principal ideological and social control messages being reproduced in medical education?" a discursive analysis of faculty-student dialogue was structured around eight thematic elements. Findings revealed that medical education does not prepare students to think critically about social and environmental issues that cause 85% of illness in our society, with faculty dominance often acting as a major deterrent. The principal messages being reproduced extended from a therapeutic ideology that promotes the physician's definition/control of patient problems. Also found was a deeply conflictual relationship between managed and medical care. For question 3, "How does the meaning mobilized by these ideological messages in medical education serve to establish and sustain relations of domination and social control?" an interpretive process clarified how ideology and social control sustain relations of power that systematically confound and effectively eliminate social justice in health care. Because the right to define the patient's problem gives the physician extraordinary power, the drive to reach a differential diagnosis is extremely strong, and gaining diagnostic expertise is medical education's consuming focus. As a result, students leave medical school prepared for their professional social control role, while uncritically accepting the inequitable and illness-causing social, economic, and political ideologies of our time.
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Grochowski, Colleen O. "Assessing change in medical education: A case study." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289885.
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Despite a 70-year long call for reform of the structure of medical education, the process by which one becomes a physician has remained remarkedly unchanged since the early 1900s. This case study was undertaken to identify the factors the facilitated and inhibited attempts at curricular reform in a state College of Medicine at a Research I institution in the southwest. The theoretical lenses of resource dependency, academic capitalism, professionalism/jurisdiction, power, and leadership were used to identify and understand the interrelatedness of the internal and external factors influencing change in medical education. Based on the theoretical constructs underlying the study, several propositions were outlined a priori. The findings indicated support for the propositions: the dean's support of reform initiatives was a key factor in the success of the initiatives; and conversely, those initiatives that were not actively and verbally supported by the dean did not tend to be approved; the dean influenced the agenda by taking key proposals for reform off the agenda; faculty were most resistant to those proposals that would have required them to relinquish their curricular jurisdiction to a central curriculum authority; faculty further maintained jurisdiction over their courses by simply choosing not to use materials made available to them through educational grants; the tenuous financial situation of the institution at the time affected the dean's and the faculty members' willingness to be involved in and support curricular reform efforts as they were under increasing pressure to increase their income-generating activities; and furthermore, the resource allocation patterns of the institution did not support reform initiatives. The findings highlighted two themes that were not accounted for in the propositions. The first indicated that the quality of the working relationship transcended jurisdictional boundaries that would have been expected from the professionalism/jurisdiction framework underlying the study. The second indicated that the efforts of a single individual could transcend all of the theoretical constructs underlying the study. Lastly, based on the findings of the study, several strategies were developed that may be useful to consider when attempting curricular reform.
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Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.
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The U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.
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Weigand, Robert. "Identifying Emotional Intelligence and Metacognition in Medical Education." Thesis, University of New England, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10798589.
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An extensive literature review identified emotional intelligence and metacognition had not been examined in medical education as integrated concepts in the reflective practice of medical residents. Continued research into the independent application of these concepts in medical education maintains a perspective that has permeated medical literature for 20 years. Research into emotional intelligence and metacognitive functioning and its’ influence on reflective practice in medical education acknowledges the need for more taxonomies of knowledge and skills. A quantitative correlational study was conducted utilizing Family Practice residents. Three valid and reliable assessment tools identified as the MSCEIT, MAI and Groningen were used in this study to determine emotional intelligence, metacognitive ability and reflective ability in Family Practice residents. Findings did not refute the null hypothesis identified as no statistical relationship exists between emotional intelligence and metacognition. Scores between males and females in emotional intelligence appeared descriptively different but not statistically significant. Emotional intelligence and metacognition did not predict strength in reflective ability based on residency year. Descriptive findings indicated female residents scored higher in perceiving emotions while male residents scored higher in thinking about their feelings. Female Family Practice residents scored higher than male Family Practice residents in metacognition each residency year. Females also scored higher than males in reflective practice in each of the three residency years. The small sample size in this study was an acknowledged limitation. Additional qualitative and quantitative research needs to be conducted to learn more about the integration of these three concepts in medical education. iv
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Ellaway, Rachel Helen. "Evaluating a virtual learning environment in medical education." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/885.
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The use of technology-supported teaching and learning in higher education has moved from a position of peripheral interest a few years ago to become a fundamental ingredient in the experience of many if not most students today. A major part of that change has been wrought by the widespread introduction and use of ‘virtual learning environments’ (VLEs). A defining characteristic of VLEs is that they combine a variety of tools and resources into a single integrated system. To use a VLE is not just to employ a single intervention but to change the very fabric of the students’ experience of study and the university. Despite this, much of the literature on VLEs has concentrated on producing typologies by listing and comparing system functions, describing small scale and short duration applications or providing speculative theories and predictions. Little attention has so far been paid to analysing what effects a VLE’s use has on the participants and the context of use, particularly across a large group of users and over a substantial period of time. This work presents the evaluation of a VLE developed and used to support undergraduate medical education at the University of Edinburgh since 1999. This system is called ‘EEMeC’ and was developed specifically within and in support of its context of use. EEMeC provides a large number of features and functions to many different kinds of user, it has evolved continuously since it was introduced and it has had a significant impact on teaching and learning in the undergraduate medical degree programme (MBChB). In such circumstances evaluation methodologies that depend on controls and single variables are nether applicable or practical. In order to approach the task of evaluating such a complex entity a multi-modal evaluation framework has been developed based on taking a series of metaphor-informed perspectives derived from the organisational theories of Gareth Morgan(Morgan 1997). The framework takes seven approaches to evaluation of EEMeC covering a range of quantitative and qualitative methodologies. These are combined in a dialectical analysis of EEMeC from these different evaluation perspectives. This work provides a detailed and multi-faceted account of a VLE-in-use and the ways in which it interacts with its user community in its context of use. Furthermore, the method of taking different metaphor-based evaluation perspectives of a complex problem space is presented as a viable approach for studying and evaluating similar learning support systems. The evaluation framework that has been developed would be particularly useful to those practitioners who have a pressing and practical need for meaningful evaluation techniques to inform and shape how complex systems such as VLEs are deployed and used. As such, this work can provide insights not just into EEMeC, but into the way VLEs are changing the environments and contexts in which they are used across the tertiary sector as a whole.
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Sciuto, Alex. "Data Visualization for Medical Price Education and Transparency." Research Showcase @ CMU, 2015. http://repository.cmu.edu/theses/94.
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The health care system in the United States is changing rapidly. Individual patients are expected to become educated medical consumers making informed choices and paying for those choices. Many researchers and designers are studying how medical consumers understand their medical care, but there is an opportunity for meaningful design strategies using data visualization to help consumers understand how much they pay for their care. This thesis uses service and user-centered design methods and interactive data visualization to create systems that gather medical prices and display them back to users all with the goal of creating more educated medical consumers.
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Kruger, Mariana. "Ethics education in a problem-based medical curriculum." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50339.
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Thesis (MPhil)--Stellenbosch University, 2005.ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century.
AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.
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Sethi, Ahsan. "The impact of postgraduate qualifications in medical education." Thesis, University of Dundee, 2016. https://discovery.dundee.ac.uk/en/studentTheses/2d54dc4a-5be0-4ec3-9871-0e57b1523c46.
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Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.
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Félix, Cayo Rojas César, and Dávila Ana Sofía Miranda. "Higher medical education facing the covid-19 infodemia." Editorial Ciencias Medicas, 2020. http://hdl.handle.net/10757/656776.
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Yardley, Sarah Joy. "Understanding authentic early experience in undergraduate medical education." Thesis, Keele University, 2011. http://eprints.keele.ac.uk/3831/.
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Authentic early experience describes new medical students undertaking ‘human contact in a social or clinical context that enhances learning of health, illness or disease, and the role of the health professional’ (Littlewood et al. 2005). This thesis provides three original research contributions: a critical analysis of the application of socio-cultural and educational theories to authentic early experience; empirical data addressing two inter-related research questions; ‘How and why do students construct useful knowledge and meaning-making from authentic early experience?’ and ‘How and why do students make authentic early experiences work for them?’; and an interpretation of social processes and resultant consequences embedded in authentic early experience. Multiple theoretical perspectives were used to create a framework incorporating mixed qualitative methods. Scott’s concept of Mētis (1998) guided interpretation of not only how students created meaning but also when and how they chose to use it, and value it, relative to formally recognised knowledge. The study identified six specific findings which provide understanding of the complex consequences arising from authentic early experience. (1) Faculty and placement provider expectations of students were simultaneously too high and too low. (2) Dynamic social interactions are fundamental to meaning-making and knowledge construction (which are inextricably intertwined with identity evolution). (3) Social processes influencing authentic early experience can be described through dyads of variables which form intersecting workplace and educational spectra. (4) A holistic social view identifies unpredictable and unintended consequences of authentic early experience. (5) Students do not align the locus of ‘real learning’ with the locus of ‘real practice’. (6) Students create their own Mētis which crucially includes understanding about how to handle knowledge and meaning and how to make experiences work for them. The implications and potential applications of these findings are discussed.
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Koff, Nancy Alexander. "Trainee negotiation of professional socialization in medical education." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184888.
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The character of the professional socialization experience is a subject of debate in the literature; one of the primary issues being the relative contributions of trainees to the nature of their socializing experience. As crucial as the clinical education experience is to the educational and professional development of medical students, it has received relatively little attention in the literature on professional socialization of physicians. The goals of this research were to understand, from the students' perspective, the character of the first clinical learning experience in the medical school career of a group of medical students and, given the character of that context, the role of student negotiations in their own education and professional socialization. This study employed a symbolic interactionist framework and the data collection methods of participant observation and unstructured interview. The data collection was conducted over a six-week period during which time the researcher experienced along with a group of six medical students their first clinical learning experience. These students perceived the clinical learning environment to be challenging, complex and frequently too busy to easily accommodate their learning needs. They recognized the enormity of their learning task and of their own incompetence. These were the basic perceptions that prompted the students to negotiate their clinical learning experience. Student negotiations took three basic forms: the creation of new learning opportunities, the manipulation of existing learning resources, and interpretation of events and behaviors. Students' negotiations were constrained by the structure of the education program and the students' own assertiveness. The study's findings indicate that the students were active negotiators of the content and the conduct of their own professional education and professional socialization. Even in the face of overwhelming demands on their intellectual and emotional resources, the students expressed their individual and collective intent for their educational experience. The study findings were similar to those of earlier studies of professional socialization, although new behaviors and behaviors inconsistent with those found in previous research were uncovered. Contributions to the literature on professional socialization and to an understanding of this phenomenon were made through the explanation of these inconsistencies.
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Lima, Barreto Vitor Hugo. "Discourse analysis of general practice in medical education : a comparative study of undergraduate medical education policy in the UK and Brazil." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10058801/.
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Introduction: Despite increasing research on medical education, the field of medical education policy, including general practice teaching, has been overlooked. Discourse analysis has recently been introduced to investigate education policy in medical education. This research analyses general practice development in undergraduate medical education policy in both the UK and Brazil. In the UK, general practice is consolidated as an academic field of medical knowledge, whilst in Brazil, it is being established. The historical context of the specialty in each country and the participation of general practitioners in medical schools are considered. Two main dimensions of medical education are emphasized: the alignment with health care systems and the outlook for medical care workforce. The aim of this research was to depict the discursive continuities and discontinuities characterizing general practice knowledge in undergraduate medical education policy in two distinctive contexts. Method: Foucauldian discourse analysis was used to investigate the representation of general practice as a field of medical knowledge in undergraduate medical education policy in a comparative study design. This research method offers a critical perspective of power relations in policy documents by exploring what is made thinkable and legitimate. It supports the analysis of the assumptions of truth that delineate the frontiers of general practice. Results: General practice knowledge holds a discursively fragile position in both countries, a consequence of the differences in discursive polarities. The polarities consisted of (a) academic and non-academic knowledge and (b) specialist and non-specialist knowledge in the UK; and (a) public and private health care and (b) generalist and specialist knowledge in Brazil. The similarities included a close relationship between medical education and national health systems. In the UK, the biomedical discourse directs the portrayal of general practice, whereas in Brazil, the counter-discursive element opposed to this biomedical discourse predominates. Conclusion: The predominant discourses in medical education policy places general practice knowledge in a fragile position compared to other medical fields. A policy focused on the reflexive cycle between academy and practice and between general and specific knowledge could help strengthen general practice knowledge in undergraduate medical education. This could produce stronger, more stable and authoritative thinking in this area of medical science.
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Abramovitz, Ruth. "Gender equality issues in the medical education experience of final year medical students in Israel and the implications for educational managers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31014.
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Although women are half of the medical students' population, they may have, different values than men and may be faced with organizational constraints in their medical schools and barriers to their career once they graduate. The general aim of this study is to highlight the question of gender equality in the educational process and the implications for educational managers arising from this issue. The specific objectives of the study are to identify male and female medical students personal values, experiences with regard to the curriculum, career's preparation, mentoring and abuse during the medical education and gender effect after graduation. The research tries to suggest ways in which educational managers can address possible gender inequality. The research is carried out in two phases. The first phase is a survey of a sample of final-year medical students from three and of four medical schools in Israel. In the second phase, a case study of one of the medical schools is carried out. Interviews with students and faculty members provide data to triangulate and illuminate the findings of the survey. Documentary analysis of the school's official prospectus enables further triangulation. Based on the findings, the conclusions are that although women and men medical students tend to differ in their career goals, they are similar in other values. Yet, women medical students are discriminated against to some extend with regard to school experiences such as career's preparation, and student abuse. Surprisingly more men students than women complain on discrimination. Other gender differences are apparent with regard to career choices and opportunities. It appears that a culture of 'gender blindness' is prevalent at medical faculties. The recommendations are that just to wait for the 'critical mass' effect is not enough and educational managers should try to address barriers faced by female students.
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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.
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Brosnan, Caragh Jean. "The sociology of medical education : the struggle for legitimate knowledge in two English medical schools." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/265555.
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The epistemological basis of medical education has been highly contested since the turn of the twentieth century, with 'traditional', science-based curricula gradually being replaced by 'innovative' curricula, purporting to be more holistic. Both curricular types are currently employed in the United Kingdom, amid calls for both fu11her reform and a return to traditional teaching. This thesis explores the sociological meaning and consequences of debates over knowledge in medical education by examining the construction of legitimate knowledge in two English medical schools, one 'traditional' and one ' innovative'. Part I includes a literature review and theoretical discussion. Research on medical students ' experiences shows that they learn to value scientific and clinical 'competence' rather than 'caring'. Furthermore, sociologists argue that curricular reform serves symbolic purposes in medical schools but does not effect meaningful change. However, the relationship between students and medical schools is not well understood. Pierre Bourdieu's theoretical framework is proposed as a way of reconciling the analytical schism between research focusing on either student socialisation or organisational factors. Part II presents the research findings. Data were collected via six months' paiticipant observation at the two schools, semi-structured interviews with thirty-six medical students and fifteen faculty members, and analysis of institutional documents. By analysing the schools' marketing strategies, histories and relationships to external bodies, I show that medical education operates as a field in which medical knowledge is a form of symbolic capital: medical schools compete for scientific capital on the one hand, sustained by mechanisms within the higher education field, and, on the other, for clinical capital, fostered by the healthcare field. The two schools I studied were positioned unequally and oriented towards different sides of the medical education field. Faculty members participated in the dualistic competition for knowledge-based capital, largely reproducing their own institution's construction of legitimate knowledge. Drawing on their habitus, students also perpetuated the field struggle through their choice of medical school and their perceptions of legitimate knowledge. In turn, students' practices and dispositions were shaped by their school's position in the field. Ultimately, the struggle for scientific and clinic.al knowledge precluded holistic medical education: humanistic and social knowledge were marginalised in both the 'traditional' and the 'innovative' school, having little value within the field. Educational reform is thereby limited by this competition over knowledge, which is a 'game' played to gain institutional and individual power, rather than to produce good doctors.
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Simpson, Donald. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /." Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.
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Seago, Brenda. "UTILIZATION OF SIMULATION TO TEACH PELVIC EXAMINATION SKILLS TO MEDICAL STUDENTS: IMPLICATIONS FOR MEDICAL EDUCATION." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2290.
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Medical education is changing. Physicians have less time for teaching clinical skills and for direct observation of medical students, due to sicker patients in the hospital, shorter hospital stays, competing demands of research and patient care, and implementation of the eighty hour work week for residents. The consumer movement increased awareness of medical errors, patient safety and quality of healthcare. Teaching the pelvic examination is ethically complex. Questions have arisen about medical students learning to conduct the pelvic examination on actual patients. This study utilizes the pelvic examination simulator and genital teaching associates (GTAs) to teach pelvic exam skills to optimize limited resources, as well as address safety and ethical concerns. The purpose of the study was to provide medical students with more practice in pelvic examination skills, to test a pelvic examination simulator, and to explore a new model for teaching pelvic examination skills to second year medical students. After IRB approval, one hundred sixty eight second year medical students at Virginia Commonwealth University School of Medicine participated in the study. A two-armed trial design provided all medical students with pelvic exam training on the pelvic exam simulator and genital teaching associate. Data were gathered via an experience and demographic questionnaire, blood pressure readings, the Fear of Pelvic Examination Scale scores and performance scores after the training. Data analysis consisted of descriptive statistics, paired and independent sample t-tests and the linear mixed model. Statistical tests determined the relationship between fear, blood pressure and performance. The findings revealed that the GTA training group had significantly more fear than the pelvic exam simulator group and significantly higher performance scores than the simulator group. The gender analysis indicated that males had significantly more fear than females. Prior experience with pelvic exam simulators did not appear to reduce anxiety among medical students when first conducting pelvic exams with humans. Completion of pelvic exam training with a GTA may reduce fear substantially and make later training with the pelvic exam simulator the optimal first experience. Use of simulation in medical education reduces ethical concerns, optimizes limited resources and reduces patient safety issues.
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Zelenka, Marc H. "Prescription for a profession the educational philosophy of Abraham Flexner and cogency in medical education /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3238508.
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Thesis (Ph.D.)--Indiana University, School of Education, 2006."Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3705. Adviser: David J. Flinders.
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Tervaskanto-Mäentausta, T. (Tiina). "Interprofessional education during undergraduate medical and health care studies." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218571.
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Abstract The two universities in Oulu developed an interprofessional (IP) curriculum by implementing the theory and training periods for different undergraduate medical and health care students. The aim was to investigate how interprofessional education (IPE), use of collaborative learning methods and innovative learning environments will promote students’ IP competencies. Furthermore, the aim was to understand how the patients and families experienced the students’ receptions in the training periods. Students’ readiness and attitudes towards interprofessional learning (IPL) were investigated with the Readiness for Interprofessional Learning Scale (RIPLS) and their learning experiences after the courses and training periods with a structured questionnaire. The patients and families filled in the feedback questionnaire after the reception. The data was collected between 2007 and 2015. Almost all students indicated, according to RIPLS great importance towards teamwork and collaboration, and felt their professional identity promoted. The medical students evaluated their roles and responsibilities significantly lower than the other health care students. After the first semester, IP course students’ learning outcomes correlated linearly with their own activity and collaboration with the IP group in the e-learning platform. During the training periods in the out patients diabetes clinic, as well as in the preventive maternity and child health clinics, they performed well with IP competencies such as patient-centeredness, communication and teamwork. Students were well briefed to take responsibility as an IP team of the patients’ visit. The care plan was finalized with the facilitators. In the reflection session, learning outcomes were summarized. Students got an overview of primary and preventive services and their professional roles there. Patients and families were very satisfied with their experience with the students. IPE programs have positively changed the overall attitudes to IPL, both with students and the educators and professionals. In addition, students’ professional and IP clinical competencies have developed and the trust in working together has increased. Feedback from patients and families has been very positive. It showed the importance of IPE and the development of collaborative practice in the service system to stakeholders. IP teamwork experience benefits current and future health care professionals in organizing patient-centered care in collaboration with educational organizations and their working life partnersTiivistelmä Oulun yliopiston ja ammattikorkeakoulun yhteistyönä kehitettiin lääketieteen ja terveydenhuollon eri perustutkinto-ohjelmille moniammatillinen opetussuunnitelma. Koulutus sisälsi teoriaopintoja sekä harjoittelua hyvinvointikeskuksessa. Tavoitteena oli tutkia, miten moniammatillinen oppiminen, osallistavien opetusmenetelmien käyttö sekä innovatiiviset oppimisympäristöt edistävät opiskelijoiden moniammatillisia taitoja. Tavoitteena oli myös kuvata potilaiden ja perheiden kokemuksia moniammatillisesti toteutetuista vastaanotoista harjoittelujaksoilla. Opiskelijoiden valmiuksia ja asenteita moniammatilliseen oppimiseen tutkittiin ”Valmiudet ja asenteet moniammatilliseen oppimiseen” (RIPLS) - mittarilla. Heidän oppimiskokemuksiaan koottiin opintojen ja harjoittelun päätteeksi strukturoidulla kyselymittarilla. Potilaat ja perheet täyttivät palautekyselyn vastaanoton päätyttyä. Aineisto kerättiin vuosina 2007-2015. Tarkasteltaessa opiskelijoiden asenteita RIPLS-mittarilla mitattuna suurin osa heistä piti erittäin tärkeänä tiimityötä ja vuorovaikutusta ja koki moniammatillisen oppimisen vahvistaneen heidän ammatillista identiteettiään. Lääketieteen opiskelijoiden arvio omasta ammattiroolistaan ja vastuistaan oli merkittävästi epävarmempi kuin muilla terveysalan opiskelijoilla. Opiskelijoiden oppiminen opintojen alkuvaiheen moniammatillisella kurssilla korreloi suoraan heidän omaan aktiivisuuteensa ja kommunikointiin moniammatillisen ryhmän kanssa verkkoalustan tehtävissä. Harjoittelujaksoilla sekä diabetesvastaanotolla että äitiys- ja lastenneuvolassa opiskelijat oppivat moniammatillisia taitoja, kuten potilaskeskeisyyttä, kommunikointia ja tiimityöskentelyä. He saivat kokonaiskuvan terveyskeskustyöstä ja ennaltaehkäisevistä palveluista sekä omista ammatillisista rooleistaan niissä. Potilaat ja perheet olivat erittäin tyytyväisiä saamaansa palveluun opiskelijavastaanotoilla. Opiskelijoiden asenteet moniammatillista oppimista kohtaan olivat positiivisia yhteisten opintojen alussa ja kehittyivät entistä positiivisemmiksi harjoittelujaksojen myötä. Samanaikaisesti opiskelijoiden ammattialakohtaiset sekä moniammatilliset taidot kehittyivät ja luottamus yhdessä työskentelyyn lisääntyi. Potilaiden ja perheiden antama erittäin myönteinen palaute on osoitus päättäjille ja palvelujärjestelmille moniammatillisen koulutuksen ja työkäytäntöjen kehittämisen merkityksestä. Moniammatilliset tiimityötaidot hyödyttävät sekä nykyisiä että tulevia terveysalan ammattilaisia toteuttamaan ja kehittämään asiakaslähtöistä työtä yhteistyössä korkeakoulujen ja työelämän palveluorganisaatioiden kanssa
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Lane, Cathie Anne Clinical School St George Hospital Faculty of Medicine UNSW. "Optimising Australian postgraduate medical education and training in nephrology." Awarded by:University of New South Wales. Clinical School - St George Hospital, 2009. http://handle.unsw.edu.au/1959.4/44662.
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The optimal manner in which to train nephrologists has not been studied. The objectives of this research were to determine:- 1. The educational and historical basis underpinning the Australian nephrology training program. 2. The drivers surrounding a career choice in nephrology. 3. What constitutes an ???ideal??? nephrologist and how nephrologists spend their work time, thereby identifying skills and attributes to be fostered in training. 4. Impediments to training, including examination of the available workforce. Five sub studies were undertaken, utilising a combined quantitative and qualitative approach (mixed methods): 1) A national Basic Physician Trainee (BPT) questionnaire, 2) a national nephrology workforce study, and in-depth interviews of: 3) nephrology patients, 4) nephrology trainees and 5) practicing nephrologists. New findings arising from this research reveal: doctors choose nephrology as a career if exposed to the specialty in a positive manner with good role models, however, there are a range of modifiable factors that make nephrology unattractive to many BPTs; workload is high, impacting negatively on training and trainee recruitment; Nephrologists spend most time in the management of dialysis and transplant patients but have a range of other roles in day to day practice, essential information to develop a competency based training program; availability of nephrologists for training is suboptimal and will likely worsen; Patients and doctors apply and weight parameters differently when defining an ???ideal nephrologist???. Both groups believed that specialist knowledge remains an essential requirement but patients focused more on good communication skills. This research provides evidence that the training program should incorporate training in advanced communication and basic research skills and promotion of an holistic approach to patient care. There is no formal alignment of training with assessment. Trainees and nephrologists believe that feedback is critical to learning, yet the assessment process is not underpinned by sound educational principles. This can be rectified using the findings of this research in conjunction with curriculum development and performance assessment. This research should provide an approach to the examination of training that is applicable to many internal medicine specialties. Importantly, nephrology training can now be improved with sound educational principles, underpinned by the findings of this research.
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D'Eon, Marcel F. "Strengthening faculty development in medical education through action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24069.pdf.
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Warrick, Philip A. "A VRML-based anatomical visualization tool for medical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29635.pdf.
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